Uses and abuses of the number line

The group of elementary mathematics teachers who have never used a number line as a teaching device is becoming smaller each year. During the past three years many articles have been written and many guides prepared to help a teacher use the number line in introducing mathematical concepts to students at the primary grade level.

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Grade-Level Learning Expectations: A New Challenge for Elementary Mathematics Teachers

Teaching Children Mathematics ◽

10.5951/tcm.14.1.0006 ◽

2007 ◽

Vol 14 (1) ◽

pp. 6-11

Author(s):

Barbara J. Reys ◽

Kathryn Chval ◽

Shannon Dingman ◽

Melissa McNaught ◽

Troy P. Regis ◽

...

Keyword(s):

Mathematics Teachers ◽

Grade Level ◽

Elementary Mathematics ◽

Fourth Graders ◽

Mathematics Standards ◽

Learning Expectations ◽

Similarities And Differences

The similarities and differences in grade-level learning expectations for fourth graders in ten different states that publish mathematics standards.

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Investigating prospective elementary mathematics teachers’ skills of relating origami to topics in mathematics curriculumİlköğretim matematik öğretmeni adaylarının origamiyi matematik öğretim programındaki konularla ilişkilendirme becerilerinin incelenmesi

Journal of Human Sciences ◽

10.14687/jhs.v14i4.4965 ◽

2017 ◽

Vol 14 (4) ◽

pp. 3780

Author(s):

Özkan Ergene ◽

Melek Masal ◽

Ercan Masal ◽

Mithat Takunyacı

Keyword(s):

Mathematics Teachers ◽

Prospective Teachers ◽

Elementary Mathematics ◽

Mathematics Curriculum ◽

Implementation Process ◽

Study Data ◽

Teaching Tool ◽

Marmara Region ◽

Mathematical Concepts ◽

Pine Tree

Origami, known as paper folding art, is used in mathematics education as a teaching tool. The fact that using origami in mathematics lessons makes teaching mathematical concepts easier and makes lessons enjoyable is taken into account, there is as need to improve prospective elementary mathematics teachers’ skills of using origami. In this context, in this study, prospective elementary mathematics teachers’ use of origami with elementary mathematics curriculum was investigated. In this qualitative study which is conducted in the light of non-positivist interpretive paradigm, research design was determined as a case study. 64 prospective elementary mathematics teachers who took Origami with Mathematics elective course and still study in faculty of education at one of the universities which is located in northeast of Marmara region constitute the sample of the study. Data collection tools were diaries collected from prospective teachers on a weekly basis, micro teaching presentations made by prospective teachers and micro teaching folders prepared by prospective teachers. In data analysis process, firstly topics associated to origami models in lessons and then, topics chosen for micro teaching presentations by prospective teachers were analyzed by using descriptive statistics. In diaries, it was seen that most related models to mathematics topics and objectives selected by prospective teachers in curriculum were models which are easy to be made such as pine tree and lily. It was observed that prospective teachers associated origami to seventh grade topics most and these topics generally include geometric concepts. In addition, fractions, ratio-proportion, rational numbers and first degree equations were also selected by prospective teachers. According to the results of the study, at the end of the implementation process, it can be said that prospective teachers’ hand skills developed and their skills of connecting origami to elementary mathematics curriculum improved through origami. Furthermore, they realized that origami can be used in mathematics lessons a teaching tool. Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetKağıt katlama sanatı olarak bilinen origami, matematik eğitimi alanında bir öğretim aracı olarak kullanılmaktadır. Matematik derslerinde origami kullanımının, matematik kavramlarının aktarılmasını kolaylaştırdığı, öğretim sürecini eğlenceli hale getirdiği göz önüne alındığında matematik öğretmen adaylarının origamiyi kullanma becerilerinin geliştirilmesi gerekliliği hissedilmektedir. Bu bağlamda bu araştırmada ilköğretim matematik öğretmen adaylarının ortaokul matematik öğretim programında origami kullanımları incelenmiştir. Pozitivist olmayan yorumlayıcı paradigmanın izlerini taşıyan nitel araştırmada, durum çalışması araştırmanın deseni olarak benimsenmiştir. Araştırmanın çalışma grubunu Marmara bölgesinin kuzeydoğusunda yer alan bir üniversitenin eğitim fakültesinde öğrenim gören ve Origami ile Matematik seçmeli dersini alan 64 ilköğretim matematik öğretmen adayı oluşturmaktadır. Veri toplama araçları olarak öğretmen adaylarına rutin olarak her hafta dağıtılan günlükler, öğretmen adaylarının yapmış oldukları mikro öğretim sunumları ve dosyaları kullanılmıştır. Veri analiz sürecinde, öncelikle ders içerisinde görülen origami modelleri ile ilişkilendirilen konuların, sonrasında ise mikro öğretim sunumları için seçilen konuların betimsel istatistikler ile analiz edilmiştir. Öğrenci günlüklerinde çam ağacı, zambak gibi yapımı kolay olarak nitelendirilebilecek modellerin öğretmen adayları tarafından öğretim programındaki kazanım ve konularla daha fazla ilişkilendirilmiştir. Origami ile yedinci sınıf konularının ağırlıkla ilişkilendirildiği ve bu konuların genellikle geometrik kavramları içeren konular olduğu gözlemlenmiştir. Ayrıca kesirler, oran-orantı, rasyonel sayılar ve birinci dereceden denklemler gibi konularında öğretmen adayları tarafından seçildiği belirlenmiştir. Araştırma sonucunda öğretmen adaylarının origami kullanabilmek için el becerilerinin ve ortaokul matematik öğretim programı ile ilişkilendirme becerilerinin geliştiği, origamiyi matematik derslerinde kullanılabilecek bir öğretim aracı olarak görmeye başladıkları sonucuna ulaşılmıştır.

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Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape

International Journal of Community Development and Management Studies ◽

10.31355/12 ◽

2017 ◽

Vol 1 ◽

pp. 063-071

Author(s):

Agyei Fosu

Keyword(s):

High School ◽

Mathematics Teachers ◽

Traditional Approach ◽

High School Education ◽

Eastern Cape ◽

High School Mathematics ◽

Policy Makers ◽

The Past ◽

Integration Of Technology ◽

Teaching Of Mathematics

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background................................................................................................................................................................................................. Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology................................................................................................................................................................................................. Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution................................................................................................................................................................................................. To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings...................................................................................................................................................................................................... The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners.......................................................................................................................................................... The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers........................................................................................................................................................... There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society....................................................................................................................................................................................... The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research........................................................................................................................................................................................... More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

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Culturally Responsive Mathematics Teaching and Young Learners

Journal of Interdisciplinary Teacher Leadership ◽

10.46767/kfp.2016-0004 ◽

2016 ◽

Vol 1 (1) ◽

pp. 30-35

Author(s):

Katherine Baker

Keyword(s):

Mathematics Teachers ◽

Culturally Responsive Teaching ◽

Mathematics Teaching ◽

Culturally Responsive ◽

Elementary Mathematics ◽

Cultural Responsiveness ◽

Responsive Teaching ◽

Young Learners ◽

Common Practices ◽

Elementary Mathematics Instruction

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.

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Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge

Journal of Research in Mathematics Education ◽

10.17583/redimat.2018.2575 ◽

2018 ◽

Vol 7 (2) ◽

pp. 162

Author(s):

Mustafa Güler ◽

Derya Çelik

Keyword(s):

Preservice Teachers ◽

Mathematics Teachers ◽

Test Scores ◽

Rasch Analysis ◽

Elementary Mathematics ◽

State University ◽

Teaching Knowledge ◽

The Relationship

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.

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Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

Journal of Research in Mathematics Education ◽

10.17583/redimat.2020.3879 ◽

2020 ◽

Vol 9 (3) ◽

pp. 243

Author(s):

MEHMET FATIH ÖÇAL ◽

TUĞRUL KAR ◽

GÜRSEL GÜLER ◽

ALI SABRI İPEK

Keyword(s):

Mathematics Teachers ◽

Prospective Teachers ◽

Creative Thinking ◽

Dynamic Geometry ◽

Thinking Skills ◽

Problem Posing ◽

Dynamic Geometry Environment ◽

Mathematical Concepts ◽

Prospective Mathematics Teachers

This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

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