Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

2012 ◽  
Author(s):  
Ahmad Fauzi Mohd Ayub ◽  
Kamariah Abu Bakar ◽  
Rohayati Ismail
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
School Facilities ◽  
School Support ◽  
And Mathematics ◽  
Teachers Attitudes

scholarly journals Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Lee Yong Tay ◽  
Siew Khiaw Lim ◽  
Cher Ping Lim ◽  
Joyce Hwee-Ling Koh
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Ict Use ◽  
Digital Work ◽  
Group Interviews ◽  
And Mathematics ◽  
Pedagogical Approaches

<span>This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning </span><em>with</em><span> and learning </span><em>from</em><span> ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning </span><em>with</em><span> and/or </span><em>from</em><span> ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning </span><em>from</em><span> ICT pedagogy with occasional learning </span><em>with</em><span>ICT approach. However, English teachers facilitated the students to learn </span><em>from</em><span> and also </span><em>with</em><span> technology,</span><em>with</em><span> production and also </span><em>with</em><span> elements of collaboration. This case study illuminates the usefulness of the learning </span><em>with</em><span> and </span><em>from</em><span> ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.</span>

scholarly journals THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

2021 ◽  
Vol 18 (No.2) ◽  
pp. 129-160
Author(s):  
Ruzlan Md-Ali ◽  
Arsaythamby Veloo ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Yus'aiman Jusoh @ Yusoff ◽  
Rosna Awang Hashim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Orang Asli ◽  
Mathematics Competence ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

The Collaboration Conundrum between School Librarians and Mathematics Teachers

Libri ◽  
2014 ◽  
Vol 64 (2) ◽  
Author(s):  
Mega M. Subramaniam ◽  
Ann Ryu Edwards
Keyword(s):  
United States ◽  
School District ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
School Librarians ◽  
Structural Support ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

AbstractWith the unveiling in the United States of the Common Core State Standards for Mathematics that value inquiry, cross-curricular connections, and the use of technology in instruction, school librarians may be best positioned to collaborate with mathematics teachers to instill these practices into mathematics teaching and learning. However, the mathematics curriculum is often perceived as challenging or even impossible for librarians to connect with. Consequently, such collaboration is often not pursued by either party. This paper examines the factors that shape or hinder collaboration between school librarians and mathematics teachers. Semi-structured interviews were conducted with mathematics teachers, school librarians, and school leaders in four middle schools in a highly resourced school district in the mid Atlantic region of the United States. We find several factors that influence the nature and opportunities for collaboration, including: perception; comfort with technology; institutional structures; testing pressure; and knowledge about mathematics teaching and learning. Our analysis reveals pivotal transformations that need to take place in order to strengthen the collaborative relationship between these two domains: (1) changes in the perceptions mathematics teachers and school librarians have of each other, and of various aspects of technology integration in mathematics teaching and learning and collaborative relationships; (2) enhanced structural support at the school district level; and (3) enhanced structural support at the school level to support collaboration. By examining the connections and contexts of these emerging themes from our study, we reveal the impact that school librarians can have in mathematics learning in middle schools.

scholarly journals Educação Matemática: um olhar histórico-epistemológico

2020 ◽  
Vol 4 (1) ◽  
pp. 23-36
Author(s):  
Francieli Cristina Agostinetto Antunes ◽  
Lisiane Cristina Amplatz ◽  
Maykon Jhonatan Schrenk ◽  
Sibeli Mallmann Pacheco
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Scientific Field ◽  
Mathematical Education ◽  
Teacher Formation ◽  
Know How ◽  
Professional Field ◽  
And Mathematics ◽  
Over Time

Resumo: Este texto é resultado de reflexões referentes ao tema “Educação Matemática como campo de pesquisa e profissional” em que, motivados por entender o que a compõe e como essas discussões foram se modificando ao longo do tempo, nos dedicamos a uma pesquisa bibliográfica não exaustiva para compreender o processo de construção deste campo de conhecimento, em âmbito nacional e internacional. Este estudo nos proporcionou conhecer como ocorreu a construção desta área e quais aspectos foram fundamentais em sua constituição como campo de pesquisa e profissional até os dias atuais. Além disso, ressaltamos a importância de manter vínculos entre educadores matemáticos e matemáticos, bem como entre pesquisadores e professores de Matemática, a fim de constituir uma área, profissional e acadêmica, cujos esforços estejam voltados para a produção de práticas que beneficiem o processo de ensino e aprendizagem da Matemática.Palavras-chave: Educação Matemática; Campo Científico; Campo Profissional; Formação Docente. Mathematical Education: a historical-epistemological lookAbstract: This text is the result of reflections regarding “Mathematics Education as a field of research and professional” in which, motivated to understand what makes it up and how these discussions have changed over time, we dedicate ourselves to a non-exhaustive bibliographical research to understand the process of construction of this field of knowledge at the international and national levels. This study allowed us to know how the construction of this area occurred and what aspects were fundamental in its constitution as a field of research and professional up to the present day. In addition, we emphasize the importance of maintaining the links between mathematical and mathematical educators, as well as between researchers and Mathematics teachers, in order to constitute an area, professional and academic, whose efforts are focused on the production of practices that benefit the process of teaching and learning mathematics.Keywords: Mathematics Education; Scientific Field; Professional Field; Teacher Formation. 

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 SCIENTIFIC RESEARCH ACTIVITY IN COMPREHENSIVE SCHOOL: STIMULATING AND HINDERING FACTORS

2010 ◽  
Vol 7 (1) ◽  
pp. 15-24
Author(s):  
Vincentas Lamanauskas ◽  
Dalia Augienė
Keyword(s):  
Mathematics Teachers ◽  
Natural Science ◽  
Teaching And Learning ◽  
Scientific Research ◽  
Reproductive Activity ◽  
Comprehensive School ◽  
Research Activity ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Scientific Research Activity

The formation of scientific research activity (SRA) abilities in comprehensive school is undoubtedly, a very important sphere that has not received a proper attention yet. Current teaching and learning process has changed, in fact, from the point of view of paradigm – subjects taught are becoming a means of the realization of learners’ needs and interests. Scientific research activity is not an entertainment but responsible, thorough work requiring a lot of self-independence. During such an activity pupils’ analytical thinking gets stronger, information searching and using abilities are formed, they learn how to analyze gathered material, prepare reports, make research presentations and so on. A teacher who tends to organize pupils’ reproductive activity more often can achieve desired results, however, the fact that pupils have mastered ready-made information and have acquired knowledge and skills does not mean that they have mastered creative, scientific research activity experience. Learning only according to an example, a pupil does not acquire self-learning and searching skills. We will get a significantly bigger effect while throwing a pupil into a situation in which he will get a feeling of uncertainty and doubts and many questions will arise to him, rather than explaining everything and teaching according to an example. Such a situation is very easily created during a scientific research activity in which conditions are formed to create pupils’ scientific and critical thinking, insight, creativity and to develop personal features. While organizing scientific research activity, conditions are formed for pupils to work actively and independently. Working in that way pupils learn to explore, perceive a problem, formulate aims and tasks, raise a hypothesis, make its validation plan, analyze research results, check the reliability of received conclusions, raise a new problem in case of need and so on. In other words, pupils master scientific cognition elements. The research was carried out in January-April, 2010. 380 respondents – Natural science and Mathematics teachers participated in the research. The article deals with Natural science and Mathematics teachers’ opinion about factors stimulating and hindering scientific research activity in comprehensive school. Semantic categorization carried out of respondents answers to open questions is presented here, i.e., semantic structure of the opinions / attitudes to scientific research activity stimulating and hindering factors is revealed. After carrying out semantic respondents’ answer analysis it was stated that: • The most important scientific research activity stimulating factors are related to participants’ in education – teachers and pupils’ motivation. Professional information is the least influential in developing SRA in comprehensive school. • The most important hindering factors of SRA are related to material basis of educational institutions (laboratories, equipment, instruments and so on) also to participants’ in education - teachers and pupils’- motivation. • Insufficiency of teachers’ methodological preparation is also considered a serious hindering factor. Nuances of education policy are not viewed as an important factor limiting the development of SRA. Key words: comprehensive school, scientific research activity, science education.

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