The Important Thing about Teaching Problem Solving

2010 ◽  
Vol 16 (2) ◽  
pp. 104-108
Author(s):  
Sally K. Roberts
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teachers ◽  
Learning Practices ◽  
Teaching Problem ◽  
Math Problems ◽  
New Strategies

I teach a content course in problem solving for middle school teachers. During the course, teacher candidates have the opportunity to confront their insecurities as they actively engage in solving math problems using a variety of strategies. As the semester progresses, they add new strategies to their problem-solving arsenal and explicitly reflect on teaching and learning practices that are conducive to this process.

Discrete Mathematics: A Course in Problem Solving for 21st Century Middle School Teachers

2013 ◽  
pp. 71-84
Author(s):  
Tanya Cofer ◽  
Valerie A. DeBellis ◽  
Cathy Liebars ◽  
Joseph G. Rosenstein ◽  
Bonnie Saunders ◽  
...  
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
21St Century ◽  
Discrete Mathematics ◽  
School Teachers

iPads in the Classroom

2017 ◽  
Vol 13 (4) ◽  
pp. 74-86 ◽  
Author(s):  
Janet M. Ferguson ◽  
James N. Oigara
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Positive Impact ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teaching Learning

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

scholarly journals Estratégias didático-metodológicas com GeoGebra para o ensino e a aprendizagem de quadrantes no plano cartesianoDidactic-methodological strategies for teaching and learning Cartesian quadrants using GeoGebra

2021 ◽  
Vol 23 (1) ◽  
pp. 355-390
Author(s):  
Sarah Souto dos Santos ◽  
Aleandra Da Silva Figueira-Sampaio ◽  
Eliane Elias Ferreira dos Santos
Keyword(s):  
Middle School ◽  
Public Schools ◽  
Elementary Education ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
School Teachers ◽  
9Th Grade ◽  
Teachers And Students ◽  
Cartesian Plane ◽  
Investigación Cualitativa

ResumoNa educação básica, as primeiras noções sobre o plano cartesiano iniciam com a identificação dos eixos coordenados e com a compreensão de que estes dividem o plano em quatro regiões chamadas de quadrantes. Esse entendimento se estende com a compreensão das noções relativas à posição, localização de figuras e deslocamentos no plano cartesiano. O objetivo do trabalho foi propor estratégias didático-metodológicas com o GeoGebra na abordagem matemática de quadrantes no plano cartesiano. Trata-se de uma pesquisa qualitativa, de caráter exploratório, desenvolvida com professores de matemática do ensino fundamental II (do 6º ao 9º ano) de escolas públicas. A escolha do GeoGebra foi pelas funcionalidades que podem contribuir para o entendimento da temática. As estratégias didático-metodológicas foram elaboradas em fichas padronizadas e detalhadas para que professores e alunos tenham um roteiro de orientação durante a atividade.Palavras-chave: Software gratuito, Ensino fundamental (6º ao 9º ano), Educação matemática.AbstractIn elementary education, initial notions of the Cartesian plane start with identification of coordinate axes and the recognition that these divide planes into four quadrants.  This initial understanding extends to notions related to position, location, and displacement in the Cartesian plane. Our objective was to propose didactic-methodological strategies to introduce Cartesian quadrants using GeoGebra.  This qualitative study had an exploratory nature and was developed with middle-school teachers (6th to 9th grades) from public schools. GeoGebra was chosen because of features that contribute to building an understanding of the topic. The didactic-methodological strategies were standardised and detailed so that teachers and students would be guided throughout the activity.Keywords: Free software, Middle school (6th to 9th grade), Mathematics education.ResumenEn la educación básica, las primeras nociones sobre el plano cartesiano comienzan con la identificación de los ejes coordinados y con la comprensión de que dividen el plano en cuatro regiones llamadas cuadrantes. Ese entendimiento se extiende con la comprensión de nociones relativas de posición, ubicación de figuras y desplazamientos en el plano cartesiano. El objetivo del trabajo fue proponer estrategias didáctico-metodológicas con el GeoGebra para el enfoque matemático de cuadrantes en el plano cartesiano. Trátase de una investigación cualitativa, de carácter exploratoria, desarrollada con maestros de matemáticas del liceo (del 6º al 9º grado) de la enseñanza pública. La elección del GeoGebra fue por sus funcionalidades poder contribuir para la comprensión del tema. Las estrategias didáctico-metodológicas fueron elaboradas en formularios estándares y detallados para que profesores y alumnos tengan una guía de orientación durante la actividad.Palabras clave: Software libre, Liceo (6º al 9º grado), Educación matemática.

scholarly journals Using Student-Centered Projects To Teach Mathematics Content Standards To Middle School Teachers II (The Second Course)

2006 ◽  
Vol 3 (9) ◽  
Author(s):  
Carryn Bellomo
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
School District ◽  
Middle School Teachers ◽  
Content Standards ◽  
College Level ◽  
School Teachers ◽  
Mathematical Content ◽  
Clark County ◽  
Clark County School District

Teaching and learning standards across the country are becoming more content driven, especially in mathematics.  As such, it is essential to develop substantive college level math courses for pre-service and in-service teachers.  These courses should deliver mathematical content in a relevant way.  Teachers must not only be proficient in their subject, but also recognize how to apply content meaningfully to student’s lives.  As part of a grant funded through the Department of Education in coordination with the Clark County School District, I have designed two college level courses that will deliver mathematical content standards to middle school teachers.  These courses will help prepare teachers at the middle school level by focusing on mathematical content, making connections within the curriculum, using technology, and enhancing the role of mathematics in everyday life and problem solving.  This paper extends the concepts provided in [1].  The primary purpose of this paper is to share with the academic community the projects used to develop content understanding in mathematics topics such as:  spatial relationships, geometry, problem solving, reasoning, mathematical modeling, financial and economic analysis, and probability.  This paper will present these projects, and tie them to mathematics standards outlined in the Clark County School District (and state of Nevada).

scholarly journals Peningkatan Semangat Belajar dengan Peta Konsep dan Media Pembelajaran menggunakan Program Mindmapple

2019 ◽  
Vol 7 (2) ◽  
pp. 178-181
Author(s):  
Sri Endang Wahyuni ◽  
Fita Widiyatun ◽  
Halleyna Widyasari ◽  
Puji Suharmanto
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Community Service ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Learning Motivation ◽  
School Teachers ◽  
Service Program ◽  
School Students

Abstract. A community service program has been carried out which aims to introduce MindMapple software in making concept maps and learning media in increasing the learning motivation of TRAMPIL Middle School students. The activity participants were all Trampil Middle School teachers. Mindmapple software can be downloaded for free or paid. This software can be used by teachers in creating concept maps in the teaching and learning process. Besides being easy to use, this program can also train creativity from the teacher in making concept maps. After doing activities around 80% of teachers who are accustomed to operating laptops can easily operate the MindMapple program. While 20% of teachers who are constrained to operate a laptop still need guidance in applying mindmapple software. The output of this community service is a module on the introduction of software.Abstrak. Telah dilakukan program kegiatan pengabdian kepada masyarakat  yang bertujuan memperkenalkan software MindMapple dalam pembuatan peta konsep dan media pembelajaran dalam meningkatkan motivasi belajar siswa SMP TRAMPIL. Peserta kegiatan adalah seluruh guru SMP Trampil. Software MindMapple dapat diunduh secara gratis maupun berbayar. Software ini dapat digunakan oleh guru dalam membuat peta konsep dalam proses belajar mengajar. Selain mudah penggunaannya, program ini juga dapat melatih kekreatifitasan dari  guru dalam pembuatan peta konsep. Setelah melakukan kegiatan sekitar 80 % guru yang terbiasa mengoperasikan laptop dapat dengan mudah mengoperasikan program MindMapple. Sedangkan 20% guru yang terkendala mengoperasikan laptop masih perlu bimbingan dalam mengaplikaskan software MindMapple. Luaran dari kegiatan pengabdian kepada masyarakat ini adalah modul tentang pengenalan software.

The Caterer's Problem

1983 ◽  
Vol 76 (3) ◽  
pp. 188-193
Author(s):  
Eugene F. Krause
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
School Teachers ◽  
Research Project

How to teach problem solving? My usual unimaginative approach is to throw out a lot of problems and ask the students to work on them. Recently I tried something a little different with a class of preservice and in-service middle school teachers. We plunged into a problem that, to the best of my knowledge, was unsolved and treated it as a class research project. For an interval of several weeks we devoted a few minutes each period to progress reports on it. During this time.

Engaging Contexts for the Game of Nim

2007 ◽  
Vol 12 (5) ◽  
pp. 251-255
Author(s):  
Charles A. (andy) Reeves ◽  
Rosemarie Reeves Gleichowski
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Algebraic Reasoning ◽  
School Teachers ◽  
Spatial Sense ◽  
Problem Solving Strategies

Middle school teachers realize the value of students playing games in mathematics classes if those games emphasize problem-solving strategies, algebraic reasoning, or spatial sense.

scholarly journals Twenty-First Century Middle Schooling in New York: Teachers Share Experiences and Perspectives on Remote Teaching and Learning Early in the Global Pandemic

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Sandra Stacki ◽  
Zerin Bay ◽  
Andrew FlynnDavis ◽  
Jessica Hermann
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Middle Level ◽  
School Teachers ◽  
Social And Emotional ◽  
Teaching Learning

In early 2020, the Covid-19 virus hit many places, including New York City, with such a force that nobody could have foreseen the events following its spread. The education system was pushed to transition itself to meet with 21st century technology. This study explores this disruption in the education system and how middle school teachers in several New York counties responded. What are middle school teachers’ perspectives and practices during the rapid switch to remote teaching? Professor and graduate students in a Curriculum, Instruction, and Assessment class on middle level schooling designed the interview protocol focused on five related areas of the remote learning endeavor: 1) Preparation, 2) Teaching, Learning, and Participation, 3) Social and Emotional effects on Students, 4) Monitoring and Assessment, 5) Looking forward. The findings demonstrate a primarily reactive response and limited preparation. Teachers express a mixed review of successes and struggles with online teaching and the challenges of engagement, participation, and meeting the social emotional needs of restless students who sometimes do not have the parent support or the technological devices that could further assist their success with online learning. Each teacher had their own unique experiences and challenges teaching students through a computer screen.

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