scholarly journals Mathematics Teaching Competencies of Senior High School Teachers in the Lone Districts in the Province of Batangas City, Philippines: Basis for Direction on Continuing Education for the K to 12 Curriculum

2019 ◽  
Vol 3 (3) ◽  
pp. p206
Author(s):  
Imelda M. Flores
Keyword(s):  
High School ◽  
Continuing Education ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Senior High School ◽  
Successful Implementation ◽  
Teaching Competencies ◽  
Student Progress ◽  
Organization And Management ◽  
K To 12

Teaching competencies of the senior high school Mathematics teachers in Lone Districts in Batangas City Philippines were assessed. It looked into their personal and professional profile along with their teaching competencies which includes dedication to teaching, knowledge of subject matter, classroom organization and management, instructional organization and management, instructional implementation, and monitoring student progress and potential. Comparison of responses among administrators and mathematics teachers were also considered. Results of which were used as basis for direction on continuing education that can be pursued for the successful implementation of K to 12 Curriculum. The study used the descriptive method of research. Questionnaire was used as the main data gathering instrument. The entire population of mathematics teachers and administrator which comprise of 41 teachers and 21administrators in Lone Districts in the Province of Batangas City Division participated in the study. Frequency/percentage, weighted mean, and comparison of means were used to statistically treat the data. Majority of the Mathematics teachers were female and married while most of them were in age bracket of 29-35, have master’s unit, teaching for 10 years and above and have attended at least 6-10 related seminars for the last 3 years. Generally, the mathematics teachers are competent as assessed by two groups of respondents. Same was found when mathematics teachers were grouped according to their profile variables where they were found to be more competent in monitoring student progress and potential but less competent in terms of knowledge of subject matter. The researcher recommended possible directions on continuing education that could be pursued by the mathematics teachers thereby enhancing their competencies to ensure successful implementation of K to 12 Curriculum.

The Relation of Mathematics to the Core Curriculum

1952 ◽  
Vol 45 (6) ◽  
pp. 427-435
Author(s):  
Henry S. Jansen
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Core Curriculum ◽  
School Program ◽  
Large Group ◽  
Complete Development ◽  
The Core ◽  
The Common ◽  
Integrated Program

A large group of educators is calling for a complete socialization of the high school program by the use of a core curriculum. This curriculum would take the common experiences of all fields of subject matter and combine them into an “integrated program” in which the pupil would learn by using all knowledge indiscriminately. Most forward looking mathematics teachers agree that we must stop compartmentalizing our mathematics by subjects and years, and proceed to fuse algebra, geometry, trigonometry, and analytics, into a single complete development of the science of number and space. But the core curriculum goes one better and includes not only this, but a fusing of all subjects into one single complete development of knowledge that will function in the life of every individual. Professor Fehr1 feels that mathematics teachers are afraid of this because they are afraid the good ship mathematics may be lost in the process. The educators who are proposing the core curriculum are intelligent people. Let us then be perfectly frank and seek to learn if socialization by the use of the core curriculum is a desirable program in the high school, and if it is, how it can be achieved.

Understanding Word Problems

1986 ◽  
Vol 79 (3) ◽  
pp. 163-215
Author(s):  
Lee V. Stiff
Keyword(s):  
High School ◽  
North Carolina ◽  
Reading Comprehension ◽  
Field Test ◽  
Mathematics Teachers ◽  
Word Problems ◽  
Reading Skills ◽  
Senior High School ◽  
High School Mathematics ◽  
Teachers And Students

For several years now, I have been asked to share with junior and senior high school mathematics teachers in North Carolina ways to improve students' reading comprehension of word problems. My work with teachers and students has given me the opportunity to field-test several strategies for improving reading skills. One such strategy uses comprehension guides (Earle 1976; Herber 1978).

scholarly journals Perceived Use of Assessment by Beginning and Experienced SHS Mathematics Teachers in Two Districts in the Central Region of Ghana

2021 ◽  
Vol 9 (3) ◽  
pp. 140-156
Author(s):  
Daniel Gbormittah ◽  
Daniel Kofi Nkum ◽  
Japhet Kwesi Osiakwan
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Central Region ◽  
Teaching And Learning ◽  
Senior High School ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
High School Mathematics ◽  
Significant Difference ◽  
Use Of Assessment

The role of assessment in the teaching and learning of Mathematics cannot be underestimated. Therefore, efficacious teaching and learning of Mathematics must be driven by effective use of assessment. This study, therefore, sought to investigate the Use of assessment (practices) of Beginning and Experienced SHS Mathematics teachers in two selected districts in the central region of Ghana. In this study, Assessment Practices means what SHS teachers use assessment to do in the teaching and learning of Mathematics under the auspices of a school. A sample of 160 SHS Mathematics teachers was used in this study. These were made up of 92 Beginning and 68 Experienced SHS Mathematics teachers. The instrument used in this study was a questionnaire. The questionnaire was administered to the 92 Beginning and 68 Experienced SHS Mathematics teachers in the two districts in the Central Region of Ghana. The design used in this study was a cross-sectional survey. Data collected from the respondents were analyzed using frequencies, percentages, means, and standard deviations. An independent sample t-test was used to test whether there exists a significant difference in the assessment practices of the Beginning and Experienced SHS Mathematics teachers. It was found out that the majority (87 out of 92) of the Beginning Senior High School Mathematics teachers do not either frequently or always integrate assessment in the teaching and learning of Mathematics. It was also found out that the majority (60 out of 68) of the Experienced Senior High School Mathematics teachers also do not either frequently or always integrate assessment in the teaching and learning of Mathematics. They rather see classroom assessment as an additional activity that mainly comes at the end of the teaching-learning process. The study also revealed a significant difference in the assessment practices of Beginning SHS Mathematics teachers and that the Experienced SHS Mathematics teachers in the two districts. Based on the findings, it was recommended among other things that In-service training should be organized for both the Experienced SHS Mathematics teachers and the Beginning SHS Mathematics teachers to help them bridge the gap that exists between their practices.

scholarly journals Evaluasi penyelenggaraan lima hari sekolah

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Yunan Helmi Subroto
Keyword(s):  
High School ◽  
Evaluation Model ◽  
Descriptive Analysis ◽  
Senior High School ◽  
Average Score ◽  
Successful Implementation ◽  
Input Process ◽  
Education Personnel ◽  
Evaluative Research ◽  
Process Product

AbstrakPenelitian ini bertujuan untukmengetahui sejauhmana keberhasilan penyelenggaraan lima hari sekolah di SMA Negeri 1 Ngemplak yang meliputi proses, kesiapan dan hambatan yang muncul.Penelitian ini termasuk jenis penelitian evaluatif deskriptif dengan menggunakan model CIPP (context, Input, Process, Product) dari Stuflebeam. Subyek penelitian adalah warga sekolah, terdiri dari 370 siswa, 27 guru dan 7TU. Metode pengambilan data dengan angket, wawancara, dokumentasi dan observasi. Data dianalisis dengan menggunakan teknik analisis deskriptif.Hasil penelitian menunjukkan: Penyelenggaraan lima hari sekolah di SMA Negeri 1 Ngemplak tergolong berhasil, dengan rata-rata perolehan skor sebesar 2,87. Ditinjau dari dimensi kontek, input dan proses termasuk berhasil dengan rata-rata perolehan skor masing-masing sebesar 3,01, 2,84, dan 2,95. Sedangkan pada dimensi produk termasuk dalam kategori cukup, dengan rata-rata skor yang diperoleh sebesar 2,68. Hambatan selama proses penyelenggaraan lima hari sekolah berupa jumlah kantin dan staf TU belum mencukupi, serta guru yang belum bisa membawakan pembelajaran dengan kreatif dan menarik, sehingga berdampak pada kondisi fisik dan psikis siswa berupa rasa bosan, letih dan mengantuk. AbstractThis study aims to determine the extent of the successful implementation of five school days in Ngemplak 1 Senior High School which includes the processes, readiness and obstacles that arise.This study belongs to the category of descriptive evaluative research using evaluation model of CIPP (context, Input, Process, Product).The study was conducted at Ngemplak 1 Senior High School which has 370 students, 27 teachers and 7 staffs. Data was taken using techniques: questionnaires, interviews, documentation and observation. The research data was then analyzed using descriptive analysis techniques.The results of this study showed that the holding of five school was successful, with an average score of 2.87. Judging from the dimensions of the context, inputs and processes including the successful category with an average score of 3.01, 2.84, and 2.95 respectively. While the dimensions of the product are included in the sufficient category, with an average score of 2.68. Obstacles during the process of organizing five school days in the form of the number of canteens and education personnel that are still insufficient, and teachers who have not been able to bring learning creatively and attractively, which have an impact on both students' psychic and physical such as boredom, fatigue and sleepiness.

scholarly journals Motivation, Creativity, and Self-Confidence as Forming Factors of Economic Learning Autonomy

2018 ◽  
Vol 12 (2) ◽  
pp. 182-195 ◽  
Author(s):  
Dewi Amaliah Nafiati
Keyword(s):  
High School ◽  
Data Collection ◽  
Subject Matter ◽  
Senior High School ◽  
Learning Motivation ◽  
Social Education ◽  
Self Confidence ◽  
The Subject ◽  
Whole Class ◽  
Education Science

This research aims to determine the influence of both partial and simultaneous motivation, creativity, and confidence of students in studying to economic subject learning autonomy of the students of Senior High School 4 Tegal. The population in this study was the whole class X Social Education Science which consists of 126 students. The data collection in this research was taken through several methods, whicha are observation, questionnaire, and documentation. The result of this study shows that 77.7% of learning motivation, learning creativity, and self-confidence simultaneously affect the learning autonomy of economics subject of Senior High School 4 Tegal. The results of this study are expected to enable teachers to foster learning motivation, learning creativity and self-confidence of the students in order to form the character of independence. Students are expected to not only rely on the subject matter given by the teachers, but they must be more active and independent in learning to expand a broad insight about economy.

scholarly journals PKM Pemanfaatan Modul Berbantuan GeoGebra dalam Pembelajaran Aplikasi Integral SMA di Balikpapan

2019 ◽  
Vol 1 (1) ◽  
pp. 35-38
Author(s):  
Suci Yuniarti ◽  
Tri Hariyati Nur Indah Sari ◽  
Husnul Khotimah
Keyword(s):  
High School ◽  
Elementary School ◽  
Community Service ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Senior High School ◽  
Vocational School ◽  
Learning Modules ◽  
Service Activity ◽  
Implementation Method

The community service activity is conducted in the form ofa counselingabout the use of GeoGebra-aided modul in integral application learning.This activity aims to add knowledge about the use of GeoGebra-aided modul in mathematics learning especially integral application learning to mathematics teachers. The implementation method consists of four stages namely preparation, action, evaluation and report. This one day activity were attended by 26 mathematics teachers from elementary school, junior and senior high school and vocational school in Balikpapan at the 7th Floor G Building of Balikpapan University. The presented material consists of the use of GeoGebra-aided modul in integral application topic namely area of plane regions and volume of solids of revolution. This community service activity run well and smoothly and in accordance with the planning. Based on the carried activities, it is expected for mathematics teachers to create learning modules that appropriate with their students� conditions in the class and integrate various multimedia to support their mathematics learning process.Keywords: modul, geogebra, integral application

scholarly journals Mathematics Teachers’ Perceptions about Problem-Solving: The case of Ghana

2019 ◽  
Vol 13 ◽  
pp. 1-18
Author(s):  
Ernest Ampadu
Keyword(s):  
Professional Development ◽  
High School ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Senior High School ◽  
Cape Coast ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

Most students experience different levels of difficulties in learning mathematics. TIMSS results have shown that most students in Ghana do not perform well in higher level tasks designed to assess applications and non-routine problems. This study, therefore, aimed at examining Ghanaian Junior and Senior High School mathematics teachers problem-solving strategies and their professional development needs about problem-solving. 114 mathematics teachers from 28 Junior High School (JHS) and Senior High School (SHS) in the Cape Coast Metropolis took part in the study. Quantitative and qualitative data were collected using a semi-structured questionnaire. The results from the study show that although teachers appreciate the importance of problem-solving in improving mathematics teaching and learning, there has not been the needed problem-solving training to support teachers in this regard. The researcher, therefore, argue that despite the numerous advantages associated with problem-solving strategy of teaching and learning, continuous professional development training for teachers should be paramount in our quest for helping students develop problem solving skills. Ghanaian JHS and SHS students can be in a disadvantageous position as they compete with their peers from other countries in international comparison examinations if our teachers are not given the needed support to become proficient in the use of problem-solving strategies in the classrooms.

scholarly journals Senior high school mathematics teachers’ perception and use of assessment in the classroom

2019 ◽  
Vol 15 (2) ◽  
pp. 43-54
Author(s):  
Mavis Okyere ◽  
Ernest Larbi
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Senior High School ◽  
School Mathematics ◽  
Educational Goals ◽  
High School Mathematics ◽  
Use Of Assessment ◽  
High School Mathematics Teachers

The study investigated senior high school mathematics teachers’ perception and practices of classroom assessment since assessment is considered a critical tool for assessing the achievement of learning objectives in particular and educational goals in general. The study adopted a mixed-methods design. Sixty-two mathematics teachers were sampled from the selected schools to participate in the study. The instrument used in the data collection was a questionnaire. The internal consistency of the instrument designed had a calculated Cronbach alpha reliability coefficient of 0.74. The quantitative data gathered were analysed using descriptive statistics. The results from the study revealed that mathematics teachers had a positive perception about classroom assessment as most of them indicated that assessment is a tool to inform teaching and learning. There were, however, few teachers who still had a negative perception about assessment. Their reasons being that assessment had always been a tool for assigning grades and also used to promote students, hence had little benefit to teaching and learning process. The study also showed that the mathematics teachers’ practices of classroom assessment did not match up to the views they held about classroom assessment. Retraining of teachers through seminars and workshops were therefore recommended.

Professionalized Subject Matter for Junior High School Mathematics Teachers

1953 ◽  
Vol 46 (8) ◽  
pp. 541-547
Author(s):  
Myron F. Rosskopf
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Junior High School ◽  
Subject Matter ◽  
Professional Training ◽  
Junior High ◽  
School Mathematics ◽  
Specific Information ◽  
Junior High School Teachers

Much has been written concerning the training of secondary school mathematics teachers. Leaders in mathematics education have had many words to say about both the educational and mathematical training of prospective teachers. Usually the latter training is divided into pure mathematics and professional mathematics. The concern of this paper is the professional mathematics training of junior high school teachers. Of approximately fifty references that were examined in the preparation of this paper, there were only two that treated explicitly the content of a professionalized subject-matter course.1 The others made recommendation that such a course ought to be given or that it should be included in a professional-training program but did not give specific information. The question of what to include in a professionalized subject-matter course or how far to go with such a course is still an open question. In this paper an effort will be made to indicate with two or three topics how far to go in such a course. No attempt will be made to indicate what to include in a semester or full-year course.

Individualized Mathematics—A Simple Approach

1976 ◽  
Vol 69 (5) ◽  
pp. 390-395
Author(s):  
Ursula Osborne
Keyword(s):  
High School ◽  
Latin American ◽  
Mathematics Teachers ◽  
Cultural Background ◽  
Individualized Instruction ◽  
Simple Approach ◽  
Senior High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Mathematics Teachers

Senior high school mathematics teachers will be interested in reading how this teacher provided individualized instruction to students that were mostly of Latin-American cultural background.

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