scholarly journals Enactment of student-centered approach in teaching Mathematics and Natural Sciences: The case of selected general secondary schools in Jimma zone, Ethiopia.

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
A Bekele ◽  
K Melesse
Keyword(s):  
Secondary Schools ◽  
Natural Sciences ◽  
Teaching Mathematics ◽  
Student Centered ◽  
Jimma Zone

PEDAGOGICAL INTERACTION IN THE CONDITIONS OF DISTANCE AND E-LEARNING IN NATURAL SCIENCES - A SURVEY IN BULGARIAN SECONDARY SCHOOLS

2021 ◽  
Author(s):  
Delka Karagyozova-Dilkova ◽  
Zhelyazka Raykova ◽  
Slaveya Petrova ◽  
Kostadina Katsarova ◽  
Daniela Dimova ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Natural Sciences ◽  
E Learning

Teaching Signs in Fractions

1947 ◽  
Vol 40 (2) ◽  
pp. 71-74
Author(s):  
Elbert Fulkerson
Keyword(s):  
College Students ◽  
High School ◽  
Secondary Schools ◽  
Beginning Teachers ◽  
Student Teaching ◽  
Teaching Mathematics

It has been the writer's observation through many years of teaching mathematics in the secondary schools and in the supervision of student teaching in this subject, that a relatively large number of students who have studied considerable mathematics in high school, and far too many college students who are preparing to become teachers of mathematics, are not thoroughly grounded in the principles underlying the changing of signs in fractions. It will be, therefore, the purpose of this article to outline a plan which the author has found to work quite satisfactorily in the teaching of the signs in fractions, with the hope that such a plan might be used advantageously by beginning teachers in the field of mathematics.

Interpreting the Standards: Translating Principles into Practice

1997 ◽  
Vol 4 (4) ◽  
pp. 202-205
Author(s):  
Deborah E. Schifter ◽  
Deborah Carey O'Brien
Keyword(s):  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Mathematics Pedagogy ◽  
Student Centered ◽  
Evaluation Standards

Since the publication of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991). such phrases as “mathematics should be taught for understanding.” “teachers should facilitate the construction of mathematical concepts,” and “classrooms should be student centered” have become identified with a reformed mathematics pedagogy.

scholarly journals Are Future Chemistry Teachers Prepared to Perform Chemical Experiments at Primary and Secondary Schools?

2016 ◽  
Vol 21 (1-2) ◽  
pp. 45-52
Author(s):  
Anna Drozdíková ◽  
Miroslav Prokša
Keyword(s):  
Secondary Schools ◽  
Deep Understanding ◽  
Natural Sciences ◽  
Chemistry Teachers ◽  
Multi Level ◽  
Alternative Solutions ◽  
Chemical Experiment

AbstractOur contribution is devoted to study the ability of future chemistry teachers to organise pupils’ observation of chemical phenomena. In this article measuring of multi-level means is described, which should denote a readiness of probands to perform an observation during carrying out chemical experiment. It is based on the assumption that well-prepared observers are able to work actively and to propose alternative solutions, because of their deep understanding of a procedure. In next part of this article the results of a research carried out at Faculty of Natural Sciences in Bratislava are analysed. The research was also aimed to detect if students are prepared to perform chemical experiments without a risk that they will be confused by a procedure or different course of experiment as they had expected.

scholarly journals UPDATING MATHEMATICAL KNOWLEDGE WHEN SOLVING PROBLEMS

2020 ◽  
Vol 70 (2) ◽  
pp. 90-96
Author(s):  
U.A. Kosybayeva ◽  
◽  
N.K Shamataeva ◽  
A.K Tleubergen ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Teaching Methods ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Heuristic Method ◽  
Teaching Mathematics ◽  
Teaching Tools ◽  
Article Analyse

The article deals with the issue of improving the methodology of teaching mathematics using new teaching methods in General education schools in the conditions of updated education. The authors characterize the implementation of the principles of didactics through teaching tools and their functions used in teaching mathematics in modern secondary schools. Among these methods, for example, the heuristic method analyzes several tasks from pages of school textbooks as an example and demonstrates learning results achieved in the same way. Using these examples, it is important for the student to analyze the problem depending on the topic of each lesson. In addition, the authors of this article analyse some peculiarities of mathematics teaching.

scholarly journals Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

2020 ◽  
Vol 15 (1) ◽  
pp. 51-68
Author(s):  
Derek Williams ◽  
Michele Cudd ◽  
Karen Hollebrands ◽  
Hollylynne Lee
Keyword(s):  
Beginning Teachers ◽  
High School Teachers ◽  
Prospective Teachers ◽  
Teaching Methods ◽  
Learning Opportunities ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Student Centered ◽  
Practicing Teachers ◽  
Directed Instruction

We observed eight beginning secondary mathematics teachers’ classrooms to investigate which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn collaboratively – either in small groups or as a whole class – coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.

scholarly journals Motivational Predictors of Tenth Graders’ Academic Achievement in Harari Secondary Schools

2021 ◽  
Vol 9 (3) ◽  
pp. 9
Author(s):  
Tamrat Dina Teressa ◽  
Gadissa Bekele
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Secondary School ◽  
Secondary Schools ◽  
General Education ◽  
Predictive Power ◽  
Teaching Method ◽  
Teaching Style ◽  
Cluster Sampling ◽  
Student Centered

The main purpose of this study was to examine the effects of intrinsic predictors, teaching style, and extrinsic predictors and challenges of male and female 10th graders’ academic achievement in Harari National Regional state. The population of the study were students from Abadir secondary school, Shakib secondary school, and Harari senior secondary schools. The samples (n = 104) were selected using cluster sampling technique from eight secondary schools in the region. Reliability tests indicated acceptable coefficients (0.72, 0.85 and 0.82) for the three domains of the questionnaire. Descriptive and inferential statistics were used to analyze the data. The findings show that student-centered teaching approach is the most robust predictor of academic success. Some of the variables in the study indicated poor predictive power, some indicated moderate, and others showed high predictive power over students’ academic achievement. The findings are insightful in that they reveal why some students succeed in tasks, why some give up easily, and why some other students persist. It is recommended that teachers adopt a learner/student-centered teaching method to enable their students to develop self-sustaining approach in order to maintain a lifelong enthusiasm for their future learning. The findings have implications for curriculum experts who can transform their routine approach to general education curricula in such a way as to inspire and change students’ personal, moral, emotional, psychological and behavioural adjustments towards academic success.

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