scholarly journals Effective Teaching and Evaluation of Mathematics by Secondary School Mathematics Teachers in the North West Region of Cameroon

2020 ◽  
pp. 16-25
Author(s):  
Beyoh Dieudone Nkepah
Keyword(s):  
Secondary School ◽  
Effective Teaching ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
National Council ◽  
Secondary School Mathematics ◽  
North West ◽  
The North ◽  
West Region ◽  
Research Questions

The study set out to examined the extent to which secondary school mathematics teachers implement the principles of effective teaching and evaluation of mathematics as put forward by the National Council of Teachers of Mathematics – NCTM; principles which when effectively implemented will enable learners to construct knowledge thereby doing away with mathematics phobia, and consequently performing better in mathematics. The study adopted a descriptive survey research design. The population of the study was made up of 600 public and private secondary school mathematics teachers serving in the North West Region of Cameroon. Using the Taro Yamane’s formula, 240 mathematics teachers selected through simple random sampling, constituted the sample of the study. Two research questions and two hypotheses guided the study. A questionnaire whose Cronbach alpha reliability was found to be 0.87 was used to collect relevant data. The data collected was analysed using mean to answer the research questions and t-test to test the hypotheses at the 0.05 level of significance. The findings of the study revealed that the level of implementation of the principles of effective teaching and evaluation of mathematics by secondary school mathematics teachers in the North West Region of Cameroon is significantly low. Furthermore, male and female mathematics teachers do not differ significantly in their implementation of the principles of effective teaching and evaluation of mathematics. It was recommended among other things that secondary school mathematics teachers should embrace the NCTM principles of effective teaching and evaluation of mathematics with finesse and incorporate them within their instructional programs and practices.

Notes and News

1920 ◽  
Vol 13 (1) ◽  
pp. 39-44
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
National Council ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Local Organizations ◽  
Central Organization

A realization of the need of a central organization to foster the interests of high school mathematics and to secure a greater degree of co-operation between individual teachers and between local associations of teachers interested in secondary school mathematics impelled a group of mathematics teachers to assemble at Cleveland last February at the time of the meeting of the Department of Superintendence of the N. E. A. There were present at this meeting 127 teachers of mathematics representing twenty states and as many local organizations. At that time The National Council of Teachers of Mathematics was formed. A constitution was adopted and the following officers elected

scholarly journals VALIDATION OF MATHEMATICS TEACHING PRACTICE INSTRUMENTS AMONG SECONDARY SCHOOL MATHEMATICS TEACHERS: EXPLORATORY FACTOR ANALYSIS (EFA)

2020 ◽  
Vol 5 (36) ◽  
pp. 56-69
Author(s):  
Norkumalasari Othman ◽  
Nor Hasnida Che Md Ghazali ◽  
Mohd Nazir Md Zabit
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
School Mathematics ◽  
Chi Square ◽  
Secondary School Mathematics ◽  
Bartlett Test ◽  
Value Measure

This study aims to review the instruments of mathematics teaching practice among secondary school mathematics teachers. A total of 100 mathematics teachers were involved as respondents in this study. The data were analyzed descriptively by access to Alpha Cronbach's reliability and EFA analysis using SPSS software. The results of the analysis show that the Alpha Cronbach value is 0.934 which is more than 0.60. Results from the exploration factor analysis show four factors with Eigenvalues greater than 1.0. The KMO value (Kaiser-Meyer-Olkin) 0.867 > 0.6 indicates the items in the variable of attitude towards math are sufficient for inter-correlation. While the Bartlett Test was significant (Chi-Square 1521.621, p <0.05), an anti-image value (Measure of Sampling Adequacy, MSA) for items correlation exceeded 0.6. However, there are three items that need to be removed because the values obtained are less than 0.60, which were the items G11, G14, and G18. The value of the total variance explained by these three factors was 62.76 percent. Therefore, the overall findings indicate that the items for mathematics teaching practice instruments can measure and answer the study objectives.

Examining the Recruitment, Placement, and Career Trajectories of Secondary Mathematics Teachers Prepared for High-Need Schools

2019 ◽  
Vol 121 (2) ◽  
pp. 1-36
Author(s):  
William Zahner ◽  
Suzanne Chapin ◽  
Rich Levine ◽  
Lingjun A. He ◽  
Robert Afonso
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Early Career ◽  
School Mathematics ◽  
The Other ◽  
Attrition Rate ◽  
Secondary School Mathematics ◽  
Stem Majors ◽  
Career Trajectories ◽  
High Need Schools

Background School leaders are challenged by the relatively limited supply and high turnover of qualified secondary school mathematics teachers. In response, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. Focus of Study In this study, we investigate the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers from two preparation programs focused on staffing “high-need” schools in the same region. Setting The contrasting programs were both supported by the same university in the Northeast United States. Participants & Programs The participants were 158 secondary school (Grades 6–12) mathematics teachers. Of these, 48 were recruited and prepared through a teacher education program with financial support from the National Science Foundation-funded Robert Noyce Teacher Scholarship Program. The other 110 school mathematics teachers were recruited and trained through the Greater Boston office of Teach For America. Both programs required two years of service in high-need schools. Research Design In this study, we used a comparative design. Descriptive profiles of teachers from each program were created. Then, participants’ early career trajectories were compared using logistic regression and survival analysis. Data Collection and Analysis We administered a longitudinal survey and created a database combining survey data and each program's administrative data. Conclusions Our data illustrate that the Noyce scholarship-supported pathway was generally successful in recruiting individuals with STEM majors, training them to be mathematics teachers, and placing those individuals as secondary school mathematics teachers in high-need schools. The comparison of the scholarship-pathway teachers with the secondary school mathematics teachers in the alternative-certification pathway provides a useful contrast. On the one hand, the alternatively certified secondary school mathematics teachers were less likely than the scholarship-pathway teachers to have STEM majors, and the attrition rate for the alternatively prepared teachers was higher than the attrition rate for the scholarship-supported teachers, particularly after they had completed the two-year service requirement. On the other hand, the alternative-certification program recruited a more diverse pool of potential teachers and placed these teachers in schools serving a higher proportion of low-SES students.

scholarly journals Secondary school mathematics teachers’ approaches to students’ possible mistakes

2011 ◽  
Vol 15 ◽  
pp. 2569-2573 ◽  
Author(s):  
Merve Durkaya ◽  
Zeki Aksu ◽  
M. Fatih Öçal ◽  
E. Özge Şenel ◽  
A.Cihan Konyalıoğlu ◽  
...  
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Secondary School Mathematics

The Effects of Two Methods of Presenting a Pedagogical Model to Preservice Teachers

1977 ◽  
Vol 8 (2) ◽  
pp. 107-114
Author(s):  
Lowell F. Ensey ◽  
Thomas J. Cooney
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Pedagogical Model ◽  
Secondary School Mathematics ◽  
Audio Recordings

Preservice secondary school mathematics teachers, 20 pre-student teachers, and 16 post-student teachers, were introduced to a model for teaching mathematical concepts via two treatments. The subjects prepared and taught the concepts of parallelogram and rhombus, respectively, in two audiotaped microteaching sessions, one before and one after the treatments. The number and variety of moves used and the strategies employed by the subjects in their microlessons were obtained from analyzing the audio recordings. A 2× 2× 2 design was used to detect differences among means or interactions of the two groups, the treatments, and the two microteaching sessions, where the microteaching session was a repeated factor. No significant interactions were found. The microteaching session factor was significant (p<.05), indicating an increase in both the number and variety of moves.

Connecting Research to Teaching: Why Did You Do That?

2011 ◽  
Vol 104 (6) ◽  
pp. 460-464
Author(s):  
Daniel Chazan ◽  
Dara Sandow
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Mathematics Courses ◽  
Secondary School Mathematics ◽  
Solving Equations

Secondary school mathematics teachers are often exhorted to incorporate reasoning into all mathematics courses. However, many feel that a focus on reasoning is easier to develop in geometry than in other courses. This article explores ways in which reasoning might naturally arise when solving equations in algebra courses.

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