scholarly journals METHODOLOGICAL BASES OF BACHELOR’S FINAL QUALIFICATION WORK IN MATHEMATICS TEACHING METHODS

2021 ◽  
pp. 125-129
Author(s):  
N.V. Argunova ◽  
S.M. Makarova ◽  
A.M. Popova
Keyword(s):  
Teaching Methods ◽  
Mathematics Teaching ◽  
Mathematics Teaching Methods

scholarly journals Teaching Students Mathods of Self-Regulation in Solving Mathematical Tasks

2019 ◽  
Vol 22 (6) ◽  
pp. 609-618 ◽  
Author(s):  
Мария Андреевна Кислякова
Keyword(s):  
Teaching Methods ◽  
Mathematics Teaching ◽  
Self Regulation ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Modern Theory ◽  
Actual Problem ◽  
Mathematics Teaching Methods

Actual problem of modern theory and methods of teaching mathematics – teaching methods of self-regulation in the process of solving mathematical tasks.

Influence of Globalization on Mathematics Content, Teaching Methods, and Resource Materials in Colleges of Education in Oyo State

2019 ◽  
pp. 15-28
Author(s):  
Gbolagade Olosunde
Keyword(s):  
Teaching Methods ◽  
Mathematics Teaching ◽  
College Of Education ◽  
Descriptive Statistics ◽  
Colleges Of Education ◽  
Mathematics Students ◽  
Chi Square ◽  
And Mathematics ◽  
Mathematics Teaching Methods ◽  
Descriptive Survey

The chapter examined the influence of globalization of mathematics contents, teaching methods, and resource materials in colleges of education in Oyo state. One hundred mathematics students—46 from Emmanuel Alayande College of Education and 54 from Federal College of Education (Special), Oy—were sampled for the study. Descriptive survey type of design was adopted for the study. Three questionnaires were used: influence of globalization on mathematics content questionnaire (IGMCQ, r= 0.87), influence of globalization on mathematics teaching methods (IGMTM r= 0.78), and influence of globalization on mathematics resource materials (IGMRM r= 0.89) scales. Three research hypotheses were tested in this study. The data were analyzed using frequency count, for descriptive statistics. Chi-square statistics was used to test the hypotheses. The results show that there is no significant association between globalization and mathematics contents, teaching methods, and resource materials.

scholarly journals La apatía a las matemáticas en las carreras universitarias humanísticas

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Julio César Silva Ruiz ◽  
Alex Hugo Ramos Mendoza ◽  
Francisco Isaac Verduga Vélez
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Mathematics Teaching ◽  
The Past ◽  
The Subject ◽  
Mathematics Motivation ◽  
Mathematics Teaching Methods ◽  
The University ◽  
Los Grupos ◽  
Estudiantes Universitarios

Es frecuente escuchar en reuniones informales sobre la asignatura de matemáticas y el pasado estudiantil,  en algunos casos se suele tener respuestas que reflejan apatía a la asignatura, expresada en experiencias poco agradables, llegando hasta seleccionar carreras que no tengan que ver con números ni cálculos matemáticos. Este ha sido motivo de estudio para los autores de la investigación, quienes indagaron en estudiantes universitarios para  conocer en detalle,  si la apatía está relacionada con estudiar carreras que tengan en el currículo la menor cantidad de asignaturas que involucren las matemáticas. El objetivo de este trabajo es determinar las causas de la apatía a las matemáticas en las carreras universitarias humanísticas, para lo cual se utilizó como instrumento de investigación la encuesta a estudiantes de las universidades: Técnica de Manabí y San Gregorio de Portoviejo, en las carreras de Trabajo Social y Jurisprudencia, identificando la principal debilidad de los docentes de matemáticas el  homogenizar su metodología de trabajo, sin considerar que los grupos de estudios, y los estudiantes son distintos, añadiendo también  que realizan diagnósticos inadecuados, que los textos a pesar de traer lecturas motivadoras la actitud de los docentes no contribuyen a una verdadera motivación, generando indiferencia y rechazo a la asignatura, concluyendo que la apatía y poco entusiasmo por la asignatura de Matemática es responsabilidad metodológica de los docentes, los cuales muestran insuficiencias pedagógicas para impartir la cátedra objeto de estudio de esta investigación.  Palabras claves: Didáctica de las Matemáticas, métodos de enseñanza de Matemáticas, Motivación hacia las Matemáticas, Hábitos de estudios.   Summary Is often heard in informal meetings about the subject of mathematics and the past student, on some cases it is usually have answers that reflect apathy to the subject, express on unpleasant experiences, until you select careers that do not have to do with numbers or mathematical calculations. This has been reason of study for the authors of the investigation, who inquired about university students to know in detail, if the apathy is related with study careers that they have in the curriculum the least amount of subjects that involve the mathematics. The object of this work is determining the causes of the apathy to the mathematics in the university humanistic careers, for which the survey of university students was used as a research tool: Technical of Manabí and San Gregorio of Portoviejo, in the careers of Social Work and jurisprudence, identifying the main weakness of mathematics teachers to homogenize their work methodology, without considering that the group of studies, and the students are different, also adding that they make inadequate diagnoses, that the texts in spite of bringing motivational readings the attitude of the teachers do not contribute to a true motivation, generating indifference and rejection to the subject, concluding that apathy and little enthusiasm for the subject of mathematics is methodological responsibility of the teachers, which show pedagogical inadequacies to teach the lecture subject of study of this research. Keywords: Didactics of the Mathematics, teaching methods of Mathematics, Motivation towards Mathematics, Study Habits.

scholarly journals Euclides Roxo e o movimento de reforma do ensino de Matemática na década de 30

2019 ◽  
Vol 81 (199) ◽  
Author(s):  
João Bosco De Carvalho ◽  
Ana Paula Werneck ◽  
Deborah Enne ◽  
Mônica Costa ◽  
Priscilla Rangel Cruz
Keyword(s):  
Teaching Methods ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
German Mathematician ◽  
Felix Klein ◽  
History Of ◽  
Rigorous Treatment ◽  
The Subject ◽  
Mathematics Teaching Methods ◽  
Education In Brazil

Mostra como as idéias do educador brasileiro Euclides Roxo, determinantes para a elaboração dos programas de Matemática das reformas Campos e Capanema, enquadram-se no movimento renovador da Escola Nova e seguem as idéias do matemático alemão Felix Klein sobre a modernização do ensino da Matemática. Euclides Roxo contrapõe à orientação geral do ensino de Matemática da época, caracterizado por uma apresentação seca, abstrata e lógica, uma proposta pedagógica que leva em conta os interesses do aluno e seu estágio de desenvolvimento cognitivo e enfatiza a intuição, além de contextualizar a Matemática, deixando o tratamento rigoroso do assunto para níveis mais avançados da aprendizagem. Palavras-chave: história da educação no Brasil; história do ensino de Matemática; Euclides Roxo. Abstract The purpose of this paper is to show how the ideas of the Brazilian educator Euclides Roxo, which were decisive for the educational reforms made by Francisco Campos and Gustavo Capanema belong to the "Escola Nova" movement and also follow the ideas of the German mathematician Felix Klein about the modernization of mathematics teaching. Euclides Roxo, contrary to the accepted mathematics teaching methods of his time, which were formal abstract and logic, proposes to take in account the students' interests, their cognitive level and stresses intuition and contextualization, postponing a rigorous treatment of the subject to more advanced school levels. Keywords: history of education in Brazil; history of mathematics teaching; Euclides Roxo.

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