scholarly journals Students’ desires for high-level teaching and learning opportunities: Views of Namibian Grade 11 students observed to have difficulties in learning mathematics

2020 ◽  
Vol 16 (1) ◽  
pp. 15-28
Author(s):  
Shemunyenge Hamukwaya
Keyword(s):  
Teaching And Learning ◽  
Learning Opportunities ◽  
Academically Successful ◽  
Structured Interviews ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Systemic Factors ◽  
High Level ◽  
Negative Factors ◽  
Grade 11

This study focusses on the views of students in learning grade 11 mathematics in terms of their needs and aspirations regarding access to high-level mathematics teaching and learning opportunities. Students who participated in this study (88 grade 11 Namibian students) were identified as having learning difficulties by their mathematics teachers, but these students did not (themselves)consider that they had difficulties. The author attempts to understand why students believed they do not have difficulties in learning mathematics. A qualitative method was employed, and the students were investigated via semi-structured interviews. The transcripts were analysed using an interpretational analysis. This study revealed that students display interest in learning mathematics and that they tend to feel comfortable with the subject despite certain influencing factors. The students’ perceptions are that their learning processes were negatively affected by aspects of systemic factors, teachers’ and students’ own factors, and access to learning resources. The students feel that they lack high-level access to teaching and learning, and this limits their potential for achieving the level at which they are expected to perform and be academically successful. In addition to the implications that emerged, this study makes recommendations on what should be done to address the negative factors perceived by the students.

Mathematical Misconceptions

2019 ◽  
Vol 112 (6) ◽  
pp. 404
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
School Mathematics ◽  
Classroom Culture ◽  
High School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mathematical Discussions ◽  
Teachers And Students

Working to correct misconceptions and errors is a natural part of teaching and learning mathematics. Rather than seeing errors as something to avoid, how can teachers and students capitalize on them to create learning opportunities? Catalyzing Change in High School Mathematics: Initiating Critical Conversations suggests that teachers actively plan for student errors and misconceptions by designing lessons that— promote a classroom culture in which mistakes and errors are viewed as important reasoning opportunities to encourage a wider range of students to engage in mathematical discussions with their peers and the teacher. (NCTM 2018, p. 34)

Teaching and Learning Mathematics through Hurricane Tracking

2008 ◽  
Vol 13 (9) ◽  
pp. 500-512
Author(s):  
Maria L. Fernández ◽  
Robert C. Schoen
Keyword(s):  
Middle School Teachers ◽  
Teaching And Learning ◽  
Real Life ◽  
School Teachers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Hurricane Season ◽  
Teachers And Students ◽  
Life Context ◽  
Hurricane Tracking

During hurricane season, maps that track predicted storm paths are commonly seen on television and the Internet. The Weather Channel often receives number-one viewership ratings in regions encountering a major weather event, such as a hurricane or tornado (Kloer 2001). Mathematics teachers can tap into students' curiosity and interest about hurricanes to develop their understanding of mathematical ideas within a real-life context. In this article, we discuss observations and findings after implementing mathematics tasks based on data about hurricanes. Finding patterns and relationships, creating and interpreting graphs, and examining rates of change are just a few of the topics that can be studied. We developed these tasks as part of the Students' Transition Toward Algebra project and have used them with both middle school teachers and students.

Creating Cultural Relevance in Teaching and Learning Mathematics

2002 ◽  
Vol 9 (2) ◽  
pp. 114-118
Author(s):  
Jacqueline Leonard ◽  
Smita Guha
Keyword(s):  
Teaching And Learning ◽  
National Council ◽  
Mathematics Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Community Ties ◽  
Teachers And Students ◽  
Values And Beliefs ◽  
Current Reform ◽  
Subway Train

Current reform in mathematics education, spurred by the National Council of Teachers of Mathematics (NCTM), emphasizes the importance of making connections to the realworld experiences of children. Even in such activities as riding a bus, subway train, or bicycle to school, the cultural experiences of children from diverse backgrounds provide teachers and students with a plethora of mathematics problems. Culture is meaning that is shared by a group of people who hold common values and beliefs (Malloy and Malloy 1998). Members of the group may have racial, ethnic, political, or community ties, which can be used as springboards for culturally relevant teaching.

scholarly journals Reflections on a bilingual peer assisted learning program

2015 ◽  
Vol 29 (3) ◽  
pp. 284-297 ◽  
Author(s):  
Jin Cui ◽  
Tairan Kevin Huang ◽  
Corinne Cortese ◽  
Matthew Pepper
Keyword(s):  
Teaching And Learning ◽  
International Student ◽  
Academic Staff ◽  
Structured Interviews ◽  
Learning Program ◽  
Peer Assisted Learning ◽  
Content Type ◽  
Bilingual Teaching ◽  
Starting Point ◽  
High Level

Purpose – The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University. Design/methodology/approach – A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement. Findings – Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program. Originality/value – Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.

scholarly journals Fun and Amusement in Teaching: Exploring Various Aspects of Teaching of Mathematics at Elementary Level

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 198-204
Author(s):  
Dr. Nasrin Akhter ◽  
Dr. Munir Khan ◽  
Dr. Muhammad Asghar Ali
Keyword(s):  
Elementary Teachers ◽  
Teaching And Learning ◽  
Elementary Level ◽  
Teaching Mathematics ◽  
Qualified Teachers ◽  
Level Ii ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Teaching Of Mathematics ◽  
The Government

Mathematics as a subject is considered difficult as well as interesting and enjoyable. children like its challenge, its clarity, and the fact that you know when you are right. The solution to a problem makes a feeling of excitement and satisfaction. The objectives of the study were (i) to explore the fun and amusement in teaching mathematics at the elementary level (ii) to review the existing and required facilities at the elementary level (iii) to find out how students take fun in learning mathematics at the elementary level. Four elementary schools were taken as a sample of the study. The questionnaires were used with the teachers and students separately n the themes related to the fun, amusement, and effectiveness in teaching Mathematics. On the basis of analysis, it was found that the majority of the teachers were teaching the out-dated curriculum which does not satisfy the socio-economic needs of students. Although teachers s and students had fun in their teaching and learning process. It is found that the elementary teachers and students were not up to the mark because they were less equipped as compared to the physical and other basic facilities which should be available in the schools. It is proposed that all schools, including the English medium schools, must follow the education policy in the teaching of mathematics and curriculum. Furthermore, the trained and qualified teachers should be appointed on merit both in the government and private schools.

scholarly journals Effectiveness of Tangent Equation Curve Learning through GeoGebra Software Assisted Module to Improve Student’s Creative Mathematical Thinking Skills

2020 ◽  
Vol 1 (8) ◽  
Author(s):  
Nurjannah Nurjannah ◽  
Muhammad Subianto ◽  
Zainal Abidin
Keyword(s):  
Creative Thinking ◽  
Mathematical Thinking ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Software Module ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Thinking Process ◽  
High Level ◽  
Creative Thinking Ability

The Curriculum of 2013 mandates that learning carried out by teachers in the classroom can foster a high-level thinking process including the ability to think creatively. Modules that can help creative students have been developed but not as good as the help of the GeoGebra Software module that can promote student’s creative thinking. This research focuses on the effectiveness of the tangent equation curve module GeoGebra Software assisted which aimed to make the students have the ability to think creatively. The subjects of the research were students of class XI of SMA 3 Banda Aceh. The instruments carried out in this research were creative thinking questions and observation sheets. Data analysis was performed by using descriptive analysis techniques. This research showed that the students' mathematical creative thinking ability was 85.98% which included in very good and good category, and overall student activity reached 91.1%. it means that the activities of students have run well. In conclusion, the teachers and students can use this module to improve mathematical creative thinking skills and the interest of students in learning mathematics assisted by GeoGebra software.

scholarly journals Emotions of Primary School Pupils in Mathematics Lessons

2016 ◽  
Vol 8 (1) ◽  
pp. 22-29
Author(s):  
Ineta Helmane
Keyword(s):  
Primary School ◽  
Empirical Research ◽  
Empirical Data ◽  
Positive Emotions ◽  
Teaching Mathematics ◽  
Structured Interviews ◽  
Learning Mathematics ◽  
Teaching Learning ◽  
Primary School Pupils ◽  
Negative Factors

Abstract The article describes and analyses theoretical and empirical materials about the pupils’ emotions in the process of teaching/learning mathematics in a primary school. The aim of the article is to investigate the experienced emotions by pupils when learning mathematics in a primary school and highlight the factors arousing emotions in learning mathematics in primary school. The article analyses the data obtained in empirical research on the emotions experienced by pupils during mathematics lessons in primary school. In questionnaires and semi-structured interviews, pupils reveal what gave them positive emotions in mathematics lessons, as well as what made them experience negative emotions. Based on the analysis of empirical data, we highlighted the factors of learning mathematics in primary school that caused positive emotions; however, the failure to comply with these factors caused negative factors in pupils. As a result of the research, it is possible to select the factors facilitating positive emotions while teaching mathematics in primary school.

How Ms. Mayen and Her Students Co-Constructed Good-at-Math

2021 ◽  
Vol 52 (2) ◽  
pp. 152-188
Author(s):  
Jennifer Ruef
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Learning Opportunities ◽  
National Council ◽  
Mathematical Argumentation ◽  
Mathematics Classrooms ◽  
Normative Identity ◽  
Sixth Grade Students ◽  
Teachers And Students

What does it mean to be “good-at-math,” and how is it determined? Cobb et al. (2009) defined the normative identity of mathematics classrooms as the obligations that students must meet to be considered good-at-math. Obligations are negotiated between teachers and students through series of bids. Normative identities reveal distributions of agency and authority within classrooms, which affect learning opportunities for students. Traditionally, mathematics teachers held the predominance of agency and authority in classrooms. Research supports shifting toward more equitable teaching and learning (e.g., National Council of Teachers of Mathematics, 2018). Clear examples of enacting and supporting changes are helpful. This article shares how sixth-grade students and their teacher co-constructed good-at-math to invite and obligate students to become active agents in mathematical argumentation.

Teachers and ‘resting routines’: Reflections on cognitive justice, inclusion and the pedagogy of poverty

2011 ◽  
Vol 14 (3) ◽  
pp. 258-267 ◽  
Author(s):  
Luiza Cortesão
Keyword(s):  
Teaching And Learning ◽  
Limited Range ◽  
Learning Opportunities ◽  
Dominant Culture ◽  
Cultural Heterogeneity ◽  
Cognitive Justice ◽  
Teachers And Students

This article highlights how school can work as a ‘pressure cooker valve’, contributing to a ‘controlled management’ of processes of exclusion. Schools, sometimes without realizing it, simultaneously promote some practices that lead to greater inclusion and support, and others that effectively result in the exclusion of minorities. This reasoning is illustrated, in the Portuguese context, with data collected in situations that demonstrate not only the different cultural, social and economic backgrounds of the students, but also the homogenizing rigidity and exclusionary effects of the curricula and teachers’ practices. In particular, this paper points to the negative and exclusionary impact of a limited range of teaching and learning opportunities. We affirm the growing social and cultural heterogeneity of students attending Portuguese schools, but argue that they are educated in a system, and by teachers, that usually promote a dominant culture, established as the only one that it is important to acquire. We propose that a true dialogue can only exist if teachers and students soften the barriers between their cultures in order to interact.

scholarly journals Physiotherapy students’ and clinical teachers’ perspectives on best clinical teaching and learning practices: A qualitative study.

2010 ◽  
Vol 66 (3) ◽  
Author(s):  
D.V. Ernstzen ◽  
E. Bitzer ◽  
K. Grimmer-Somers
Keyword(s):  
Clinical Education ◽  
Clinical Competence ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Analysis Data ◽  
Learning Opportunities ◽  
Clinical Teachers ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Physiotherapy Students

Background: Clinical  education  forms  a  core  component of the training  of physiotherapy students.  Little research on the efficacy of commonly used  physiotherapy  clinical  learning  and  teaching  opportunities are available. Objective: This  paper  sought  to  identify  the  clinical  teaching  and  learning  opportunities  that  undergraduate  physiotherapy  students  and  clinical  teachers viewed as effective in enhancing learning, as well as the reasoning behind their views.Design: A qualitative research design was used.  Data was analyzed using content analysis.   Data was coded, cate gorized and conceptualized into key themes and patterns. Participants: All third year (n=40) and fourth year (n=40) physiotherapy students as well as their clinical teachers (n=37) were eligible to participate. Semi-structured individual interviews were conducted with a purposive sample consisting of six third-year students, six fourth-year students and six clinical teachers.  Results:  The  results  indicated  that  learning  is  best  facilitated  in  open,  relaxed  environments.Demonstrations  of patient management by teachers and students, discussion of patient cases, feedback and formative assessment were identified to be effective strategies to enhance development of clinical competence.  Conclusion: Clinical education, using focused and structured processes, could ensure that students are exposed to a range of learning opportunities for development of clinical competence.

Sign in / Sign up

Export Citation Format

Share Document