Non-routine mathematical problems among in-service and pre-service mathematics teachers

2014 ◽  
Author(s):  
Abdul Halim Abdullah ◽  
Nor Hasniza Ibrahim ◽  
Johari Surif ◽  
Marlina Ali ◽  
Mohd Hilmi Hamzah
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Problems

Teaching Secondary Mathematics

2021 ◽  
Author(s):  
Gregory Hine ◽  
Judy Anderson ◽  
Robyn Reaburn ◽  
Michael Cavanagh ◽  
Linda Galligan ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Torres Strait Islander ◽  
Ways Of Knowing ◽  
Secondary Mathematics ◽  
Australian Curriculum ◽  
Australian Education ◽  
Mathematical Problems ◽  
Torres Strait ◽  
Short Answer Questions

Secondary mathematics teachers working in the Australian education sector are required to plan lessons that engage with students of different genders, cultures and levels of literacy and numeracy. Teaching Secondary Mathematics engages directly with the Australian Curriculum: Mathematics and the Australian Professional Standards for Teachers to help preservice teachers develop lesson plans that resonate with students. This edition has been thoroughly revised and features a new chapter on supporting Aboriginal and Torres Strait Islander students by incorporating Aboriginal and Torres Strait Islander cultures and ways of knowing into lessons. Chapter content is supported by new features including short-answer questions, opportunities for reflection and in-class activities. Further resources, additional activities, and audio and visual recordings of mathematical problems are also available for students on the book's companion website. Teaching Secondary Mathematics is the essential guide for preservice mathematics teachers who want to understand the complex and ever-changing Australian education landscape.

scholarly journals Preservice teacher learning for supporting English language learners to make sense of mathematics

2015 ◽  
Author(s):  
◽  
Ji Yeong I
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
English Language ◽  
Positive Influence ◽  
Teacher Preparation Program ◽  
Making Sense ◽  
Mathematical Problems ◽  
Practical Experiences

This study examines how future mathematics teachers support English language learners (ELLs) when making sense of mathematical problems with complicated language use. In this study, three middle school mathematics prospective teachers, who enrolled in a university-based teacher preparation program, worked with ELLs in one-on-one settings while learning various ELL teaching strategies. The strategies they implemented when working with ELLs were analyzed through various sources such as written lesson plans, videotaped teaching practices, and written reflections. As time evolved, all of the teachers began to apply life-connection strategies and to integrate various visuals closely connected to mathematical situations into their lessons, which they learned during the interventions. They showed a positive influence from the interventions although their use of strategies were limited. This study suggest that mathematics teachers need to have significant preparation infused with practical experiences and examples in order to design a linguistically and conceptually rich lesson while making meaningful connections between mathematics and ELLs' experiences.

scholarly journals The Development of Reasonable Mathematical Problems Based on Content Validity in Mathematics Teachers Conference (MGMP) of Bone Regency, Indonesia

2020 ◽  
Vol 1 (1) ◽  
pp. 15-19
Author(s):  
R. Ruslan ◽  
Iwan Setiawan HR ◽  
Alfiah Nurfadhilah AM. Hindi
Keyword(s):  
Mathematics Teachers ◽  
Content Validity ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Mathematical Problems

Dalam proses pembelajaran ada tiga komponen utama yang merupakan satu kesatuan, yaitu tujuan pembelajaran, proses pembelajaran, dan evaluasi hasil belajar. Dalam melakukan evaluasi terhadap alat pengukur yang telah digunakan untuk mengukur keberhasilan belajar dari para peserta didiknya (muridnya, siswa, mahasiswa dan lain-lain). Alat pengukur dimaksud adalah tes hasil belajar, yang sebagai mana telah kita maklumi, batang tubuhnya terdiri dari kumpulan butir-butir soal.  Kemampuan berpikir tingkat tinggi/ Higher Order Thinking Skills (HOTS) adalah proses berpikir yang mengharuskan murid untuk memanipulasi informasi dan ide-ide dalam cara tertentu yang memberi mereka pengertian dan implikasi baru Limpan menggambarkan berpikir tingkat tinggi melibatkan berpikir kritis dan kreatif yang dipandu oleh ide-ide kebenaran yang masing-masing mempunyai makna. Berpikir kritis dan kreatif saling ketergantungan, seperti juga kriteria dan nilai-nilai, nalar dan emosi. Berpikir tingkat tinggi atau Higher Order Thinking Skills (HOTS) merupakan cara berpikir yang tidak lagi  hanya menghafal secara verbalistik saja namun juga memaknai hakikat dari yang terkandung diantaranya, untuk mampu memaknai makna dibutuhkan cara berpikir yang integralistik dengan analisis, sintesis, mengasosiasi hingga menarik kesimpulan menuju penciptaan ide-ide kreatif dan produktif. Dan dari uraian di atas maka pengabdi bermaksud untuk melakukan pengembangan dan pelatihan analisis butir soal yang ditujukan kepada Guru MGMP Kabupaten Bone. Analisis butir adalah proses menguji respon-respon siswa untuk masing-masing butir tes dalam upaya menjustifikasi kualitas item. Kualitas item, khususnya direpresentasi oleh tingkat kesukaran, daya pembeda, validitas dan reliabilitas, dan khusus untuk tes pilihan ganda tidak kalah pentingnya adalah keefektifan pengecoh dan omit. Tujuan analisis butir soal yaitu untuk mengadakan identifikasi soal-soal yang baik, kurang baik, dan soal yang buruk. Dalam menghadapi masalah yang telah diuraikan, maka solusi yang ditawarkan adalah gabungan antara teori dan praktik. Teori yang diberikan mengenai teknik melakukan analisis butir soal berdaya nalar tinggi untuk soal pilihan ganda dan soal essay serta interpretasi hasil output dengan menggunakan software ITEMAN dan SPSS.

scholarly journals The role of professional practices of primary school mathematics teachers in developing the skills of creative solution to mathematical problems among their students from the point of view of specialists: دور الممارسات المهنية لمعلمي رياضيات المرحلة الابتدائية في تنمية مهارات الحل الإبداعي للمشكلات الرياضية لدى طلابهم من وجهة نظر المختصين

2021 ◽  
Vol 5 (33) ◽  
pp. 82-61
Author(s):  
Muhannad Muhammad Al-Amary Muhannad Muhammad Al-Amary
Keyword(s):  
Mathematics Teachers ◽  
Primary Schools ◽  
Point Of View ◽  
Professional Practices ◽  
Years Of Experience ◽  
Mathematics Problems ◽  
Significant Difference ◽  
Educational Supervisor ◽  
Mathematical Problems ◽  
Development Of Students

  This study aimed to identify the role played by the professional practices done by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively from a professional point of view. In addition, the study aimed to identify any statistically significant differences in the professional practices according to some variants (job titles, years of experience, and qualifications). To achieve the objectives of the study, the researcher used the descriptive approach in surveys. A questionnaire has been designed as a tool to collect data. The questionnaire has been proved valid, reliable and practical when responded to by a sample included 80 Mathematics teachers and supervisors at Jeddah Directorate of Education (31) educational supervisors and (49) primary teachers. The questionnaire has been analyzed and statistically processed by SPSS. The research has formulated a list of professional practices done by Mathematics teachers at primary schools to develop students’ creativity skills in solving Mathematics problems, which all were of equal high importance and came in a descending order in three axes: understanding the problem, execution planning, and generating ideas. Also, the study found that there are statistically significant differences in the responses in average for the job title (educational supervisor, teacher) variant concerning the role played by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively in all axes and in the questionnaire as whole. In addition, there is a statistically significant difference at ≥α)0.05) between the averages of responses of professionals according to the qualifications and years of experience on the role played by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively for both the understanding problems and generating ideas axes. There are not any statistically significant differences in the execution and planning axis. Hence, the study set a model proposal for the roles to be played and practiced professionally by Mathematics teachers at primary schools to develop students’ skills in solving Mathematics problems creatively. In the light of the study, the researcher introduced a set of recommendations and suggestions.

Brief Reports: Measuring Agreement among Coders Who Use a Process-Sequence System

1984 ◽  
Vol 15 (1) ◽  
pp. 59-63
Author(s):  
Patricia F. Campbell
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Tape Recording ◽  
National Council ◽  
Current Interest ◽  
Process Sequence ◽  
Mathematical Problems ◽  
Data Source ◽  
Thinking Processes ◽  
Measuring Agreement

Problem solving is a topic of current interest for mathematics teachers and researchers (National Council ofTeachers of Mathematics, 1980, 1981). One focus of this concern has been to study the thinking processes children use when solving mathematical problems. A common methodology is to interview children, asking them to “think aloud” as they solve a problem. The interview is tape-recorded to produce a protocol for identifying and making inferences about the child's problem-solving processes. Some researchers use the tape recording as the data source; others use a transcript of the recording.

Methodological Features of Preparation for Solving Economic Problems of the Unified State Exam in Mathematics

2020 ◽  
Vol 9 (3) ◽  
pp. 41-48
Author(s):  
Dmitriy Vlasov ◽  
Aleksandr Sinchukov
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Cognitive Activity ◽  
Rational Method ◽  
Important Place ◽  
Coordinate Method ◽  
Economic Problems ◽  
Different Types ◽  
Mathematical Problems ◽  
State Examination

The article focuses on the substantive features of the economic tasks of the unified state examination in mathematics and the methodological features of preparing schoolchildren to solve them. The necessity and methodological expediency of these tasks in the structure of the profile exam in mathematics is justified. Special attention is paid to the formalization process - the first and mandatory stage of solving mathematical problems of economic content, as well as solving problems in various ways with the possibility of the student choosing a rational method of solving. Typical errors of students when working with economic tasks of the unified state examination in mathematics arising at different stages of educational and cognitive activity are highlighted. Recommendations for mathematics teachers are presented, the observance of which helps to overcome these mistakes and difficulties of students. Disaggregated and methodically characterized methods of solving one of the economic problems of the unified state examination in mathematics can be extended to tasks of different types and various socio-economic content. An important place in the system of presented methods is the vector-coordinate method and the method of using the properties of functions - traditionally not sufficiently applied in the school course of mathematics, but fully accessible to high school pupils. The selected methodological features of preparation for solving economic problems can be useful for improving the system of preparation of schoolchildren for passing the unified state examination in mathematics, as well as for updating the content of vocational guidance work with high school pupils.

scholarly journals Mathematics Educators’ Perspective on Pre-service Mathematics Teachers’ Professional Competencies

2021 ◽  
Vol 4 (1) ◽  
pp. p55
Author(s):  
Sirirat Chaona ◽  
Maitree Inprasitha ◽  
Narumon Changsri ◽  
Kiat Sangaroon
Keyword(s):  
Mathematics Teachers ◽  
Lesson Study ◽  
Design Research ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Professional Competencies ◽  
Open Approach ◽  
Problem Situations ◽  
Mathematics Educators ◽  
Mathematical Problems

This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained data from three sources was designed with the principle of triangulation. The findings of this research were presented under the three steps of the Thailand Lesson Study Model. In the first step, “Collaboratively Design Research Lesson Plan”, pre-service teachers can create problem situations that associated with the students' real world, can analyze the context of the problem situations, can analyze keywords that initiate students' ideas, can anticipate students' ideas, and can prepare teaching materials to support students' ideas. This is followed by the second step as “Collaboratively Observe Research Lesson”. The findings revealed that pre-service teachers can observe students’ ideas when their students were solving mathematical problems, can notice students’ difficulties in their learning, can give feedback using words that match with students’ proficiency level, give students opportunities to show how to think and present their ideas, listen to and accept students’ opinions, and taking notes on students’ ideas or pieces of learning evidence. The findings of the final step namely “Collaboratively Reflect on Teaching Practice” showed that pre-service teachers could reflect the learning outcomes by correlating students’ ideas with the instructions.

scholarly journals LEVELS OF CONTROVERSIAL REASONING OF THE PRE-SERVICE TEACHERS TO SOLVE MATHEMATICAL PROBLEMS

2021 ◽  
Vol 56 (4) ◽  
pp. 645-658
Author(s):  
Subanji ◽  
Alfiani Athma Putri Rosyadi ◽  
Endrayana Putut Laksminto Emanuel
Keyword(s):  
Mathematics Education ◽  
Undergraduate Students ◽  
Mathematics Teachers ◽  
Initial Level ◽  
Mathematical Reasoning ◽  
Controversial Issues ◽  
Thought Processes ◽  
Mathematical Problems ◽  
And Mathematics ◽  
Initial Exploration

Controversial reasoning is very important to learn because controversial problems often occur in everyday life. This study examines controversial reasoning in the context of solving mathematical problems. Therefore, this study aims to develop levels of controversial reasoning in solving mathematical problems. The subjects of this study were 185 mathematics education undergraduate students in the sixth and eighth semesters as prospective mathematics teachers. Most of them had taken courses in Pedagogy and Mathematics. The students were given three controversial mathematical problems and interviewed in-depth. The students' thought processes in solving problems construct and determine the characteristics of controversial mathematical reasoning. The study found three controversial mathematical reasoning levels characteristics: initial, exploration, and clarification. At the initial level, the subjects can recognize the controversy on an issue but cannot trace the cause of the controversy itself. At the exploration level, the subjects can explore the components that cause the problem to become controversial but cannot clarify the problem as a solution. At the level of clarification, the subjects can clarify controversial issues using plausible reasons. All the 185 subjects who answered show the answers that can be classified into three levels: initial 55 (29.73%), exploration 52 (28.11%), and clarification 78 (42.16%) subjects.

scholarly journals Exploring mathematization underpinnings of prospective mathematics teachers in solving mathematics problem

2018 ◽  
Vol 11 (2) ◽  
pp. 167-176
Author(s):  
. Lestariningsih ◽  
Siti Maghfirotun Amin ◽  
Agung Lukito ◽  
Moch Lutfianto
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Ability Test ◽  
Mathematics Problem Solving ◽  
Mathematics Ability ◽  
Mathematical Problems ◽  
The Subject ◽  
Prospective Mathematics Teachers ◽  
Mathematics Problem

[English]: The purpose of this study is to explore the mathematization underpinnings of prospective mathematics teacher’s on mathematics problem solving. This study used explorative research with a qualitative approach. The instruments used in this study were mathematical ability test, contextual problems, and interview guidelines. A prospective mathematics teacher who has high mathematics ability involved in this study.The subject was selected from 56 prospective mathematics teachers through a test. After the subject solved contextual problems, an interview was conducted. The result revealed that the prospective mathematics teacher did mathematization when  solving the contextual problem by simplifying, solving in a structural way, and fitting to the context of the problem. This finding implies that mathematizationc ould reveal the way prospective mathematics teacher formulates contextual problems into mathematical problems. Keywords: Mathematization, Prospective mathematicsteacher,  Problem-solving, Contextual problems [Bahasa]: Tujuan penelitian ini adalah untuk mengeksplorasi matematisasi yang mendasari mahasiswa calon guru matematika dalam menyelesaikan masalah matematika. Penelitian ini menggunakan penelitian eksploratif dengan pendekatan kualitatif. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan matematika, masalah kontekstual, dan pedoman wawancara. Subjek penelitian adalah seorang calon guru matematika dengan kemampuan matematika tinggi yang dipilih dari 56 calon guru matematika dengan menggunakan tes kemampuan matematika. Setelah subjek penelitian menyelesaikan masalah kontekstual, dilakukan wawancara. Hasil penelitian menunjukkan bahwa mahasiswa calon guru matematika melakukan matematisasi yang sangat penting karena menyelesaikan masalah matematika dengan menyederhanakan masalah, menyelesaikan masalah secara terstruktur, dan diarahkan sesuai dengan konteks yang ada dalam masalah. Temuan dalam penelitian ini mengungkapkan bahwa melalui matematisasi dapat diketahui cara mahasiswa dalam merumuskan masalah kontekstual ke dalam soal matematis. Kata kunci: Matematisasi, Mahasiswa calon guru, Pemecaha masalah, Masalah kontekstual NB: PDF version of this article will be available in maximum two weeks after this publication

scholarly journals P Pelatihan Grafik Maple dalam Pembelajaran Matematika

2020 ◽  
Vol 2 (02) ◽  
pp. 26
Author(s):  
Retno Marsitin
Keyword(s):  
Community Service ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Vocational School ◽  
Active Involvement ◽  
Fostering Creativity ◽  
Computer Knowledge ◽  
Service Activity ◽  
Mathematical Problems ◽  
Training Activities

Nowadays, the mathematics teachers have to implement mathematics learning using technology, especially for vocational mathematics teachers. Technological applications that can be utilized in learning mathematics include maple. Maple is mathematical software that integrates computational capabilities both symbolic and numerical, graphics are very influential to help in solving mathematical problems. The method offered in solving partner problems is by organizing maple graph training and mentoring in applying maple graphics in mathematics learning. The success of this community service activity is supported by some factors, namely: high interest and desire in participating in training activities to completion, interest and support from Singosari PGRI Vocational School as a partner school in maple graph training activities, active involvement so that there is mutual sharing of knowledge about maple graphics. The community service activity with maple graphic training gets a positive response from vocational teachers with an achievement of 93%, the results of the presentation of maple graphics with very good achievements are 87%. This community service activity with maple graphic training for Singosari Vocational School teachers are very useful in adding insight of computer knowledge, especially the use of maple graphics, and fostering creativity and skills in using maple graphics in mathematics learning.

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