scholarly journals Perspectives on the Teaching of Geometry: Teaching and Learning Methods

2018 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Hamdi Serin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Teaching Mathematics ◽  
Important Place ◽  
Science And Art ◽  
Teaching Geometry ◽  
Almost Everywhere ◽  
Geometrical Shapes ◽  
Important Branch

Geometry, an important branch of Mathematics, has a place in education for the development of critical thinking and problem solving, furthermore, that geometrical shapes are parts of our lives as they appear almost everywhere, geometry is utilized in science and art as well. This paper defines geometry teaching and puts forth why it has been given an important place in teaching mathematics. The major issue the paper deals with is to facilitate teaching Geometry through employing same useful preaches.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

scholarly journals Place of Critical Thinking in EFL

2018 ◽  
Vol 7 (4) ◽  
pp. 26
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Great Role ◽  
Important Place ◽  
Learning And Teaching ◽  
Mathematics History ◽  
Vital Component ◽  
Shed Light

Developing the ability to think critically is vital component of real, meaningful teaching and learning. Critical thinking helps us solve problems, make decisions and reach our goals. Thinking is not a passive but an active process. If students’ critical thinking skills are activated, for example while writing, very successful results can be attained. It can be said that critical thinking can be considered in two respects: to achieve a goal and to make a decision. As for teaching, there is very little evidence that students at universities acquire the skills of critical thinking in their learning and teaching activities. In accordance with its important place of in learning and teaching periods, it has been a concept recently highlighted in the field of EFL, like in many other fields of education such as mathematics, history and geography. The skill of critical thinking plays a great role and it has been accepted as an important step in every area of teaching and learning, particularly nowadays due to developments cognition and intelligence. So, in order to understand the awareness of the students for critical thinking, an experiment was performed in the fall of AY 2017-18, with 79 students in Karabuk University, Turkey. In this study, the significance of critical thinking and result of the experiments were discussed in detail, it also shed light on the students’ perceptions of it.

scholarly journals Pembelajaran Sifat-Sifat Grafik Fungsi Eksponen dan Logaritma dengan Software Geogebra

2020 ◽  
Vol 7 (2) ◽  
pp. 70-79
Author(s):  
Rizka Azizatul Latifah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Mathematics Teaching ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Graph Analysis ◽  
Logarithmic Function ◽  
Mathematics Teaching And Learning ◽  
The Way

Mathematics teaching and learning is expected to raise 21st century skills called the 4C’s (critical thinking and problem solving, communication, collaboration, and creative and innovative). One of the activities to reach the mentioned skills is doing graph analysis. The characteristics of graph of exponential and logarithmic function is one of topics in which an analysis is needed. To analysis a graph, students need a right media. Geogebra is software that visualizes mathematics object including graphic function. This paper discusses the way how teach characteristics of graphs of exponential and logarithmic function using Geogebra.

Teaching and Learning of Mathematics in Lower Primary in Schools in Ghana

2021 ◽  
pp. 136-154
Author(s):  
Frank Quansah
Keyword(s):  
Problem Solving ◽  
Human Activity ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Making Sense ◽  
The World ◽  
Problem Solving Strategies ◽  
Research Questions

Mathematics is a fundamental human activity – a way of making sense of the world. Children possess a natural curiosity and interest in mathematics and come to school with an understanding of mathematical concepts and problem-solving strategies that they have discovered through explorations of the world around them. The purpose of this study is to find out how mathematics is being taught and learnt among primary one pupils in basic schools in Ghana. A qualitative approach was employed to provide answers to the research questions raised. It was found that teachers employed variety of procedures for teaching mathematics. However, there were some problems encountered in the teaching and learning of mathematics.

Keselarasan Landasan Filosofis Buku Ajar ‘Bahasa Inggris’ Dengan Landasan Filosofis Pada Kurikulum 2013

2020 ◽  
Vol 4 (1) ◽  
pp. 64
Author(s):  
Saptin Dwi Setyo Hastuti
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Problem Solving ◽  
Curriculum Development ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Character Development ◽  
Social Reconstruction ◽  
Creativity And Innovation

Philosophy is one of three aspects of curriculum development. It is used for determining the purposes and the process of teaching and learning. Considering this issue, textbooks must represent the ideas of the curriculum. It has to be developed in harmony with the curriculum’s philosophic foundation. It is to realize the purposes of teaching and learning which are emphasized on students’ critical thinking and character development. This study is aimed to reveal the philosophic foundation of Bahasa Inggris XI and its compatibility with curriculum 2013. This study was inferential content analysis. The object of this study was Bahasa Inggris XI textbook. There were two kinds of unit data, i.e. physical and referential units. The sample of this study were five main chapters and three enrichment chapters. The inferences were conducted by utilizing the linguistic and communication construct analysis. It was conducted after recording and categorizing the data. The inferences were analyzed by applying attributions analysis. There were 11 conclusions made from the analysis. Regarding the results, there were six philosophic foundations in the Bahasa Inggris textbook. They were existentialism, essentialism, perennials, humanism, social reconstruction, and progressivism. There were also six philosophic foundations in curriculum 2013. They were essentialism, perennials, humanism, social reconstruction, progressivism, and idealism. Both Bahasa Inggris textbook and curriculum 2013 focused on developing students’ character and 21st-century skills, such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.

scholarly journals Relevansi dan Tantangan Bangunan Pemikiran Kritis dan Pemecahan Masalah Pendidikan Islam dalam Mengembangkan Literasi Informasi dan Kesadaran global Abad 21

2019 ◽  
Vol 3 (2) ◽  
pp. 9-14
Author(s):  
Salim Ashar
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
School Improvement ◽  
21St Century ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Modern World ◽  
Global Awareness ◽  
Technological Advances ◽  
Definition Of

Throughout written history, starting from the plateau with its republic, critical thinking and problem solving are considered to be a 3rd century BC skill, today with technological advances marked by Artificial intelligence it still considers it to be 21st Century thinking or the main thought of the revolution Industry 4.0. the assumption that the emergence of digital technology requires fundamental changes to the curriculum and to the teaching and learning approach to educating "digital native" or "network generation" generations. There is emptiness in this context so the building of critical thinking and 21st century skills is inadequate, even in combination. The presence of superior character or character must be specially prepared in the 21st century with respect to digital skills. The purpose of this paper is to describe the Relevance and Challenges of Building Critical Thinking and Problem Solving Islamic Education in Developing Information Literacy and Global Awareness in the 21st Century. From the discussion it concludes: 1) Business people, politicians, and educators unite around the idea that students need "century skills" 21st "to be successful today by ignoring morals or characters whose temptations are heavier than before. 2) the challenges of Islamic education in the post-modern world (21st century) various contradictions about the definition of moral acts that abound and change the idea of ??a good life, the philosophical foundation of the instrumental and normative pillars continue to erode, here Islamic Education must be present and play its role . 3) The effectiveness of Islamic education teachers individually being the main focus of school improvement over the past decade, the success of teachers in improving the quality of learning also affects the success of students as adults, is more likely to go on to college, have better jobs and have superior character called morals noble.

The pedagogy of inquiry and deliberation in higher education in the Arab region

2017 ◽  
Vol 10 (2) ◽  
pp. 207-227
Author(s):  
Kamal Abouchedid
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Arab Countries ◽  
Institutions Of Higher Education ◽  
Learning Problem ◽  
Arab Region ◽  
Official Discourse ◽  
Course Syllabi

This paper examines the extent to which the official discourse of 36 institutions of higher education in 15 Arab countries pronounces four meanings depicted in the extant literature on the pedagogy of inquiry and deliberation: cooperative/collaborative learning; problem-solving; critical thinking; and discussion/debate. Results derived from the discourse analysis showed a weak emphasis on cooperative learning and discussion/debate while problem solving comprised the highest number of sentences in the discourse followed by critical thinking. Information analysed from interviews and course syllabi provided a portrait of how teaching might be carried out in the universities surveyed. However, for a complete picture of pedagogy of inquiry and deliberation to be drawn, research emphasis should be shifted into action research and observational case studies that tend to yield an in-depth account of teaching and learning in higher education.

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