The Perception of Preservice Mathematics Teachers on the Role of Scaffolding in Achieving Quality Mathematics Classroom Instruction

2015 ◽  
Vol 3 (4) ◽  
pp. 275 ◽  
Author(s):  
Iliya Joseph Bature ◽  
Adamu Gagdi Jibrin
Keyword(s):  
Mathematics Teachers ◽  
Classroom Instruction ◽  
Mathematics Classroom ◽  
Preservice Mathematics Teachers

scholarly journals ‘Playing it safe’ or ‘throwing caution to the wind’: Risk-taking and emotions in a mathematics classroom

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Elizabeth Lake
Keyword(s):  
Mathematics Teachers ◽  
Risk Taking ◽  
Social Learning Theory ◽  
Mathematics Teaching ◽  
Positive Emotions ◽  
Mathematics Classroom ◽  
Experienced Teachers ◽  
Good Teaching ◽  
The Moment

This paper attends to teacher intellectual risk-taking when attached to expression of positive emotions, in order to explore some of the reasons why teacher risk-taking may not appear in mathematics lessons. We know that risk-taking can be beneficial, but research has not really examined what form this might take in a classroom. In recent research, I investigated how positive emotions are discussed and used by experienced mathematics teachers. In particular how to examine the ‘in-the-moment’ emotions of the teacher, and what the modelling of experienced teachers tells us about the role of affect in mathematics teaching. This paper examines some affect episodes for elements of teacher risk-taking. The evidence suggests that teacher risk-taking enables the use of emotions, and vice versa, is integral to ‘good’ teaching, and that, in Bandura’s Social Learning Theory terms, modelling such behaviours appears beneficial to student learning and should be encouraged.

Implementing The Standards: The Role Of Technology in Teaching Mathematics

1990 ◽  
Vol 83 (1) ◽  
pp. 27-31
Author(s):  
Franklin Demana ◽  
Bert K. Waits
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Graphing Calculators ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Mathematical Content ◽  
Technology In Teaching ◽  
To Come ◽  
The Many

Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) assumes that in grades 9–12 all students will have access to graphing calculators, that every mathematics classroom will have a demonstration computer available at all times, and that all students will have the opportunity to use computers in mathematics. Teachers must start now to implement the many technologies currently available and prepare for the explosion of technology to come in this decade. In this article we address some questions about technology that are sure to arise as we begin to implement the spirit and vision of the Standards. Our examples are drawn primarily from the use of graphing calculators in advanced algebra and beyond, but the questions are typical of those that arise with other technologies and other mathematical content.

Inattentive Behavior in Boys with ADHD during Classroom Instruction: the Mediating Role of Working Memory Processes

2017 ◽  
Vol 46 (4) ◽  
pp. 713-727 ◽  
Author(s):  
Sarah A. Orban ◽  
Mark D. Rapport ◽  
Lauren M. Friedman ◽  
Samuel J. Eckrich ◽  
Michael J. Kofler
Keyword(s):  
Working Memory ◽  
Classroom Instruction ◽  
Memory Processes ◽  
Mediating Role
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