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2021 ◽  
Vol 20 (2) ◽  
pp. 3
Author(s):  
EMILSE GÓMEZ-TORRES

This paper describes the evolution of “recognition of need for data” and “strategical thinking”, two types of thinking identified by Wild and Pfannkuch in their Framework for Statistical Thinking in Empirical Enquiry, as well as its relevance for math teacher professional development. The research was carried out with ten in-service secondary-school math teachers during an educational experience (at Bogotá, Colombia), who, in the beginning, showed high performance in procedural knowledge of data analysis. The experience was founded on project based learning that participants proposed and conducted via a survey concerning implications of a Bill, relevant for their job context. These teachers made mistakes and showed difficulties during the two first stages of the investigative cycle, problem formulation, and research planning,  due possibly to their inexperience in designing an empirical inquiry. Teacher educator’s guidance, to turn mistakes into learning opportunities and teachers’ active participation, promoted the development of statistical thinking, especially linked to the types aforementioned. Abstract: Spanish Este artículo describe el desarrollo de “reconocimiento de la necesidad de los datos” y “pensamiento estratégico”, dos de modos de razonamiento identificados por Wild y Pfannkuch (1999) en su marco para pensamiento estadístico en investigación empírica, así como su importancia en la formación de profesores de matemáticas. La investigación se lleva a cabo con diez profesores de matemáticas en ejercicio, durante una experiencia de formación (Bogotá, Colombia), quienes al inicio del curso mostraron un buen nivel de conocimiento procedimental en análisis de datos. En el marco del Aprendizaje Basado en Proyectos, los profesores propusieron y desarrollaron una encuesta relacionada con las implicaciones de la implementación de un proyecto de ley, relevante para ellos. Los profesores cometieron errores y mostraron dificultades durante las dos primeras partes del ciclo investigativo, formulación del problema y planeación de la investigación, debido a su falta de experiencia en la formulación de un estudio empírico. La orientación del formador, para convertir las debilidades en oportunidades de aprendizaje, y la participación activa de los profesores favorecieron el desarrollo de razonamiento estadístico, especialmente asociado a los dos tipos de razonamientos ya mencionados.


2021 ◽  
pp. 095679762110289
Author(s):  
David S. Yeager ◽  
Jamie M. Carroll ◽  
Jenny Buontempo ◽  
Andrei Cimpian ◽  
Spencer Woody ◽  
...  

A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers’ mindsets and answer a new question: Can students independently implement their growth mindsets in virtually any classroom culture, or must students’ growth mindsets be supported by their teacher’s own growth mindsets (i.e., the mindset-plus-supportive-context hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter hypothesis. This result stood up to potentially confounding teacher factors and to a conservative Bayesian analysis. Thus, sustaining growth-mindset effects may require contextual supports that allow the proffered beliefs to take root and flourish.


2021 ◽  
Vol 5 (2) ◽  
pp. 189
Author(s):  
Jacob S Seleky

<p>School math learning is part of the educational process that provides students with a mathematics learning experience through a planned set of activities to achieve established goals. The goal of learning mathematics in schools in Indonesia is oriented towards achieving a balance between the cognitive, affective, and psychomotor domains. In fact, learning mathematics in schools in Indonesia so far has focused on efforts to achieve high scores from the cognitive domain. But along with the development and change of curriculum, affective and psychomotor domains are receiving more priority to develop. In this paper, the author wants to examine the affective domain by conducting a study of character values in school mathematics learning through an analogy approach. This paper aims to contribute ideas related to the development of affective domains in learning mathematics through the study conducted. The research method used is a literature study. While the strategy for conducting the study is an analogical approach that is associated with the understanding of quantitative and qualitative relationships. Based on the results, it is evident that in school mathematics learning implied character values are learned. The author hopes that this study will be useful to math teachers in developing the affective domain of math learning in schools. The implication is that the goal of learning mathematics, namely the balance between the cognitive, affective, and psychomotor domains, can be achieved.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Pembelajaran matematika sekolah adalah bagian dari proses pendidikan yang memberikan pengalaman belajar matematika kepada siswa melalui serangkaian kegiatan yang terencana untuk mencapai tujuan yang telah ditetapkan. Tujuan pembelajaran matematika sekolah di Indonesia berorientasi untuk mewujudkan keseimbangan antara domain kognitif, afektif, dan psikomotor. Pada kenyataannya pembelajaran matematika sekolah di Indonesia selama ini menitikberatkan pada upaya pencapaian nilai yang tinggi dari domain kognitif. Tetapi bersamaan dengan pengembangan dan pergantian kurikulum, domain afektif dan psikomotor mendapat prioritas untuk dikembangkan. Oleh karena itu, dalam paper ini penulis ingin mengembangkan domain afektif dengan melakukan kajian nilai-nilai karakter dalam pembelajaran matematika sekolah melalui pendekatan analogi. Penulisan paper ini bertujuan untuk memberikan kontribusi pemikiran terkait pengembangan domain afektif dalam pembelajaran matematika. Metode penelitian yang digunakan adalah studi literatur. Sedangkan strategi melakukan kajian adalah pendekatan analogi yang dikaitkan dengan pemahaman hubungan kuantitatif dan kualitatif<strong>. </strong>Berdasarkan hasilnya dapat diketahui bahwa didalam pembelajaran matematika sekolah terdapat nilai-nilai karakter yang tersirat untuk dipelajari<strong>. </strong>Harapan penulis, kajian ini bermanfaat untuk guru matematika dalam mengembangkan domain afektif pembelajaran matematika di sekolah. Implikasinya tujuan pembelajaran matematika yaitu keseimbangan antara domain kognitif, afektif dan psikomotor dapat tercapai.</p>


2021 ◽  
Vol 22 ◽  
pp. e25176
Author(s):  
Tomasz Knopik ◽  
Urszula Oszwa

The aim of the article is to present the benefits of cooperative learning in mathematics in distance teaching conditions during the COVID-19 pandemic. In longitudinal studies, six math teachers formed a collaborative network and developed scenarios for three projects to be implemented by students on an educational platform. During their eight-week implementation, the principles of cooperative learning, using the methodical implications of the self-determination theory (SDT) have been followed. Mathematical problems were solved using the capabilities of the Teams platform. Among students (N = 104) from five sixth grades of primary school who took part in the study, measurements of social-emotional skills were carried out using the Distance Learning Climate questionnaire (DLC-21), designed for the study. The students have shown a high level of mathematical performance (84.8%), the significant increase of the relatedness to the group and the significant decrease in a sense of situational fear. The results also indicate a high level of students' sense of competence and satisfaction associated with the implementation of mathematical projects. The obtained results should be included in further research on the effectiveness of distance mathematics teaching methods.


2021 ◽  
Vol LXIV (5) ◽  
pp. 520-531
Author(s):  
Olha Matiash ◽  
◽  
Liubov M ykhailenko ◽  
Vasyl Shvets ◽  
Oleksandr Shkolnyi ◽  
...  

The problem of forming the professional competencies of a math teacher in the process of his (her) training at the pedagogical university and in the system of continuing education is extremely relevant not only in Ukraine but also abroad. This is especially true for the methodological competence of teachers, which largely determines the quality of the educational process in general and student achievements in particular. To solve this problem, we propose to create an educational environment, which, in addition to math teachers, includes specialists in mathematics teaching methods from pedagogical universities, instructors of teacher’s in-service training courses, master’s students in pedagogical specialties, who, in particular, are trained in dual form of education. As the results of the experiment show, such educalional environment allows to realize professional training of mathematics teachers more effectively and qualitatively compared to traditional methods.


2021 ◽  
pp. 001312452110535
Author(s):  
Dongsook Han ◽  
Hyungjo Hur

We are facing a lack of skilled and certified STEM (science, technology, engineering, and math) teachers confined to schools with specific characteristics, such as working conditions and neighborhoods. It is essential to understand teachers’ decision-making processes that affect teacher turnover rates to enable schools to retain and motivate STEM. This study hypothesizes that lower job satisfaction concerning location and opportunities for advancement and independence is positively associated with voluntary leave from a school to another school or job switched from the K-12 teaching profession to other industries. We utilized a logit analysis for internal mobility if teachers remained in K-12 teaching but switch schools and external mobility if employed in non-education sectors using the National Survey of College Graduates data. The results varied by teacher experiences and mobility type. For novice STEM teachers, more opportunities for career advancements are needed to prevent external attrition. Internal mobility can be addressed via the overall improvement of the urban education environment and teacher compensation. Administrative support for experienced teachers’ career advancement should be considered. Government policies on STEM education need differentiated support considering teachers’ work experiences and working conditions.


PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258149
Author(s):  
Abdulwali H. Aldahmash ◽  
Samar Ab. Alshalhoub ◽  
Majed A. Mohammed

Mathematics teachers must be able to engage in self-reflection and think constructively about their professional activities to instruct students effectively. This is also important for students’ ability to solve problems in class, as well as the challenges facing them and their societies in the future. This study aimed to examine in-service math teachers’ reflective thinking skills in the context of how they are applied to their understanding of their teaching practices. The sample included 322 mathematics teachers, who responded to a questionnaire designed to elucidate how they were thinking reflectively about their teaching practice. The findings revealed that the teachers’ practices concerning all the themes of reflective thinking addressed by the questionnaire, especially their ability to self-assess, fluctuated around the intermediate, and advanced levels. The implications of our findings are discussed in terms of extensive and continuous professional development centered on supporting ongoing growth in the reflective thinking skills of in-service math teachers.


2021 ◽  
pp. 1-28
Author(s):  
Frederick A. Peck ◽  
Ian Parker Renga ◽  
Ke Wu ◽  
David Erickson

2021 ◽  
Vol 4 (1) ◽  
pp. 1-6
Author(s):  
Adityawarman Hidayat ◽  
Zulhendri Zulhendri ◽  
Bunga Casandra

The difficulty of elementary school math teachers in math learning is that teachers are difficult at planning the mathematical learnig process, teachers are difficult at carrying out the mathematical learning process and teachers are difficult at communicating with students during math study. The purpose of this study is to know the extent of the planning of mathematics learning teachers have done, the performance of mathematics learning by teachers as well as the communication process between teachers and the student in the math class. The type of research used is qualitative descriptive analysis of data and information obtained from research for later interpretation according to the fact that in planning the learning process, the most frequent difficulty is determining the learning media by as much as (25%) and then creating teaching methods (18,75%). The next challenge to the mathematical learning process, the most frequent difficulty is to motivate students to ask the question of a magnitude (44,44%). The last difficulty is in communicating with the students. The most frequent challenge is to stimulate a students interest in math lessons by ( 42,85%). Should a math teacher have special skills in order to increase the students interest in math and not impress the monotonous in the matter of speaking.


Author(s):  
Amal Saleh Al-Ghaeth, Seham Meshal Al-Sarwani, Norah Abdulla Amal Saleh Al-Ghaeth, Seham Meshal Al-Sarwani, Norah Abdulla

The current study aimed to investigate the factors that lead to low level of results of second-grade students in the international mathematics tests (TIMSS) in Riyadh, from the viewpoint of the teachers and educational supervisors. The sample of the study consisted of (99) math teachers and (51) a math supervisor, the questionnaire was used as a tool to achieve the objectives of the study, as it contained three axes: factors related to the teacher, factors related to the curriculum and teaching, and factors related to the student and family. Result find that the reasons of low students' performance in the international tests (TIMSS) return to the teacher, who got the first place, followed by the factors related to the school curriculum and teaching, then the factors related to the student and the family, and in light of this the study recommended several recommendations.


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