2016 Focus Issue: Revealing the Facets of Assessment

2016 ◽  
Vol 23 (3) ◽  
pp. 125-126 ◽  
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Assessment ◽  
Special Issue ◽  
Teachers And Students ◽  
Mathematics Teaching And Learning

Assessment. The word captures the attention of educators across all roles. Based on the premise that assessment should “support the learning of important mathematics and furnish useful information to both teachers and students” (NCTM 2000, p. 22), for this special issue, the TCM Editorial Panel invited articles that focus on mathematics assessment, including the multiple facets in which assessment can support effective mathematics teaching and learning.

scholarly journals EXPLORING METACOGNITIVE REGULATION AND STUDENTS’ INTERACTION IN MATHEMATICS LEARNING: AN ANALYSIS OF NEEDS TO ENHANCE STUDENTS’ MASTERY

2020 ◽  
Vol 8 (2) ◽  
pp. 67-74
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Metacognitive Skills ◽  
Student Interactions ◽  
Learning Practices ◽  
Metacognitive Regulation ◽  
Teachers And Students ◽  
Regulation Strategies ◽  
Mathematics Teaching And Learning

Purpose of the study: This study is a survey of teachers’ and students' perceptions of mathematics teaching and learning practices. The purpose of this study was to determine the level of learning practice based on metacognitive regulation strategies and student interactions to increase student achievement. Methodology: A quantitative survey of 45 mathematics teachers and 52 Form 2 students using questionnaires was conducted to look at the level of mathematics teaching and learning practices and to obtain agreement on the need for learning metacognitive regulation strategies and student interactions. Findings: The findings show that teachers' level of knowledge about metacognitive regulation strategies, level of teaching and learning based on metacognitive regulation and student interaction strategies, and level of mastery and application of student mathematics skills are moderate. Implications: Furthermore, teachers and students agree that teaching and learning practices based on metacognitive regulation strategies and student interaction need to be implemented as a mathematics learning intervention to enhance students’ mastery in mathematics. Implications of this study led to the suggestion that metacognitive regulation strategies be used as a best practice and guide to transform teaching and learning methods. Novelty/Originality of this study: This study is an extension of the study of aspects of metacognitive skills by looking at both the view of the teacher and the student. Results show that students' metacognitive skills and interactions are related to and influence learning.

scholarly journals The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

2021 ◽  
Vol 11 (1) ◽  
pp. 40
Author(s):  
Kimura Patar Tamba ◽  
Wiputra Cendana
Keyword(s):  
Elementary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Assessment ◽  
Elementary School Mathematics ◽  
Epistemology Of Mathematics ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
The Relationship

<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school  , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>

scholarly journals Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools

2019 ◽  
Vol 15 (2) ◽  
pp. 93-106
Author(s):  
Ukobizaba Fidele ◽  
Ndihokubwayo Kizito ◽  
Mukuka Angel ◽  
Uwamahoro Jean
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
School Students ◽  
Problem Solving Skills ◽  
Utilitarian Value ◽  
Teachers And Students ◽  
Mathematics Teaching And Learning ◽  
Mathematics Teaching Methods

Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.

scholarly journals Commentary on Paul Ernest’s Theory about Teachers’ Beliefs and Practice

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Milica Videnovic
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Short Communication ◽  
Mathematics Assessment ◽  
Learning Models ◽  
Teachers Beliefs ◽  
Beliefs And Practice ◽  
Mathematics Teaching And Learning ◽  
Nature Of Mathematics

<p>In this short communication, the author analyzed Paul Ernest’s theory on relationships between teachers’ beliefs, and their impact on teachers’ practice of mathematics. The author considered the teachers’ espoused and enacted models of mathematics assessment in addition to the teachers' views of the nature of mathematics, teaching, and learning models. The author also considered three purposes of mathematics<em> </em>assessment.</p>

Reflections on Practice: Redefining Success in Mathematics Teaching and Learning

2000 ◽  
Vol 5 (6) ◽  
pp. 378-386
Author(s):  
Margaret Schwan Smith
Keyword(s):  
Student Engagement ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematical Understanding ◽  
Mathematical Tasks ◽  
Starting Point ◽  
Teachers And Students ◽  
Current Reform ◽  
Mathematics Teaching And Learning ◽  
High Level

Amajor goal of current reform efforts is to help students learn mathematics with understanding. “Good” mathematical tasks are an important starting point for developing mathematical understanding, but selecting and setting up good tasks does not guarantee a high level of student engagement (Smith and Stein 1998). Using such tasks can, and often does, present challenges for teachers and students.

scholarly journals JOGO MEMÓRIA DAS EQUAÇÕES: ATIVIDADES DE ENSINO

2018 ◽  
Vol 2 ◽  
pp. 119
Author(s):  
Cristiane Luiz Paulino ◽  
Edilaine Cristina Guedes Guilherme ◽  
João Coelho Neto ◽  
Willian Damin
Keyword(s):  
Public Schools ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Low Cost ◽  
Easy Access ◽  
Teaching Activities ◽  
Teachers And Students ◽  
Mathematics Teaching And Learning ◽  
Degree Equation

O uso de jogos didáticos pode auxiliar no processo de ensino e de aprendizagem da Matemática, visto sua possibilidade em integração e pela facilidade de manipulação e confecção no âmbito educacional, principalmente pelas escolas públicas brasileiras, que podem utilizar materiais de baixo custo e de fácil acesso aos professores e alunos. Tendo em vista esse contexto, o trabalho visa apresentar uma sequência de atividades utilizando o jogo manipulável como recurso didático para auxiliar no processo de ensino de equações de primeiro grau. A pesquisa se caracteriza como qualitativa e para a análise dos resultados obtidos com especialistas utilizou-se a luz da Análise Textual Discursiva, a fim de vislumbrar a viabilidade da utilização da sequência de atividades desenvolvidas para profissionais da área da educação. Como considerações finais, a proposta de sequência de atividades é viável na opinião dos especialistas e pode ser adaptada e aplicada por professores da Educação Básica, como forma de contribuir com o ensino e aprendizagem de Equações do primeiro grau.Palavras-chave: Jogos. Equação do 1o grau. Atividades de ensino.ABSTRACTThe use of didactic games can help in the Mathematics’ teaching and learning process, considering its possibility in integration and the ease of manipulation and confection in the educational scope, mainly by the Brazilian public schools, who can use materials of low cost and of easy access to the teachers and students . In view of this context, the paper aims to present a sequence of activities using manipulable game as didactic resource to assist in the first degree equations’ teaching. This research is characterized as qualitative and the results obtained it was analyzed by the light of Discursive Textual Analysis, in order to envisage the feasibility of using the sequence of activities developed for professionals in the education’s area. As final considerations, the sequence of activities proposed is feasible in the opinion of experts and it can be adapted and applied by Basic Education’s teachers, as a way to contribute to the first degree equation’s teaching and learning.Keywords: Games. First degree equation. Teaching activities.

Book Review: We Know More Than We Can Tell A Review of the Second Handbook of Research on Mathematics Teaching and Learning

2008 ◽  
Vol 39 (5) ◽  
pp. 552-561
Author(s):  
John A. Dossey
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Information Age ◽  
National Council ◽  
Mathematics Teaching And Learning

Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics. (2 volumes). Frank K. Lester Jr. (Ed.) (2007). Charlotte, NC: Information Age Publishing, 1363 pp. ISBN 978-1-59311-176-2 (pb) $350.00 (U.S.) per set. ISBN 978-1-59311-177-9 (hb) $499.00 (U.S.) per set.

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