scholarly journals Promoting Mathematical Knowledge and Skills in a Mathematical Classroom Using a Gallery Walk

2021 ◽  
Vol 7 (4) ◽  
pp. 1211-1225
Author(s):  
Isabel Vale ◽  
Ana Barbosa
Keyword(s):  
Elementary Education ◽  
Mathematical Knowledge ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Knowledge And Skills ◽  
Interpretive Study ◽  
Exploratory Approach ◽  
Challenging Tasks ◽  
Collaborative Skills

The aim of this paper is to share part of an ongoing study in which we are interested in introducing a Gallery Walk (GW) as an instructional strategy to contemplate in the classroom, in the context of preservice teacher training for elementary education (6-12 years old), to promote students' mathematical knowledge and skills, through problem solving abilities. In this study we intend, in particular, to identify the strategies used by students when solving challenging tasks with multiple approaches, using a GW, as well as characterize their reaction during their engagement in the GW as a teaching and learning strategy. A qualitative and interpretive study, with an exploratory approach, was adopted and the collected data included classroom observations and written productions. The results allowed to identify the strategies used by the participants and to verify the potential of the GW in the quality of the written productions and discussions, which proved to be more effective than in more traditional discussions, allowing to increase the repertoire of solving strategies of each student and communication and collaborative skills; it had a positive effect on the participants’ achievements and it was an enjoyable and rewarding experience for all of them.

Implementation

2019 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Learning Style ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Material ◽  
Complexometric Titration ◽  
Knowledge And Skills ◽  
National Qualifications Framework ◽  
Project Integration ◽  
Innovative Learning ◽  
The Right

An afford to chose the right teaching and learning strategy in the teaching of chemistry topic is very crusial as it is known that chemistry knowledge and skills are involveed. The teaching and learning paradigm have to be ajusted to support the enactment of competence curriculum suited to Indonesian National Qualifications Framework (Kerangka Kualifikasi Nasional Indonesia, KKNI). The policy has been stated in Universitas Negeri Medan to adopt KKNI curiculum, including in Analytrical Chemistry. Therefore, innovation in the teaching and learning have to be made for all subjects in the implementation of a competence-based curriculum suited to KKNI. The aim of the research is to implement an innovative learning material with project to improve students’ performance in the teaching of complexometric titration topic of Analytrical Chemistry. The research steps are consisted of providing sets of mini project on complexometric titration topic, innovation of a learning package with multimedia, and implementation of innovative learning material as learning media in the class. Research results showed that a standard and innovative learning package containing of mini projects for complexometric titration topic have been developed suited to the KKNI curriculum. The project example and the video to do the projects that are provided in the learning package are found effective to guide the students to do the desire project. Integration of multimedia in the learning package has motivated the students to learn the topic and make chemistry easy to learn. An innovative learning material with project has been proved to be able to improve students performance in analytical chemistry procedures. The facility available in a learning package adequate to guide the student to learn chemistry independently and students centre learning style was achieved.

scholarly journals Jogos educativos no Ensino Fundamental: uma prática pedagógica nos anos iniciais / Educational Games in Elementary Education: a Pedagogical Practice in the Early Years

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Kátia Diniz Coutinho Santos ◽  
Miriam Raquel Piazzi Machado ◽  
Alesandra Alves
Keyword(s):  
Elementary Education ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Educational Games ◽  
Early Years ◽  
Educational Resource ◽  
Pedagogical Practice ◽  
Production Of Knowledge ◽  
Construction Of Knowledge ◽  
Trigger Strategy

ABSTRACTThis work aims to present the pedagogical practice of the Project “Educational Games / Maths” as an educational resource for students from the first segment of Elementary School at Colégio de Aplicação João XXIII \ UFJF. This article presents the pedagogical practice developed in the project “Educational Games / Maths” as a trigger strategy of teaching and learning process, held with students of the first segment of Elementary Education from Colégio de Aplicação João XXIII / Federal University of Juiz de Fora, school that has as principles teaching, research and extension. It is considered that the use of games as a teaching and learning strategy has presented good results as it creates situations that allow students to develop methods of problem solving, stimulating their creativity. This educational resource does not represent an isolated activity within the school field, but a job that is developed within the curricula content, both in mathematics, as in other areas of knowledge. We believe that the production of knowledge that is established among students in developed recreational activities can subsidize educational practices and serve as a reference for other realities. It is taken as the theoretical reference in this work Brougère (2008), Huizinga (2008), Kami and DeVries (1991), Kishimoto (2003) and Lima (2008). This project has been in place since 2001 and has included the participation of graduate students / scholars from UFJF. Partial results show the importance of the games in the construction of knowledge and in the development of multiple intelligencesRESUMOEsse trabalho tem como objetivo apresentar a prática pedagógica do Projeto “Jogos Educativos/Matemáticos” como recurso pedagógico para alunos do primeiro segmento do Ensino Fundamental no Colégio de Aplicação João XXIII\UFJF. Esse artigo apresenta a prática pedagógica desenvolvida no Projeto “Jogos Educativos/Matemáticos” como estratégia desencadeadora do processo de ensino e aprendizagem, realizada com alunos do primeiro segmento do Ensino Fundamental do Colégio de Aplicação João XXIII/Universidade Federal de Juiz de Fora, escola que tem como princípios o ensino, a pesquisa e a extensão. Considera-se que o emprego de jogos como estratégia de ensino e aprendizagem tem apre-sentado bons resultados, pois cria situações que permitem aos alunos desenvolverem métodos de resolução de problemas, estimulando a sua criatividade. Esse recurso pedagógico não representa uma atividade isolada no âmbito da escola, mas um trabalho que se desenvolve dentro dos conteúdos curriculares, tanto na área da Matemática, quanto em outras áreas do conhecimento.  Acreditamos que a produção do conhecimento que se estabelece entre os alunos nas atividades lúdicas desenvolvidas podem subsidiar práticas educativas e servir de referência para outras realidades. Toma-se como referencial teórico nesse trabalho Brougère (2008), Huizinga (2008), Kami e DeVries (1991), Kishimoto (2003) e Lima (2008). Este projeto está em vigor desde 2001 e conta com a participação de graduandos/bolsistas da UFJF. Os resultados parciais revelam a importância do lúdico na construção do conhecimento e no desenvolvimento das várias inteligências. Contato principal: [email protected]

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

scholarly journals Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

2021 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tenzin Doleck
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematical Knowledge For Teaching ◽  
Important Indicator ◽  
Strategic Competence ◽  
The Usa ◽  
Valid Solution

AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

scholarly journals Journal Club: a group of research experience

2018 ◽  
Vol 71 (2) ◽  
pp. 446-450 ◽  
Author(s):  
Patricia Bover Draganov ◽  
Maria Regina Guimarães Silva ◽  
Vanessa Ribeiro Neves ◽  
Maria Cristina Sanna
Keyword(s):  
Health Services ◽  
Case Studies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Journal Club ◽  
Practical Experience ◽  
Future Research ◽  
Research Experience ◽  
Nursing Management ◽  
Health Services Administration

ABSTRACT Introduction: the Journal Club (JC) is a teaching and learning strategy developed by individuals who meet to discuss scientific articles in periodicals. Objective: to describe the experience of the JC strategy at the Group for Studies and Research in Health Services Administration and Nursing Management (Gepag). Method: case studies or scientific research demonstration mode of practical experience for the understanding and justification of facts. Results: Gepag JC emerged in 2008 and, in 2014, was computerized with the Google Drive®, in order to increase its scope and optimize the Group›s meetings. From April to May 2014, the instrument was tested and adjusted, resulting in advancements. Final considerations: the advantages involved optimizing the time of meetings, facilitation of access to publications of interest to the Group and creating the database to support future research.

scholarly journals Análisis confirmatorio de la estructura factorial de la ansiedad hacia las matemáticas

2019 ◽  
Vol 38 (1) ◽  
pp. 221-237 ◽  
Author(s):  
Vicente López-Chao ◽  
Dorinda Mato-Vázquez ◽  
Rocío Chao-Fernández
Keyword(s):  
Regression Analysis ◽  
Mathematics Anxiety ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Structural Equations ◽  
Predictor Variables ◽  
Mathematical Activity ◽  
Factorial Structure

Esta investigación replantea la estructura factorial de la ansiedad hacia las matemáticas propuesta por Autor (2006), a través del estudio de una muestra de 1220 estudiantes de Educación Secundaria Obligatoria. El modelo de ecuaciones estructurales sugiere un modelo basado en cuatro escalas: "Ansiedad hacia la demostración del conocimiento matemático", "Preocupación por la presencia inevitable de las matemáticas", "Ansiedad hacia la acción matemática" y "Ansiedad hacia la actividad matemática en el entorno No formal". Posteriormente, se ha analizado mediante análisis de regresión lineal múltiple (paso a paso), con el objetivo de predecir el rendimiento académico en matemáticas medido a través de la calificación del curso anterior. Los resultados muestran un mayor porcentaje de predicción en el curso más alto, lo que confirma la importancia de la ansiedad como variable predictora en el rendimiento y, por lo tanto, su influencia determinante en el proceso de enseñanza y aprendizaje, así como los resultados académicos adquiridos. This research rethinks the factorial structure of the anxiety towards mathematics proposed by Autor (2006), through the study of a sample of 1220 students of Compulsory Secondary Education. The model of structural equations suggests a model based on four scales: "Anxiety towards the demonstration of mathematical knowledge", "Preoccupation with the inevitable presence of mathematics", "Anxiety towards mathematical action" and "Anxiety towards mathematical activity in environment Not formal". Subsequently, it has been analyzed by multiple linear regression analysis (step by step), with the aim of predicting the academic performance in mathematics measured through the qualification of the previous Mathematics course grade. The results show a higher prediction percentage in the highest course, confirming the importance of anxiety as predictor variables on the performance and therefore, its determining influence on the teaching and learning process, as well as the academic results acquired.

scholarly journals Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech

2018 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Hilmiyah Akib ◽  
Abd. Rauf Ibrahim
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
The People ◽  
Twelfth Grade ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
And Control

This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.

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