Role of Figures in Mathematics Problems in Slovak Testing T9

Besides providing information to pupils, their parents, teachers, and school founders about the achieved level in mathematics, the pupils’ results in mathematics at international or national testing can also be used for other purposes. In our research, the results of Slovak national testing T9 (success rate of pupils and difficulty of individual thematic areas and test items) seem to us to be a reasonable source for identification of critical areas in school mathematics. Based on the findings of such areas, we target more at these areas in the preparation of future teachers of mathematics. The special group of problems, so-called problems with figures, seems to be one of the critical areas. In the assignment of these problems, a part of the input information is not of a purely textual character, and in the process of solving the solver has to read information about objects appearing in the problem and relations between objects from figures (e. g. scheme, graph, chart, table, picture or map). The paper focuses on success rates of pupils in solving problems of this type and on various roles and functions of figures in problems with figures from the testing T9.

Evaluating the teaching performance of high school mathematics teachers In light of the skills of the twenty first century

This research aimed to evaluate the teaching performance of high school mathematics teachers in the light of the twenty-first century skills. Two research tools were prepared: a list of the skills of the twenty-first century, and a questionnaire of “twenty-first century skills among mathematics teachers” that consisted of (22) A single item divided into five responses which are (very important - important - medium important - low importance - unimportant), and included six models for learning in the twenty-first century (collaborative work - knowledge building - self-organization - problem solving and innovation in the real world - the use of technology For learning - methods of presentation and communication with skill), and the results indicated the necessity of working to improve the teaching performance of mathematics teachers at the secondary level in a manner commensurate with the skills of the twenty-first century, as the research reached a number of recommendations and proposals.

GPS: Parallel Computing and the Value of Teamwork

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

The phenomenon of complex knowledge in teaching mathematics as a factor of mathematical literacy forming of school students

Introduction. Mathematics teaching based on the development of complex knowledge generalized constructs (for example, modern achievements in science) becomes an effective direction for the formation of school student’s mathematical literacy with a significant applied and mathematical-informational potential of personal development. The purpose of the study: to develop a technology for student’s mathematical literacy formation during the development of complex mathematical knowledge and in the context of universal educational actions actualization by means of mathematical and computer modeling. Materials and methods. The research materials are based on the historiogenesis and actualization of mastering processes of complex mathematical knowledge by students as an effective mechanism for personal development. A synergetic approach, digitalization tools and visual modeling methods are being implemented to adapt the mastering processes of complex knowledge to school mathematics with the effect of student’s mathematical literacy forming. The choice and justification of methods for personal experience founding create the effect of core actualization of universal educational actions, manifest themselves in the processes of students ' activities individualization. The results of the study. For the first time, a technology for student’s mathematical literacy formation based on the symbiosis of mathematical and computer modeling in mathematics development of complex knowledge has been developed. The founding clusters and research and adaptation technology of hierarchies of complex multi-level knowledge (including modern achievements in science) to school mathematics are constructed. The stages and means of visual modeling and personal experience founding with the effect of student’s mathematical literacy forming in a rich information and educational environment are clarified. Conclusion. Educational practices have shown the high efficiency of this method to school student’s mathematical literacy forming in the process of modern achievements mastering in science. Such didactic solutions and practices are characterized by the ability to fully meet the needs of each school student in self-education and self-actualization when complex knowledge constructs mastering and set the value imperative of personal development, including mathematical literacy.

Examination of Classroom Teacher’s Experiences Regarding Mathematics Courses Taught through Distance Education throughout the COVID-19 Pandemic Period

The aim of this study is to investigate the experiences of teachers regarding online primary school mathematics courses throughout the pandemic period. In this respect, the teachers were examined about the efficiency of distance education during the course sessions, the activities that involve the student, its positive and negative aspects, the utilized materials, portals, websites, the situation of students embodying the concepts, the extent to which they maintained the assessment, the difficulties they encountered within the process, as well as their suggestions. In the study, it was seen that teachers had both positive and negative views on distance education. The participant teachers in the study utilized different portals and websites throughout the distance education process. The majority of those teachers had the opinion that the methods used in mathematics courses through distance education assisted students in learning the concrete concepts. In the study, suggestions were made to enhance the efficiency of the mathematics courses along with distance education.