Understanding each other when speaking about the mathematics lesson

2021 ◽  
pp. 115-132
Author(s):  
Alena Hošpesová ◽  
Hana Moraová ◽  
Jarmila Novotná ◽  
Iva Žlábková
Keyword(s):  
Mathematics Lesson

scholarly journals Collective emotional atmosphere in mathematics lesson based on finnish fifth graders’ drawings

2015 ◽  
Vol 3 (1) ◽  
pp. 87-100
Author(s):  
Anu Laine ◽  
Maija Ahtee ◽  
Liisa Näveri ◽  
Erkki Pehkonen ◽  
Päivi Portaankorva Koivisto ◽  
...  
Keyword(s):  
Fifth Graders ◽  
Mathematics Lesson ◽  
Teaching Group ◽  
Total Data

The aim of this study, based on pupils’ drawings, is to find out what kind of collective emotional atmosphere dominates in fifth-graders’ mathematics lessons. Pupils’ (N = 136) drawings were analyzed using a holistic evaluation of emotional atmosphere during mathematics lesson. Even though the collective emotional atmosphere in mathematics lesson is positive in the total data, there are large differences among the different classrooms. In most of the classrooms the emotional atmosphere could be described more or less as ambivalent (there are both positive and negative facial or other expressions). In two classrooms the emotional atmosphere could be described as positive and only in one as neutral. The differences between the classrooms are thus large. Based on our data, it can be said that asking pupils to do drawings is a good and many-sided method to collect data about the collective emotional atmosphere of a teaching group.

scholarly journals PENGGUNAAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) SEBAGAI UPAYA UNTUK MENINGKATKAN MINAT DAN KEMAMPUAN PEMAHAMAN KONSEP GARIS DAN SUDUT PADA SISWA KELAS VII MTS. PUTRA NURUL HAKIM KEDIRI TAHUN PELAJARAN 2012/2013

2013 ◽  
Vol 1 (1) ◽  
pp. 62
Author(s):  
HARDIAWAN HARDIAWAN
Keyword(s):  
Teaching And Learning ◽  
Mathematics Lesson ◽  
Math Learning ◽  
Mathematical Concepts ◽  
Contextual Teaching ◽  
Learning Interest ◽  
Very High

The mathematics lesson in class VII MTs Putra Nurul Hakim Kediri is less desirable by the students. Therefore, their understanding of mathematical concepts is lacking. This study aims to apply Contextual Teaching and Learning (CTL) model to improve students' interest and understanding ability. The results showed that, the evaluation of cycles I and II, the percentage of classical completeness are: 66.66% and 87.87%. Teacher activity is good in cycle I and II. Students' math learning interest is very high in cycle II. The results of this study indicate an increase in interest and ability to understand students' concepts. We conclude that the Contextual Teaching and Learning (CTL) model proves to increase students' interest in and understanding of concepts. 

Readers' Dialogue

1992 ◽  
Vol 39 (9) ◽  
pp. 1-18
Author(s):  
Kenneth G. Labuskes ◽  
Caroline Hollingsworth ◽  
Pauline Schmidt ◽  
William A. Ewbank ◽  
Linda B. Cooke ◽  
...  
Keyword(s):  
Mathematics Lesson ◽  
Fellow Teacher

A fellow teacher posed a problem to me that inspired an interesting mathematics lesson. She had heard Mr. Wizard say that it was impossible to fold a piece of paper in half more than eight times. Naturally, I tried the experiment. Students stood around to watch the transaction, apparently very interested in the problem. They were invited to try the folds also. I found it impossible to fold in half more than eight times an ordinary sheet of eight-and-one-half-by-eleven-inch paper, but eight folds might be possible with other sizes of paper.

Ant, Aardvark, and Fudge Brownies

1979 ◽  
Vol 26 (7) ◽  
pp. 38-39
Author(s):  
Dianne M. Green
Keyword(s):  
First Graders ◽  
Mathematics Lesson ◽  
Cartoon Characters

A mathematics lesson that really turns my first-graders on captures their attention by the use of cartoon characters and a plate of fudge brownies that I bake for the children. I have cutouts of Orville Ant, Aardvark, and fudgebrownie bushes that the children can manipulate while they hear the story “Aardvark and Orville.”

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