Angle detectives

2017 ◽  
Vol 24 (3) ◽  
pp. 154-157
Author(s):  
Lisa Sherman
Keyword(s):  
Problem Solving ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Mathematical Reasoning ◽  
Success For All ◽  
Solution Strategies ◽  
Entry Points ◽  
Teaching Of Mathematics ◽  
Mathematical Success ◽  
Effective Teaching And Learning

NCTM's Principles to Actions: Ensuring Mathematical Success for All outlines eight mathematics teaching practices for effective teaching and learning of mathematics (NCTM 2014, p. 10). The second practice, Implement tasks that promote reasoning and problem solving, involves effective teaching of mathematics that engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Hundred Chart Challenge

2015 ◽  
Vol 22 (2) ◽  
pp. 65-70
Author(s):  
J. Matt Switzer
Keyword(s):  
Problem Solving ◽  
Effective Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Success For All ◽  
Mathematical Representations ◽  
Mathematical Success ◽  
Effective Teaching And Learning

NCTM's Principles to Actions: Ensuring Mathematical Success for All (2014) outlines eight teaching practices for effective teaching and learning of mathematics. One of them, Use and connect mathematical representations, involves engaging students in “making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving” (p. 10).

2017 Focus Issue: Learning mathematics through reasoning and problem solving

2017 ◽  
Vol 24 (2) ◽  
pp. 71-72
Keyword(s):  
Problem Solving ◽  
Success For All ◽  
Solution Strategies ◽  
Learning Mathematics ◽  
Entry Points ◽  
Mathematical Success

Welcome to the 2017 Teaching Children Mathematics (TCM) Focus Issue. According to Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014, p. 23), for students to learn mathematics with understanding, they must have opportunities to engage on a regular basis with tasks that focus on reasoning and problem solving, have multiple entry points, and involve varied solution strategies. To solve such tasks, students must be able to understand and apply different tools and representations and move flexibly among them. Therefore, it is important for teachers to select and orchestrate discussions around highlevel tasks that provide opportunities for students to use different representations and apply their reasoning and problemsolving skills (5 Practices for Orchestrating Productive Mathematics Discussions, Margaret Schwan Smith and Mary Kay Stein. Reston, VA: NCTM, 2011).

IMPLEMENTASI MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENDEKATAN KONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SMP NEGERI 13 KOTA MALANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Romlah .
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Lesson Plan ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Review Time ◽  
The Subject ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARANPENDIDIKAN AGAMA ISLAM DENGAN PENDEKATANKONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITASPEMBELAJARAN DI SMP NEGERI 13 KOTA MALANGOleh :Romlah *)Fakultas Agama Islam UMMABSTRACTIslamic Education teaching and learning process considerably applied traditional teaching modelsresulting low student’s interest in the subject. It influenced the internalization of Islamic Educationvalues to students. According to the above background, contextual approach was assumed to create amore meaningful and effective teaching and learning process. The study revealed that most teachersdeveloped instructional material merely based on Teacher Association for Islamic EducationReference, a discrepancy between lesson plan and the implementation was found due to insufficienttime and too-much material, and a problem in applying various methods was found due to student’sbasic competence diversity ranging from the 75-80% to 20-25% mastery creating less conduciveatmosphere for effective teaching and learning process. Accordingly, Islamic Education teachersneeded to review the previous materials using questioning technique and point particular students toanswer the questions during the review time to attract more attention.Keywords: Implementation of IslamicEducation Teaching Model, ContextualApproach, Improving the Teaching andLearning Process

scholarly journals A contextualização no ensino de matemática: concepções e práticas Contextualizationin the teaching of mathematics: conceptions and practices

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Ana Queli Reis ◽  
Cátia Maria Nehring
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Public Policies ◽  
Teaching Of Mathematics

Resumo Este artigo objetiva apresentar um panorama sobre a contextualização através de uma meta análise de pesquisas que tratam deste conceito. Consideramos pesquisas que abordam a contextualização a partir de sua proposição pelas políticas públicas, através de documentos, livros didáticos e avaliações, bem como as concepções e práticas desenvolvidas por professores e pesquisadores da educação matemática. As análises evidenciam um distanciamento entre o que é compreendido epistemologicamente e a prática em sala de aula. A fragilidade de entendimentos sobre o que é contextualização tem limitado o ensino à resolução de problemas e aplicação, simplificando conceitos no processo de ensino e aprendizagem por não enfatizarem o processo de abstração decorrente da contextualização. Abstract This paper aims to present an overview of the contextualization through a meta-analysis of researches, which deal with this concept. We consider researches that address the contextualization from its proposition by public policies through documents, textbooks and assessments, as well as the conceptions and practices developed by teachers and researchers of mathematics education. The analyses have shown a gap between what is epistemologically understood and practice in the classroom. The weakness in understanding what is contextualization has limited teaching to problem solving and application, simplifying concepts in the process of teaching and learning due to not emphasizing the abstraction process arising from the contextualization.

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