Implementing the Professional Standards for Teaching Mathematics: The Influence of Teachers' Beliefs and Knowledge on Learning Environments

1994 ◽  
Vol 41 (8) ◽  
pp. 476-479
Author(s):  
Cheryl Ann Lubinski ◽  
Nancy Nesbitt Vacc
Keyword(s):  
Learning Environments ◽  
Professional Standards ◽  
Second Grade ◽  
Teaching Mathematics ◽  
The Third ◽  
Class A ◽  
Teachers Beliefs ◽  
Grade Classroom

Seth was sitting in his second-grade classroom on the third day of school. He'd just finished writing on his paper after his teacher, Ms. Kates, had given the class a problem to solve.

Implementing the Professional Standards For Teaching Mathematics: Teachers Building on Students' Thinking

1992 ◽  
Vol 39 (7) ◽  
pp. 32-37 ◽  
Author(s):  
Carolyn A. Maher ◽  
Amy M. Martino ◽  
Susan N. Friel
Keyword(s):  
Learning Environments ◽  
Mathematics Teachers ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
New Vision ◽  
Insight Into

Teaching mathematics from the perspective of developing in students “mathematical power” (NCTM 1989) requires the building of a new vision for learning that focuses on thinking and reasoning. This endeavor draws on many complex and interrelated domains of knowledge. The reasons some teachers are more successful than others in facilitating thoughtful mathematical learning environments are varied and intricate. Perhaps a look at classroom sessions in which students are thoughtfully engaged in doing mathematics might lend further insight into what it means to pay attention to the thinking of students as they are engaged in doing mathematics and what it means to build on students thinking. (For a discussion of what is meant by doing mathematics, see Davis and Maher [1990] and Maher, Davis, and Alston [1991a].)

scholarly journals Mathematics teacher's perceptions about influence of different ICT usage strategies on their competencies

2020 ◽  
Vol 10 (2) ◽  
pp. 38-42
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers' beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers' competencies in three groups of teachers - one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers - their beliefs and professional motivation. Results indicate that the teachers' affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students' creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

Implementing the Professional Standards for Teaching Mathematics: External and Internal Characteristics of Learning Environments

1996 ◽  
Vol 89 (2) ◽  
pp. 112-115
Author(s):  
Suzanne H. Chapin ◽  
Kristen E. Eastman
Keyword(s):  
High School ◽  
Learning Environments ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Class

Mr. Dunn, a professional surveyor, has been invited to speak to a high school mathematics class.

scholarly journals MATHEMATICS TEACHER’S PERCEPTIONS ABOUT INFLUENCE OF DIFFERENT ICT USAGE STRATEGIES ON THEIR COMPETENCIES

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers’ beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers’ competencies in three groups of teachers – one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers – their beliefs and professional motivation. Results indicate that the teachers’ affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students’ creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

What Is Gender?

2017 ◽  
Author(s):  
Patrick Colm Hogan
Keyword(s):  
Social Interaction ◽  
Gender Norms ◽  
Twelfth Night ◽  
The Third ◽  
Class A ◽  
And Behaviors

The third chapter turns to gender, examining parts of Cao’s Story of the Stone and Shakespeare’s Twelfth Night. The former treats a boy who strongly identifies himself with the girls with whom he is raised. The latter treats a girl who takes on the disguise of a boy. Both works suggest that personality and behavioral propensities are distributed fairly randomly across the two sexes; at the very least, sex does not align very consistently with such propensities. A careful reading of both works suggests what we might refer to as a “situated” or “situational” conception of gender. A situation triggers some situation category; that is, we class a certain social interaction as a particular type (e.g., a joke or an insult). That categorization includes context-appropriate gender norms. The norms range from diction and politeness through socially appropriate emotions and behaviors (e.g., sadness vs. anger in response to an insult).

A Pathway for Mathematical Practices

2013 ◽  
Vol 19 (6) ◽  
pp. 354-362 ◽  
Author(s):  
Melanie Wenrick ◽  
Jean L. Behrend ◽  
Laura C. Mohs
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Mathematical Practices ◽  
Grade Classroom ◽  
Nctm Process Standards

See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.

scholarly journals The Importance of Interior Architecture to Meet Residents’ Needs in Gated Communities in Cairo

2019 ◽  
Vol 4 (11) ◽  
pp. 172
Author(s):  
Karam Abdallah
Keyword(s):  
Interior Design ◽  
Publishing House ◽  
Gated Communities ◽  
Construction Companies ◽  
The Third ◽  
Class A ◽  
International Publishing ◽  
The City ◽  
Open Access Article

The city of Cairo - since the beginning of the third millennium - has witnessed a constructional expansion of new cities for people of class A to live within gated communities, which provide luxury and safety. This research aims to identify the tangible and intangible needs from the occupants’ and the interior designer’s perspective, due to the diversity of these needs. The identification of these demands may help to clarify the requirements provided by the large construction companies, which will highlight the role of the interior designer in the design process of the residential units.Keywords: Interior design in Egypt, Contemporary Egyptian residences, Egyptian residential needs, Gated communities in Egypt.eISSN: 2398-4287© 2019. The Authors. Published for AMER ABRA cE-Bsby e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, UniversitiTeknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i11.1727

scholarly journals Evaluating Mathematic- Textbooks of Intermediate Stage in KSA according  to Van Hiele’s Geometric Thinking Model

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Mohammed Najjar Al Otaibi
Keyword(s):  
Intermediate Stage ◽  
Third Grade ◽  
Hierarchical Level ◽  
Second Grade ◽  
Middle Stage ◽  
The Third ◽  
Geometric Thinking ◽  
Secondary Stage ◽  
Grade Average ◽  
Descriptive Method

This study aimed to find out the relevance of mathematics books in the intermediate stage of Van Hill levels of geometric thinking, in order to achieve this goal, the researcher utilized the analytical descriptive method, using the analysis card as a tool to conduct this study and prepared a list of skills in which Van Hill's levels of geometric thinking (conceptual, analytical, quasi- Inductive, Inductive, abstract). A number of results were found, most notably: the incompatibility of the engineering subjects in the second- grade books as well as the third- grade average with the hierarchy of Van Hill levels of geometric thinking. Failure to observe mathematics books in the middle stage, to include engineering activities at the induction level, to equip students to deal with secondary engineering topics. The researcher recommended a number of recommendations, the most important of which are: To reconsider the hierarchy of the levels of engineering thinking in the engineering activities included in the mathematics books in the intermediate stage. The work on enriching mathematics books in the second grade is average of engineering activities of semi- inductive level, to match the hierarchy of the levels of engineering thinking of the intermediate stage. The work of enriching mathematics books in the third grade is an average of engineering activities of semi- inductive and indicative level to match the hierarchical level of the engineering thinking of the middle stage, which is the basis for higher levels of engineering thinking in the secondary stage. The inclusion of additional topics in engineering and measurement in mathematics books for the third- grade, to contribute to the development of levels of engineering thinking for students.  

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