Readers' Dialogue

1992 ◽  
Vol 39 (9) ◽  
pp. 1-18
Author(s):  
Kenneth G. Labuskes ◽  
Caroline Hollingsworth ◽  
Pauline Schmidt ◽  
William A. Ewbank ◽  
Linda B. Cooke ◽  
...  
Keyword(s):  
Mathematics Lesson ◽  
Fellow Teacher

A fellow teacher posed a problem to me that inspired an interesting mathematics lesson. She had heard Mr. Wizard say that it was impossible to fold a piece of paper in half more than eight times. Naturally, I tried the experiment. Students stood around to watch the transaction, apparently very interested in the problem. They were invited to try the folds also. I found it impossible to fold in half more than eight times an ordinary sheet of eight-and-one-half-by-eleven-inch paper, but eight folds might be possible with other sizes of paper.

scholarly journals Spaces In-between: Text Poems from Community Practice and Research

2018 ◽  
Vol 3 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Paula Gerstenblatt ◽  
Diane Rhodes ◽  
Lida Holst
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Lessons Learned ◽  
Community Practice ◽  
Community Members ◽  
University Partnerships ◽  
The Past ◽  
Teacher Researcher ◽  
Fellow Teacher ◽  
Artist Teacher

A commitment on the part of the academy to address social issues has increased over the past three decades, resulting in service learning courses, volunteering opportunities, and community-university partnerships. Faculty, staff, and community practitioners collaborating to lead these efforts often carry enormous responsibility and answer to often competing interests of students, community members, and universities. Using the experience of an scholar/artist/teacher in a university-community partnership founded by the first author in a racially polarized town, this article explores the potential of arts-based methods, specifically poetry and collage, to mitigate the consequence of this work. The format is a dialogue between two engaged teacher/researcher/practitioners and friends to clarify the hidden experience of the researcher with narrative truth to articulate and share not only experiences, but also lessons learned as a contribution to our fellow teacher/researcher/practitioners.

scholarly journals Collective emotional atmosphere in mathematics lesson based on finnish fifth graders’ drawings

2015 ◽  
Vol 3 (1) ◽  
pp. 87-100
Author(s):  
Anu Laine ◽  
Maija Ahtee ◽  
Liisa Näveri ◽  
Erkki Pehkonen ◽  
Päivi Portaankorva Koivisto ◽  
...  
Keyword(s):  
Fifth Graders ◽  
Mathematics Lesson ◽  
Teaching Group ◽  
Total Data

The aim of this study, based on pupils’ drawings, is to find out what kind of collective emotional atmosphere dominates in fifth-graders’ mathematics lessons. Pupils’ (N = 136) drawings were analyzed using a holistic evaluation of emotional atmosphere during mathematics lesson. Even though the collective emotional atmosphere in mathematics lesson is positive in the total data, there are large differences among the different classrooms. In most of the classrooms the emotional atmosphere could be described more or less as ambivalent (there are both positive and negative facial or other expressions). In two classrooms the emotional atmosphere could be described as positive and only in one as neutral. The differences between the classrooms are thus large. Based on our data, it can be said that asking pupils to do drawings is a good and many-sided method to collect data about the collective emotional atmosphere of a teaching group.

scholarly journals PENGGUNAAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) SEBAGAI UPAYA UNTUK MENINGKATKAN MINAT DAN KEMAMPUAN PEMAHAMAN KONSEP GARIS DAN SUDUT PADA SISWA KELAS VII MTS. PUTRA NURUL HAKIM KEDIRI TAHUN PELAJARAN 2012/2013

2013 ◽  
Vol 1 (1) ◽  
pp. 62
Author(s):  
HARDIAWAN HARDIAWAN
Keyword(s):  
Teaching And Learning ◽  
Mathematics Lesson ◽  
Math Learning ◽  
Mathematical Concepts ◽  
Contextual Teaching ◽  
Learning Interest ◽  
Very High

The mathematics lesson in class VII MTs Putra Nurul Hakim Kediri is less desirable by the students. Therefore, their understanding of mathematical concepts is lacking. This study aims to apply Contextual Teaching and Learning (CTL) model to improve students' interest and understanding ability. The results showed that, the evaluation of cycles I and II, the percentage of classical completeness are: 66.66% and 87.87%. Teacher activity is good in cycle I and II. Students' math learning interest is very high in cycle II. The results of this study indicate an increase in interest and ability to understand students' concepts. We conclude that the Contextual Teaching and Learning (CTL) model proves to increase students' interest in and understanding of concepts. 

Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness

2016 ◽  
pp. 281-294
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Qualitative Data ◽  
Science Study ◽  
The Third ◽  
Effective Performance ◽  
Lesson Delivery ◽  
Collaborative Analysis ◽  
Fellow Teacher ◽  
The University

The Japanese Lesson Study Model (JLSM) became a focus of much research after the publication of the Third International Math and Science Study (TIMSS). The JLSM has various possible manifestations, but most forms of the model include three key elements – collaborative planning of one or more lessons that will be taught by all participants, delivery of the lesson with fellow teacher observers in the room or with videotaping, and collaborative analysis by participants of students work and the lesson delivery. This study presents quantitative and qualitative data from approximately 400 teachers who participated in a form of lesson study. The history and research basis of lesson study is presented, followed by the researcher's adaptation of the model for use in the university classroom and professional development courses, followed by an analysis of the impacts of the model on teacher participants.

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