Fostering Mathematical Thinking and Problem Solving: The Teacher's Role

2007 ◽  
Vol 13 (6) ◽  
pp. 308-314
Author(s):  
Nicole R. Rigelman
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Teacher's Role ◽  
Teacher Actions

Describes the teacher's role in promoting mathematical thinking and problem solving in the classroom—identifying critical teacher actions and decisions; considering how beliefs influence the teacher's actions and decisions; and suggesting implications for teachers and students.

scholarly journals Peran Guru Dalam Peningkatan Kualitas Belajar Peserta Didik Pada Pembelajaran Daring Di Madrasah Ibtidaiyah

2021 ◽  
Vol 2 (1) ◽  
pp. 75-86
Author(s):  
Tri Budi Wulandani ◽  
Rif’an Humaidi
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Active Role ◽  
Study Data ◽  
Teacher’S Role ◽  
Quality Of Learning ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teacher's Role

In the teaching and learning process, teachers are required to be able to carry out their role to the fullest as a motivator and initiator in an effort to maintain and at the same time increase the enthusiasm of students to learn. Especially in the Covid-19 pandemic situation which requires educational institutions to carry out online learning. This study aims to discuss the teacher's role as a motivator and the teacher's role as an initiator in improving the quality of student learning in online learning at Madrasah Ibtidaiyah Ma'arif Condro Jember. This research uses qualitative research methods and the type of research is a case study. Data collection techniques using observation, interviews and documentation. The validity of the data using source triangulation and technical triangulation. Meanwhile, data analysis uses data condensation, data presentation and verification/conclusion. The results of this study indicate: 1) The teacher's role as a motivator in improving the quality of learning in online learning, namely: providing opportunities for students to play an active role in learning, providing reinforcement, praise or verbal appreciation, teachers listening to students' concerns and wishes to bond. good relationship between teachers and students. 2) The role of the teacher as an initiator in improving the quality of learning in online learning, namely: utilizing information and communication technology such as Whatsapp, Facebook, Google Meet and Google Form. Keywords: Teacher Role; Quality of Learning; Online Learning Dalam proses belajar mengajar, guru dituntut untuk mampu melaksanakan perannya secara maksimal menjadi motivator dan inisiator dalam upaya menjaga dan sekaligus meningkatkan semangat belajar peserta didik. Terlebih dalam situasi pandemi Covid-19 yang menuntut lembaga pendidikan untuk melaksanakan pembelajaran secara Daring. Penelitian ini bertujuan untuk membahas tentang peran guru sebagai motivator dan peran guru sebagai inisiator dalam meningkatan kualitas belajar peserta didik pada pembelajaran daring di Madrasah Ibtidaiyah Ma’arif Condro Jember. Penelitian ini menggunakan metode penelitian kualitatif dan jenis penelitiannya adalah studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Sedangkan analisis data menggunakan kondensasi data, penyajian data dan verifikasi/kesimpulan. Hasil penelitian ini menunjukkan: 1) Peran guru sebagai motivator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memberikan kesempatan kepada peserta didik untuk berperan aktif dalam pembelajaran, memberikan penguatan, pujian atau apresiasi secara verbal, guru mendengarkan keresahan dan keinginan peserta didik agar terjalin ikatan yang baik antara guru dan peserta didik. 2) Peran guru sebagai inisiator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memanfaatkan teknologi informasi dan komunikasi seperti Whatsapp, Facebook, Google Meet dan Google Form. Kata Kunci: Peran Guru; Kualitas Belajar; Pembelajaran Daring

Fostering Mathematical Thinking through Multiple Solutions

2000 ◽  
Vol 5 (8) ◽  
pp. 534-539
Author(s):  
Jinfa Cai ◽  
Patricia Ann Kenney
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Thinking ◽  
School Mathematics ◽  
Reform Movement ◽  
Mathematics Students ◽  
Mathematical Concepts ◽  
Teachers And Students

The reform movement in school mathematics advocates communication as a necessary component for learning, doing, and understanding mathematics (Elliott and Kenney 1996). Communication in mathematics means that one is able not only to use its vocabulary, notation, and structure to express ideas and relationships but also to think and reason mathematically. In fact, communication is considered the means by which teachers and students can share the processes of learning, doing, and understanding mathematics. Students should express their thinking and problem-solving processes in both written and oral formats. The clarity and completeness of students' communication can indicate how well they understand the related mathematical concepts.

scholarly journals The Importance of Teacher Cooperation in the Process of School Guidance for High School Students

2019 ◽  
Vol 9 (1) ◽  
pp. 3747-3751
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
School Students ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Educational Guidance ◽  
School Guidance ◽  
Teacher's Role ◽  
School Orientation

The purpose of this article is to examine the importance of involvement teachers in the school orientation process and its effectiveness in the way high school students choose their educational path. Interviews and a survey were conducted with 74 teachers of different seniority selected from five public high schools in three regional directorates, in the 2018/2019 academic year, Casablanca-Settat region. This study shows from a deep analysis, that the coordination and cooperation with teachers and students in the process of school orientation were very low or null. In this study, scientific research and my experience have shown that the attainment of the desired objectives of high school students' educational guidance can only be achieved through coordination and cooperation between the various actors in the school guidance process. Teacher’s role is very essential since they are the closest to the student and the process of the student's educational orientation must be one of his main and fundamental tasks. It is concluded that public schools with the integration of teachers in the student's educational guidance have more success in the school path, as the participation of teachers in the guidance of their students, improves the process and increases its effectiveness. Our study has allowed us to detect very important results and information on the teacher’s role who must be an advisor in his school and must be a requirement of the process of academic guidance of high school students that we will present and discuss.

scholarly journals THE ROLE OF TEACHERS IN INCREASING STUDENT MOTIVATION ON LEARNING INDONESIAN LANGUAGE

2021 ◽  
Vol 20 (2) ◽  
pp. 273-284
Author(s):  
Marwanto Marwanto
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Teacher's Role

This study discusses the role of the teacher in increasing student motivation in learning Indonesian. The teacher is a very important figure in the teaching and learning process as a mediator, facilitator, and leader in the class. Teachers and students must be able to communicate well as the principle of communication between teacher and students so that learning goes well. The focus of this research is how the teacher's role in increasing student motivation towards learning Indonesian in Muhammadiyah Plus Salatiga Elementary School. This study uses a questionnaire or questionnaire technique with a population of 53 teachers and 30 subjects or half of the subjects.

Supporting Student-Driven Learning

2017 ◽  
pp. 331-351
Author(s):  
Zineb Djoub
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Learning Activity ◽  
Teaching Techniques ◽  
Learning Behaviors ◽  
Teacher’S Role ◽  
Processing Information ◽  
Teacher's Role ◽  
Assessment Activities

Within an information driven society, knowledge is no more limited to a given source, context or pace of time. Indeed, the 21st century demands have called for more skills and competences which go beyond drills and memorizing. Learning is, indeed, not merely a process of accumulating and processing information, but it has to do more with constructing and negotiating meaning, problem solving, reflection and creativity. This chapter intends to clarify these skills, focusing more on students' reflection, collaboration, and creativity in learning. In addition to defining these skills and discussing their importance to students' learning, one's concern is to help teachers enhance them. This is through clarifying the teacher's role and putting forward a set of teaching techniques that can help develop students' reflection, collaboration and creativity. Besides, since “assessment frames learning, creates learning activity and orients all aspects of learning behaviors,” this chapter also suggests assessment activities targeting that objective (Gibbs, 2006, p. 23).

Students’ perspective on participation in a co-design process of learning scenarios

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Iolanda Garcia ◽  
Ingrid Noguera ◽  
Meritxell Cortada-Pujol
Keyword(s):  
Design Process ◽  
Design Processes ◽  
Teacher’S Role ◽  
Before And After ◽  
Teachers And Students ◽  
Learning Scenarios ◽  
Teacher's Role ◽  
The Impact

The adoption of co-design processes involving teachers and students is considered a helpful strategy for developing learner-centred scenarios. This research includes students in the co-design of learning scenarios that are inquiry-based (IBL) and enhanced by technology (TEL). In this paper, students’ contribution to the co-design process is analysed, as well as the impact it had on them. The data was collected before and after the project by means of interviews and a questionnaire applied to eleven students from two universities (one blended and one virtual). The results show that the students’ main contribution has a relationship with methodological and organisational aspects, and that the main benefit they perceive is gaining a better understanding of the teacher’s role and the complexity of designing learning scenarios. The study also shows some of the drawbacks and challenges of a co-design process.

The Teacher's Role in the Blended Classroom ... Or When 1 + 1 > 2

2014 ◽  
pp. 239-248
Author(s):  
Morten Fahlvik
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Technological Development ◽  
Physical Space ◽  
Virtual Classroom ◽  
Learning And Teaching ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Teacher's Role ◽  
Different Characteristics

Despite the fact that schools have undergone many changes, there are still those who believe that classrooms and the activities that take place in them have not changed. Some insist that modern classrooms still mirror the structure of old. In this chapter, the author argues that it is time to put this myth to rest. At the same time, he points out what today’s teachers can achieve if they exploit the potential that the modern day classroom has to offer. With technological development, learning can occur in a variety of settings: either in a virtual classroom or in a physical space. When learning takes place in the combination of these two learning environments it is referred to as blended learning, and teaching that applies both modalities is referred to as blended teaching. The two classroom formats offer different characteristics that teachers can utilize for different purposes. A well-balanced blend will provide both teachers and students with great opportunities to experience visible teaching and visible learning.

The Teacher's Role in the Blended Classroom ... Or When 1 + 1 > 2

2018 ◽  
pp. 1681-1691
Author(s):  
Morten Fahlvik
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Technological Development ◽  
Physical Space ◽  
Virtual Classroom ◽  
Learning And Teaching ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Teacher's Role ◽  
Different Characteristics

Despite the fact that schools have undergone many changes, there are still those who believe that classrooms and the activities that take place in them have not changed. Some insist that modern classrooms still mirror the structure of old. In this chapter, the author argues that it is time to put this myth to rest. At the same time, he points out what today's teachers can achieve if they exploit the potential that the modern day classroom has to offer. With technological development, learning can occur in a variety of settings: either in a virtual classroom or in a physical space. When learning takes place in the combination of these two learning environments it is referred to as blended learning, and teaching that applies both modalities is referred to as blended teaching. The two classroom formats offer different characteristics that teachers can utilize for different purposes. A well-balanced blend will provide both teachers and students with great opportunities to experience visible teaching and visible learning.

scholarly journals The Teacher’S Role in the Formation of the Attitude and Performance of Students in the Subject of Geography

2017 ◽  
Vol 9 (4) ◽  
pp. 166
Author(s):  
Anna-Aikaterini Likouri ◽  
Aikaterini Klonari
Keyword(s):  
Primary School ◽  
Teaching Method ◽  
Primary School Students ◽  
School Students ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
The Subject ◽  
Teacher's Role ◽  
And Performance ◽  
Of Greece

The purpose of this study was to investigate the attitude of teachers and students towards the subject of geography, and whether it affects the students’ performance. The sample comprised 600 6th-grade primary school students from various areas of Greece, and their 33 teachers. The following findings were made: a) the largest part of the teachers and students shows a medium or poor attitude towards the subject of geography; b) teachers’ reeducation did not seem to improve either the attitude of teachers or the attitude and performance of their students; c) prior working experience of teachers did not appear to affect attitude, but it does affect performance of their students in geography; d) the teaching method (traditional or with the use of technologies) did not appear to differentiate the students’ attitude towards geography.

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