Mathematical Misconceptions

2019 ◽  
Vol 112 (6) ◽  
pp. 404
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
School Mathematics ◽  
Classroom Culture ◽  
High School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mathematical Discussions ◽  
Teachers And Students

Working to correct misconceptions and errors is a natural part of teaching and learning mathematics. Rather than seeing errors as something to avoid, how can teachers and students capitalize on them to create learning opportunities? Catalyzing Change in High School Mathematics: Initiating Critical Conversations suggests that teachers actively plan for student errors and misconceptions by designing lessons that— promote a classroom culture in which mistakes and errors are viewed as important reasoning opportunities to encourage a wider range of students to engage in mathematical discussions with their peers and the teacher. (NCTM 2018, p. 34)

When Will I Ever Use This?

2011 ◽  
Vol 18 (2) ◽  
pp. 68-69
Author(s):  
Andrea Christie
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

Evaluating Mathematics Curricular Resources

2016 ◽  
Vol 22 (6) ◽  
pp. 325-329 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Curricular Resources

Readers share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

Welcome to Volume 18

2011 ◽  
Vol 18 (1) ◽  
pp. 4-5
Author(s):  
Tyrette S. Carter
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

Teaching and Learning Mathematics through Hurricane Tracking

2008 ◽  
Vol 13 (9) ◽  
pp. 500-512
Author(s):  
Maria L. Fernández ◽  
Robert C. Schoen
Keyword(s):  
Middle School Teachers ◽  
Teaching And Learning ◽  
Real Life ◽  
School Teachers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Hurricane Season ◽  
Teachers And Students ◽  
Life Context ◽  
Hurricane Tracking

During hurricane season, maps that track predicted storm paths are commonly seen on television and the Internet. The Weather Channel often receives number-one viewership ratings in regions encountering a major weather event, such as a hurricane or tornado (Kloer 2001). Mathematics teachers can tap into students' curiosity and interest about hurricanes to develop their understanding of mathematical ideas within a real-life context. In this article, we discuss observations and findings after implementing mathematics tasks based on data about hurricanes. Finding patterns and relationships, creating and interpreting graphs, and examining rates of change are just a few of the topics that can be studied. We developed these tasks as part of the Students' Transition Toward Algebra project and have used them with both middle school teachers and students.

Creating Cultural Relevance in Teaching and Learning Mathematics

2002 ◽  
Vol 9 (2) ◽  
pp. 114-118
Author(s):  
Jacqueline Leonard ◽  
Smita Guha
Keyword(s):  
Teaching And Learning ◽  
National Council ◽  
Mathematics Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Community Ties ◽  
Teachers And Students ◽  
Values And Beliefs ◽  
Current Reform ◽  
Subway Train

Current reform in mathematics education, spurred by the National Council of Teachers of Mathematics (NCTM), emphasizes the importance of making connections to the realworld experiences of children. Even in such activities as riding a bus, subway train, or bicycle to school, the cultural experiences of children from diverse backgrounds provide teachers and students with a plethora of mathematics problems. Culture is meaning that is shared by a group of people who hold common values and beliefs (Malloy and Malloy 1998). Members of the group may have racial, ethnic, political, or community ties, which can be used as springboards for culturally relevant teaching.

Looking Back, Looking Forward

2019 ◽  
Vol 25 (5) ◽  
pp. 262-263
Author(s):  
Jane F. Schielack
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Looking Back

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM. Jane F. Schielack

Common Core confusion about modeling

2016 ◽  
Vol 23 (5) ◽  
pp. 269-272
Author(s):  
Mathew D. Felton-Koestler
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Common Core ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Link Type ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM.

scholarly journals Students’ desires for high-level teaching and learning opportunities: Views of Namibian Grade 11 students observed to have difficulties in learning mathematics

2020 ◽  
Vol 16 (1) ◽  
pp. 15-28
Author(s):  
Shemunyenge Hamukwaya
Keyword(s):  
Teaching And Learning ◽  
Learning Opportunities ◽  
Academically Successful ◽  
Structured Interviews ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Systemic Factors ◽  
High Level ◽  
Negative Factors ◽  
Grade 11

This study focusses on the views of students in learning grade 11 mathematics in terms of their needs and aspirations regarding access to high-level mathematics teaching and learning opportunities. Students who participated in this study (88 grade 11 Namibian students) were identified as having learning difficulties by their mathematics teachers, but these students did not (themselves)consider that they had difficulties. The author attempts to understand why students believed they do not have difficulties in learning mathematics. A qualitative method was employed, and the students were investigated via semi-structured interviews. The transcripts were analysed using an interpretational analysis. This study revealed that students display interest in learning mathematics and that they tend to feel comfortable with the subject despite certain influencing factors. The students’ perceptions are that their learning processes were negatively affected by aspects of systemic factors, teachers’ and students’ own factors, and access to learning resources. The students feel that they lack high-level access to teaching and learning, and this limits their potential for achieving the level at which they are expected to perform and be academically successful. In addition to the implications that emerged, this study makes recommendations on what should be done to address the negative factors perceived by the students.

scholarly journals Senior high school mathematics teachers’ perception and use of assessment in the classroom

2019 ◽  
Vol 15 (2) ◽  
pp. 43-54
Author(s):  
Mavis Okyere ◽  
Ernest Larbi
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Senior High School ◽  
School Mathematics ◽  
Educational Goals ◽  
High School Mathematics ◽  
Use Of Assessment ◽  
High School Mathematics Teachers

The study investigated senior high school mathematics teachers’ perception and practices of classroom assessment since assessment is considered a critical tool for assessing the achievement of learning objectives in particular and educational goals in general. The study adopted a mixed-methods design. Sixty-two mathematics teachers were sampled from the selected schools to participate in the study. The instrument used in the data collection was a questionnaire. The internal consistency of the instrument designed had a calculated Cronbach alpha reliability coefficient of 0.74. The quantitative data gathered were analysed using descriptive statistics. The results from the study revealed that mathematics teachers had a positive perception about classroom assessment as most of them indicated that assessment is a tool to inform teaching and learning. There were, however, few teachers who still had a negative perception about assessment. Their reasons being that assessment had always been a tool for assigning grades and also used to promote students, hence had little benefit to teaching and learning process. The study also showed that the mathematics teachers’ practices of classroom assessment did not match up to the views they held about classroom assessment. Retraining of teachers through seminars and workshops were therefore recommended.

Call for Manuscripts: Entry-Level High School Mathematics Courses: Maximizing Learning for ALL

2009 ◽  
Vol 103 (1) ◽  
pp. 69
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Entry Level ◽  
Learning Mathematics

The Mathematics Teacher is eager to publish articles about teaching mathematics at the entry level. These courses are critical to fostering students' pursuit of and love for learning mathematics through the high school years and beyond.

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