scholarly journals Research on the Development of Middle School Mathematics Pre-service Teachers’ Perceptions Regarding the Use of Technology in Teaching Mathematics

2016 ◽  
Vol 12 (4) ◽  
Author(s):  
Recai Akkaya
Keyword(s):  
Middle School ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Technology In Teaching

scholarly journals Middle school teachers’ opinions about using Vustat and Tinkerplots in the data processing in middle school mathematics

2018 ◽  
Vol 9 (1) ◽  
pp. 01-36 ◽  
Author(s):  
Esat Avcı ◽  
Orkun Coşkuntuncel
Keyword(s):  
Middle School ◽  
Data Processing ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Study Group ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Purposeful Sampling ◽  
Research Show

The purpose of this research is to examine the views of middle school mathematics teachers about the usability of VUstat and TinkerPlots software in data processing learning in the Curriculum of Mathematics Teaching in Middle School (5th, 6th, 7th and 8th grades). In the study, the phenomenology design from qualitative research patterns was employed. The study group was determined by maximum variation sampling method of purposeful sampling methods. The number of middle school mathematics teachers in the study group is 14. Pre-Interview Form, Activity Forms, Software Evaluation Forms and Focus Group Interview Form were used as the data collection tool in the research. The analysis and interpretation of the data was done by content analysis. The results of the research show that teachers have some problems regarding the use of technology in teaching mathematics and that VUstat and TinkerPlots software can be used in statistical teaching even though they have certain deficiencies. Some suggestions were made according to the results of the research.

The Missing Link? Writing in Mathematics Class!

1997 ◽  
Vol 2 (5) ◽  
pp. 316-320
Author(s):  
John G. Ciochine ◽  
Grace Polivka
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Missing Link ◽  
Writing In Mathematics ◽  
Reasoning Abilities ◽  
Mathematics Class

The last thing I ever thought I would be stressing in my mathematics classes is the use of writing as a tool for teaching mathematics. On entering the teaching field as a middle school mathematics teacher, I thought, “Give me a book and I will be ready to educate all my students.” Wow! Was I wrong! After realizing that I needed something more than a book, I began to read professional articles and to talk with my colleagues. One colleague suggested that I do some writing with my students. My first reaction was that I teach mathematics, not English. After her constant urging, I decided I would try it, although I was sure I would not like it. What I have found is an interesting way to approach middle school mathematics while helping students develop their communication and reasoning abilities.

Teaching our kids

2018 ◽  
Vol 12 (2) ◽  
pp. 144-160 ◽  
Author(s):  
Toya Jones Frank
Keyword(s):  
Middle School ◽  
Black Students ◽  
Black Male ◽  
Black Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Black Male Teachers ◽  
Content Type ◽  
Mathematics Identity

PurposeThis study aims to highlight the perspectives of one black male middle-school mathematics teacher, Chris Andrews, about developing black students’ positive mathematics identities during his first year of teaching middle-school mathematics in a predominately black school. The author’s and Chris Andrews’ shared experiences as black Americans opened the door to candid conversations regarding the racialized mathematical experiences of “our” children, as he referred to them during the interviews.Design/methodology/approachThe author used case study methodology (Yin, 2009) to illuminate Chris’s salient academic and personal experiences, approaches to teaching mathematics and ways that he attended to mathematics identity in practice. The author used sociopolitical and intersectional theoretical framings to interpret the data.FindingsChris’s perspective on teaching mathematics and developing mathematics identity aligned with taking a sociopolitical stance for teaching and learning mathematics. He understood how oppression influenced his black students’ opportunities to learn. Chris believed teaching mathematics to black children was his moral and communal responsibility. However, Chris’s case is one of tensions, as he often espoused deficit perspectives about his students’ lack of motivation and mathematical achievement. Chris’s case illustrates that even when black teachers and black students share cultural referents; black teachers are not immune to the pervasive deficit-oriented theories regarding black students’ mathematics achievement.Research limitations/implicationsThe findings of this work warrant the need to take intersectional approaches to understanding the ways of knowing that black male teachers bring to their practice, as Chris’s identity as a black person was an interplay between his black identity and other salient identities related to ability and social class.Practical implicationsChris, even while navigating deficit-oriented perceptions of his students, provides an example of bringing a sociopolitical consciousness to teaching mathematics and to support novice black male teachers in their content, pedagogical, and dispositional development.Originality/valueThis work adds to the limited body of literature that highlights the experiences of black teachers in a subject-specific context, particularly in science, technology, engineering, and mathematics (STEM) subject areas that have historically marginalized the participation of black people.

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