Teaching Mathematics with Microcomputers: Primary Grades

1983 ◽  
Vol 30 (6) ◽  
pp. 27-66
Author(s):  
William Heck
Keyword(s):  
Primary Grades ◽  
The Self ◽  
Teaching Mathematics ◽  
Ideal Situation

“The school is getting some microcomputers next week. Would you like to have one in your classroom?” If your principal makes an offer like that, jump at it! Even if you have never touched a computer before! The self-contained classroom is an ideal situation for a microcomputer (or two or three).

scholarly journals Self Efficacy Calon Guru Matematika

2020 ◽  
Vol 9 (3) ◽  
pp. 419-428
Author(s):  
Tina Sri Sumartini
Keyword(s):  
Data Analysis ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Mathematical Knowledge ◽  
Research Method ◽  
Sampling Technique ◽  
The Self ◽  
Teaching Mathematics ◽  
Purposive Sampling ◽  
Prospective Mathematics Teachers

AbstrakSelf-efficacy calon guru matematika masih kurang. Oleh karena itu, perlu dilakukan analisis mengenai self-efficacy calon guru matematika sehingga dapat diketahui aspek self-efficacy yang perlu ditingkatkan. Tujuan penelitian ini yaitu untuk menganalisis self-efficacy calon guru matematika dalam mengajar matematika. Metode penelitian yang digunakan yaitu kualitatif dengan menggunakan teknik purposive sampling. Sampel yang diambil sebanyak tiga orang calon guru matematika jurusan pendidikan matematika di Institut Pendidikan Indonesia. Analisis data dilakukan secara kualitatif. Hasil penelitian menunjukkan bahwa calon guru matematika memiliki keyakinan dalam penguasaan pengetahuan matematika, namun merasa kurang yakin bahwa dirinya mampu untuk menyampaikan materi matematika kepada siswa. Kurangnya keyakinan ini berakibat pada kemampuan pedagogis calon guru matematika.  Self-Efficacy of Mathematics Prospective TeachersAbstractThe self-efficacy of prospective mathematics teachers is still lacking. Therefore, it is necessary to analyze the self-efficacy of prospective mathematics teachers so that it can be seen which aspects of self-efficacy need to be improved. The purpose of this study was to analyze the self-efficacy of prospective mathematics teachers in teaching mathematics. The research method used is qualitative by using a purposive sampling technique. The sample taken was three prospective mathematics teachers majoring in mathematics education at the Indonesian Institute of Education. The data analysis was done qualitatively. The results showed that the prospective mathematics teacher had confidence in the mastery of mathematical knowledge, but felt less confident that he was able to convey mathematics material to students. This lack of confidence results in the pedagogical abilities of prospective mathematics teachers.

Mathematics in the Environment

1978 ◽  
Vol 26 (3) ◽  
pp. 21-24
Author(s):  
Karen L. Tucker
Keyword(s):  
Primary Grades ◽  
Teaching Mathematics ◽  
Everyday Mathematics ◽  
Mathematical Learning

We are all convinced that manipulative materials and concrete experiences are useful in teaching mathematics, and we have curricula which put this belief into action. We pretest and posttest, diagnose and prescribe; yet with all that, we may often miss the fun of everyday mathematics. We are so concerned with behavioral objectives for Unit 3, Lesson 2, at 1 o'clock, that we are not free to recognize the opportunities for mathematical learning and real enjoyment that arise for children in the kindergarten and primary grades in their daily art or dress-up activities.

Teaching Mathematics with Technology: How to Win People and Influence Friends: Calculators in the Primary Grades

1992 ◽  
Vol 39 (5) ◽  
pp. 42-44
Author(s):  
Virginia Thompson
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Everyday Life ◽  
Educational Program ◽  
Primary Grades ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Elementary School Mathematics ◽  
Future Work

Administrators want the best educational program for their schools, and they want parents to support that program. Parents want the very best for their children in everything, including mathematics education. They remember arithmetic as the mainstay of elementary school mathematics and want their children to acquire the computational skills that they see as necessary for everyday life and future work.

scholarly journals Developing Students' Critical Thinking In The Process Of Teaching Mathematics In The Primary Grades

2021 ◽  
Vol 03 (05) ◽  
pp. 532-537
Author(s):  
Feruza Zoxidonovna Khusanova ◽  
Keyword(s):  
Critical Thinking ◽  
Primary Grades ◽  
Teaching Mathematics

This article demonstrates the identification of methodological techniques and conditions that help students develop critical thinking in the teaching of combinatorics in the primary grades.

scholarly journals Self-confidence attitude of novice primary teachers reflection on teaching mathematics

Jurnal Elemen ◽  
2022 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Enditiyas Pratiwi ◽  
A.Wilda Indra Nanna ◽  
Dedi Kusnadi ◽  
Irianto Aras ◽  
Dian Kurniati ◽  
...  
Keyword(s):  
Classroom Management ◽  
Mathematics Teaching ◽  
Teaching Experience ◽  
Primary Teachers ◽  
Quantitative Information ◽  
The Self ◽  
Teaching Mathematics ◽  
Structured Interviews ◽  
Self Confidence ◽  
Students Attitudes

The teacher’s attitude towards mathematics teaching is seen as an essential factor in forming students’ attitudes towards mathematics. However, no one has extensively described the reflection of teachers’ self-confidence in teaching mathematics, especially for novice primary teachers. Therefore, the purpose of this study sought to describe a reflection of the self-confidence attitude of novice primary teachers in teaching mathematics. A questionnaire based on novice primary teachers’ teaching experience was administered to a total of 28 novice primary teachers (N = 22 males, N = 6 females) conveniently selected to participate in the study reported in this article. The semi-structured interviews data explored novice primary teachers’ reflections on the given questionnaire scale items. The qualitative data obtained from semi-structured interviews informed the quantitative information extracted from the questionnaires. The results showed that the reflection of the self-confidence attitude of novice primary teachers in low, moderate, and high participants on the scale of confidence in teaching mathematics raises three essential findings, specifically (1) ability on content knowledge, (2) ability to explain, and (3) ability in classroom management. The resulting reflection in low, moderate, and high participants on the scale was an attitude toward success in teaching mathematics, namely, the appraisal of others, and on the scale, the usefulness of mathematics teaching, namely the ability to understand the usefulness of mathematics.

scholarly journals The investigation of the self-efficacy of special education teachers who teach mathematics to English language learners with disabilities

2020 ◽  
Author(s):  
◽  
Jessica Collins Kamuru
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
English Language ◽  
The Self ◽  
Teaching Mathematics ◽  
Teacher Disposition ◽  
K 12

Of the English Language Learners (ELLs) in USA K-12 schools, 665,000 are identified as having a disability. In mathematics, ELLs with disabilities have significantly lower outcomes than English dominant, and non-disabled peers. Numerous studies over four decades have linked student outcomes to teacher self-efficacy (i.e. belief in ability to perform a task for expected outcomes). Considering many ELLs with disabilities receive mathematics instruction from special education teachers, there are questions about the self-efficacy of these teachers to provide quality instruction, since there are few studies focused specifically on preparing or supporting special education teachers to teach mathematics to ELLs with disabilities. The purpose of this dissertation is to examine in-service special education teachers' overall self-efficacy in teaching mathematics in teaching any student with a disability and in teaching ELLs with disabilities in culturally and linguistically responsive ways. One hundred seventeen special education teachers from 9 states were recruited for this study which utilized surveys and follow up interviews. Six participants, chosen for having low or high self efficacy in teaching mathematics to any student with a disability or in teaching mathematics to ELLs with disabilities, were interviewed about factors which were helpful or harmful to their self-efficacy. Themes from the data included (a) teacher preparedness, (b) student characteristics, (c) teaching pedagogy, (d) building culture, (e) overall teacher disposition and (f) culturally responsive pedagogy.

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.

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