scholarly journals Examination of “Curriculum Alignment” in the Context of Theory and Practice for the 8th Grade Mathematics Teaching

2017 ◽  
Vol 2 (1) ◽  
pp. 26-40
Author(s):  
Kevser Kara ◽  
Berna Karakoç ◽  
İbrahim Yıldırım ◽  
Erdal Bay
Keyword(s):  
Mathematics Teaching ◽  
Theory And Practice ◽  
Curriculum Alignment ◽  
8Th Grade

Family Maths: Experiential Learning

2019 ◽  
pp. 145-149
Author(s):  
Pam Dorrington
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Inquiry Teaching ◽  
Positive Attitudes ◽  
Work Session ◽  
The Family ◽  
Mathematics Teaching And Learning

The international Family Maths programme adopts an inquiry teaching and learning approach and it encourages learners, often from diverse backgrounds, to participate fully in the learning process. The programme also aims to develop the vocabulary necessary for meaningful communication in mathematics, develop problem solving skills and increase confidence and enjoyment of mathematics. The programme has proven to be a powerful catalyst in this regard and holds important lessons for both curriculum development and developing positive attitudes towards mathematics teaching and learning. This experiential learning, interactive work-session focuses on primary school mathematics curricula (for pupils approximately 9 – 13 years of age) and aims at giving participating conference delegates an opportunity to engage with and experience some of the hands-on problem solving activities used in the Family Maths programme. Discussion will be encouraged around the relevance of these activities for the teaching and learning of mathematics. Our conference organisers encourage presenters to consider the relationship between research and classroom teaching, and how, and if, these relate to each other in practice. Can the Family Maths philosophy and practice be a catalyst in narrowing the divide between the theory and practice of effective mathematics teaching and learning?

scholarly journals Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice

2019 ◽  
Vol 32 (4) ◽  
pp. 563-588
Author(s):  
Wil Oonk ◽  
Nico Verloop ◽  
Koeno P. E. Gravemeijer
Keyword(s):  
Student Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Two Dimensions ◽  
Theory And Practice ◽  
Primary Teacher ◽  
First Year ◽  
Theoretical Concepts ◽  
Analysis Instrument ◽  
Theory Use

Abstract This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially the low results of the third-year student teachers in their level of theory use. The outcome may have consequences for the design of the teacher education curricula and for the intake of first-year student teachers.

scholarly journals The Design and Research of the Projected Problem: Solving Teaching Research Activities

2021 ◽  
Vol 10 (S1) ◽  
pp. 7
Author(s):  
Xiumei Dai ◽  
Liangbin Yi
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Action Observation ◽  
Theory And Practice ◽  
Research Activity ◽  
New Era ◽  
Teaching Activities ◽  
Research Activities ◽  
Teaching Research ◽  
Teachers Professional Development

Promoting teachers’ professional development has become the overall goal of teachers’ training in the new era. In this article, the researches on classroom, teaching material, and examination assignment were considered as the carriers, taking the interactive process Plan-Action-Observation-Reflection as the path, so as to contribute to the project features, including the task collection and selection, materials sorting, joint R&D, and problem-solving. Through the reform of traditional teaching activities, the article particularly explored and analyzed the intention, procedure, and content of innovative Mathematics teaching research activity through the projected teaching, and researching model. It is important to pay attention to the combination of theory and practice, education and scientific research, teacher research and expert guidance, so as to enhance the teachers’ professional abilities to solve the teaching problems and promote the regional Mathematics teaching activities to a deeper level.

Supporting Mathematics Teachers to Build Deep Understandings of the Home Contexts of their Students

2019 ◽  
pp. 96-99
Author(s):  
Marta Civil ◽  
Roberta Hunter
Keyword(s):  
Mathematics Teaching ◽  
Mexican American ◽  
Immigrant Students ◽  
The United States ◽  
Theory And Practice ◽  
Mathematics Classrooms ◽  
Mexican American Students ◽  
American Students ◽  
Strength Based ◽  
Home Context

Teachers face many challenges in meeting the cultural diversity they encounter in current mathematics classrooms. To avoid marginalisation of specific groups of students we advocate for a strength-based approach in which teachers are supported to build deep understandings of the lived home context of their students. We discuss findings from our research projects with immigrant students (Pāsifika) in New Zealand and with Mexican American students in the United States. While our contexts are quite different, our approaches have much in common, in particular through their focus on teachers learning from and about their students’ communities to then build on this learning in their mathematics teaching. Bridging theory and practice, we share specific strategies that we have used to support teachers as learners of their students’ home contexts (e.g., home visits; parents’ classroom visits; school meetings led by parents).

Enriching Practical Knowledge: Exploring Student Teachers' Competence in Integrating Theory and Practice of Mathematics Teaching

2015 ◽  
Vol 46 (5) ◽  
pp. 559-598 ◽  
Author(s):  
Wil Oonk ◽  
Nico Verloop ◽  
Koeno P. E. Gravemeijer
Keyword(s):  
Student Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Mathematics Teacher Education ◽  
Theory And Practice ◽  
Analysis Instrument ◽  
Practice Problem ◽  
Theory Use

This study concentrated on the theory–practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could be identified univocally and described in a systematic way. We describe a case study that illustrates the nature and level of one student teacher's use of theory and discuss variations in all of the student teachers' reasoning and differences in their depth of theory use.

Mentoring teacher trainees of mathematics for ESL learners in post-compulsory education

2017 ◽  
Vol 6 (1) ◽  
pp. 64-77
Author(s):  
Kevin Norley
Keyword(s):  
Mathematics Teaching ◽  
English Education ◽  
Compulsory Education ◽  
Further Education ◽  
Theory And Practice ◽  
Content Type ◽  
Teacher Trainees ◽  
Subject Specific ◽  
Esl Learners ◽  
Language Issues

Purpose The purpose of this paper is to reflect on the experiences and challenges brought about by subject-specific mentoring within a distinctive learning environment, namely, mathematics for English as a second language (ESL) classes for 16-18-year-olds. The reflection is carried out over the stages of the mentoring process during an academic year within a college of further education in England with the purpose of adding to the store of knowledge on mentoring mentees who are specialists in mathematics. Design/methodology/approach The author employs an auto-ethnographic methodology. Findings Amongst its conclusions, the author argues that through a mentor demonstrating specific numeracy methods and techniques to mentees, and making them aware of language issues facing ESL learners relating to terminology used in mathematics, mentees are more able to develop their learners’ numeracy skills and relevant language skills, hence facilitating their adaption and integration into the English education system. Research limitations/implications Research on the pedagogy of mathematics teaching, as well as language issues relating to terminology used in mathematics, needs to be considered during the mentoring of teacher trainees who are specialists in mathematics. In addition, specific language issues need to be considered for those mentees who are likely to have ESL learners in their classes. Social implications In challenging some of the conventions of mathematics teaching, the paper addresses issues of inequality through identifying strategies designed to improve the educational opportunities of 16-18-year-old ESL learners. Originality/value The originality of the paper lies not only in its focus on the nuances of subject-specific mentoring, within the context of a particular target group, namely, 16-18-year-old ESL learners studying functional skills mathematics in a college of further education, but in its attempts to address the challenges that can arise when contesting, through theory and practice, education conventions.

scholarly journals PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS

2019 ◽  
Vol 31 (6) ◽  
pp. 1905-1910
Author(s):  
Teuta Iljazi
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Early Years ◽  
Teaching Mathematics ◽  
Pedagogical Practice ◽  
School Activities ◽  
Mathematic Teaching ◽  
The Subject ◽  
The Impact

Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.

scholarly journals O CONHECIMENTO DE PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL SOBRE FRAÇÃO: implicações para o ensino

2018 ◽  
Vol 24 (esp.) ◽  
pp. 36
Author(s):  
Lidiane Chaves Zeferino ◽  
Vanessa Dias Moretti
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Cultural Theory ◽  
Research Question ◽  
Theory And Practice ◽  
School Teachers ◽  
Guiding Principle ◽  
Present Part ◽  
Teaching Learning

Resumo: Neste artigo propomos apresentar parte dos resultados de uma pesquisa que buscou investigar questões relacionadas ao conhecimento do professor, ao seu processo de aprendizagem e à organização do ensino de matemática. Assim, foi tomada como questão de investigação “como a organização do ensino do conceito de número racional, na sua representação fracionária, a partir das contribuições da Teoria Histórico-Cultural e, em particular, da Atividade Orientadora de Ensino, influencia e é influenciada pelo desenvolvimento do pensamento teórico do professor que ensina matemática no quarto e quinto ano do ensino fundamental?”. Ou seja, como o conhecimento e a compreensão que o professor tem sobre fração impacta a forma como esse professor organiza o seu ensino. Como princípio orientador da investigação utilizou-se o experimento didático com professores dos quartos e quintos anos do ensino fundamental. Os resultados dessa pesquisa reforçam que a aprendizagem docente pode resultar de uma constante busca mediada de novas ações que reflitam novas apropriações teóricas do professor na articulação entre a teoria e a prática na organização do ensino de matemática. No trabalho docente, essa transformação se dá por meio da apropriação do conhecimento científico do conceito e na organização do ensino que passa a ser objetivada em novas práticas. Palavras-Chave: Teoria Histórico-Cultural. Fração.  Aprendizagem docente. Atividade de Ensino. Pensamento Teórico.THE KNOWLEDGE OF ELEMENTARY SCHOOL TEACHERS ABOUT FRACTION: implications for teachingAbstract: In this article we propose to present part of the results of a research that sought to investigate questions related to the knowledge of the teacher, to his learning process and to the organization of mathematics teaching. Thus, it was taken as a research question "how the organization of the teaching of the concept of rational number, in its fractional representation, from the contributions of Historical-Cultural Theory and, in particular, Teaching Guidance Activity, influences and is influenced by development of the theoretical thought of the teacher who teaches mathematics in the fourth and fifth year of elementary school? "  That is, how the knowledge and understanding that the teacher has about fraction impacts the way that teacher organizes his teaching. As a guiding principle of the research was used the didactic  with teachers of  the fourth and fifth years of elementary school. The results of this research reinforce that teacher learning can result from a constant mediated search for new actions that reflect new theoretical appropriations of the teacher in the articulation between theory and practice in the organization of mathematics teaching. In the teaching work, this transformation happens through the appropriation of the scientific knowledge of the concept and in the organization of teaching that happens to be objectified in new practices.Keywords: Historical-Cultural Theory. Fraction. Teaching learning. Teaching Activity. Theoretical Thought.EL CONOCIMIENTO DE PROFESORES DE LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTAL SOBRE FRACCIÓN: implicaciones para la enseñanzaResumen: En este artículo proponemos presentar parte de los resultados de una investigación que buscó investigar cuestiones relacionadas con el conocimiento del profesor, su proceso de aprendizaje y la organización de la enseñanza de matemáticas. "¿ Así, se tomó como cuestión de investigación como la organización de la enseñanza del concepto de número racional, en su representación fraccionaria, a partir de las contribuciones de la Teoría Histórico-Cultural y, en particular, de la Actividad Orientadora de Enseñanza, influye y es influenciada por el trabajo desarrollo del pensamiento teórico del profesor que enseña matemáticas en el cuarto y quinto año de la enseñanza fundamental?". Es decir, cómo el conocimiento y la comprensión que el profesor tiene sobre fracción impacta la forma en que ese profesor organiza su enseñanza. Como principio orientador de la investigación se utilizó el experimento didáctico, el cual ocurrió en la forma de un curso de extensión orientado a la formación continuada de profesores de las habitaciones y quintos años de la Enseñanza Fundamental. Los resultados de esta investigación refuerzan que el aprendizaje docente puede resultar de una constante búsqueda mediada de nuevas acciones que reflejen nuevas apropiaciones teóricas del profesor en la articulación entre la teoría y la práctica en la organización de la enseñanza de matemáticas. En el trabajo docente, esa transformación se da por medio de la apropiación del conocimiento científico del concepto y en la organización de la enseñanza que pasa a ser objetivada en nuevas prácticas.Palabras Clave: Teoría Histórico-Cultural. Fracción. Aprendizaje docente. Actividad de Enseñanza. Pensamiento Teórico. 

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