scholarly journals MATHEMATICAL MODELING AS A TOOL FOR INCREASING THE MATHEMATICAL LITERACY OF STUDENTS

2021 ◽  
pp. 58-66
Author(s):  
B. R. Kaskataeva ◽  
A. B. Кokazhaev ◽  
Zh. Kazbеk
Keyword(s):  
Mathematical Modeling ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Professional Training ◽  
Modeling Method ◽  
Community Level ◽  
Teaching Mathematics ◽  
Mathematical Literacy ◽  
Functional Literacy ◽  
Intellectual Skills

Today, the problem of developing the functional literacy of schoolchildren is relevant at the community level. In this regard, new requirements are imposed on the level of professional training of future mathematics teachers. The authors consider the issue of preparing future mathematics teachers to develop students' mathematical literacy. The works of scientists on the development of functional literacy of schoolchildren were studied and the concepts of "model", "mathematical modeling" were explained. In addition, the specifics of the method of mathematical modeling in the process of teaching mathematics in secondary school have been clarified, and the pedagogical conditions for using the modeling method have been determined. It is shown that mathematical modeling is not only a tool for solving applied problems, but also a way of developing intellectual skills that a student must master.

Development of mathematical literacy in primary school using mathematical models and their animated illustrations

2021 ◽  
Vol 1 (8) ◽  
pp. 53-62
Author(s):  
N. K. Knyazeva ◽  
M. V. Noskov
Keyword(s):  
Mathematical Modeling ◽  
Primary School ◽  
Mathematical Models ◽  
International Research ◽  
Mathematical Literacy ◽  
Primary School Students ◽  
School Students ◽  
Functional Literacy ◽  
Mathematical Problems ◽  
The Creation

The article proposes a methodology for the formation of functional mathematical literacy of primary school students as a component of functional literacy. This methodology is based on mathematical models and their animation illustrations. Based on international research, it is shown that mathematical modeling is the most important universal action of a student in primary school. Examples of transformation of standard tasks for movement into tasks that are more close to reality are given, in solving which it is useful to use animation modeling, which involves the creation of children's animation for educational purposes. Animated videos illustrate the solution of non-standard mathematical problems, problems with unstructured, redundant or insufcient information. The activity of creating animation models allows students to increase the level of mathematical literacy, which is confrmed by the data of the pedagogical experiment.

scholarly journals SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL

2020 ◽  
Vol 8 (7) ◽  
pp. 192-204
Author(s):  
Krishna Prasad Adhikari
Keyword(s):  
Mathematics Teachers ◽  
Self Efficacy ◽  
Instructional Strategy ◽  
Professional Training ◽  
Teaching Experience ◽  
Efficacy Beliefs ◽  
The Self ◽  
Working Environment ◽  
Teaching Mathematics ◽  
Contributing Factors

Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as inferential statistics were used to analyze the self-efficacy beliefs of teachers and inductive approached used for the data obtained from interview. At last, I integrated both quantitative and qualitative results to deduce the findings and conclusion of the study. The result shows that teachers have good efficacy beliefs in teaching mathematics. Teachers have better efficacy beliefs in instructional strategy than in the other two. Experienced teachers have significantly higher self-efficacy beliefs than novices. Despite the huge investment of government in the teachers of public school, institutional school’s teachers have better self-efficacy beliefs in teaching mathematics. Teaching experience, teacher’s engagement in professional activities, mathematical and pedagogical content knowledge, and working environment of the school are major contributing factors in the development of the self-efficacy beliefs in mathematics teachers. There are so many factors in the development of self-efficacy of mathematics besides professional training, so stakeholders should focus on other aspects as well.

On the Readiness of Teachers to Form Functional Mathematical Literacy of Schoolchildren

2020 ◽  
Vol 8 (4) ◽  
pp. 14-26
Author(s):  
L. Roslova ◽  
I. Karamova
Keyword(s):  
General Education ◽  
Mathematics Teachers ◽  
Attitudes And Beliefs ◽  
Mathematical Literacy ◽  
School Students ◽  
Functional Literacy ◽  
Education School ◽  
Research Problems ◽  
Level Of Understanding ◽  
High Level

The article is devoted to the problem of the formation of mathematical literacy of primary school students, which, in accordance with the definition proposed in the international program for assessing the educational achievements of students PISA, is considered in the context of functional literacy. The article reflects the concept of a teacher's readiness to form mathematical literacy of schoolchildren, the structure of this concept has been developed, which includes five components: cognitive, motivational, emotional, operational and evaluative. The article describes the research carried out by the authors aimed at identifying the readiness of mathematics teachers of general education organizations to form students' mathematical literacy, presents a questionnaire developed to solve the research problems. The results of the analysis of ideas, attitudes and beliefs of teachers of mathematics regarding the formation of functional mathematical literacy of students are presented. The analysis of the cognitive, operational and evaluative components of readiness has been carried out in accordance with the following tasks: first, to reveal the level of the teacher's understanding of the pedagogical task and the assessment of its significance for society in modern conditions; secondly, to reveal the ideas of teachers about the methodology for the formation of mathematical literacy and mathematical content aimed at the formation of this ability; thirdly, to reveal the attitude towards the possibilities of forming mathematical literacy within the framework of a general education school, the problems and difficulties arising in solving this pedagogical problem. The analysis made it possible to reveal a contradiction between the high level of understanding by teachers of the significance of a new pedagogical task for them and the lack of didactic tools and teaching methods necessary for its solution. The directions of further research necessary to increase the level of mathematics teachers' readiness for the formation of functional mathematical literacy of students in Russian schools are proposed.

scholarly journals Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

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