scholarly journals Class teachers’ attitudes towards the importance of the activity of setting up the problem in teaching mathematics to beginners

2018 ◽  
Vol 50 (2) ◽  
pp. 247-268
Author(s):  
Aleksandra Mihajlovic
Keyword(s):  
Work Experience ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Attitude Scale ◽  
University Education ◽  
Future Research ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Positive Effects ◽  
Teachers Attitudes

Besides the actual solving of the problem, the so-called setting up the problem plays a very important role in the field of mathematics and mathematical thinking. When students are engaged in the activity of setting up the problem, they are actually placed in the ?role? of the mathematician as a scientist and offered a possibility to experience a different aspect of mathematics. Still, regardless of the positive effects shown by the results of numerous research studies, this activity is not sufficiently represented in the actual teaching practice of mathematics. Since teachers have the key role in the preparation and implementation of the activity of setting up the problem and their actions can influence the quality of knowledge and understanding of mathematical concepts, as well as students? ideas, the main aim of the research was to determine whether class teachers recognised the importance of organising the activity of setting up the problem in teaching mathematics to beginners. The sample included 161 class teachers. Data were collected using an attitude scale. Combined standard quantitative and qualitative methods were used to process the data. Research results have confirmed that class teachers hold a positive attitude towards the activity of setting up the problem. The established differences with respect to class teachers? work experience and the level of education point to the fact that more attention should be devoted to university education and in-service teacher training when it comes to the activity of setting up the problem. Future research should analyse the extent to which class teachers? teaching practices actually reflect their attitudes.

scholarly journals Invoking and Supporting Engineering Student Mathematical Thnking in Informal Cooperative Learning Classroom

2017 ◽  
Vol 9 (1-2) ◽  
Author(s):  
Sabariah Baharun ◽  
Yudariah Mohammad Yusof ◽  
Roselainy Abdul Rahman ◽  
Zaleha Ismail
Keyword(s):  
Cooperative Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Innovative Strategies ◽  
Engineering Mathematics ◽  
Mathematics Teaching And Learning

Through our experience in teaching mathematics to engineering undergraduates, we found that students had numerous difficulties with the mathematics learned. Although our students have demonstrated the ability to answer standard or routine questions, there were still some inconsistencies between their ability to answer questions and their understanding of the concepts and the mathematical procedures they were using. In previous work, we had highlighted the importance of mathematical thinking and adopted suitable approaches in teaching and learning of engineering mathematics. However, innovative strategies were deemed necessary to assist students in their learning. In this paper, we will share how we transform our teaching practice to facilitate the development of students’ ability in understanding the various mathematical concepts, in reconstructing them as parts of a whole through cooperative learning. The approach allows them to develop efficient strategies in constructing new knowledge and be empowered with more successful ways of thinking about mathematics and solving problems. Here, we will share our experience in translating some of the theories into classroom practice through informal cooperative learning environment. Data were gathered through our own reflections, classroom observation, and interviews with the students. We will bring to light the findings on the students’ ability to solve problems related to the topics learned and discuss the implications for effective mathematics teaching and learning of prospective engineers.  

The Use of the Concrete-representational-abstract (CRA) Sequence to Improve Mathematical Outcomes for Elementary Students with Emotional Behavioral Disorders

2021 ◽  
Author(s):  
Margaret M Flores ◽  
Vanessa M Hinton
Keyword(s):  
Elementary Students ◽  
Behavioral Disorders ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Emotional Behavioral Disorders ◽  
Teaching Mathematics ◽  
Teaching Sequence ◽  
Positive Effects ◽  
Students With Ebd

The concrete-representational-abstract (CRA) sequence is an explicit methodology for teaching mathematics that has been shown to have positive effects for students with EBD. This teaching sequence fosters conceptual understanding and mathematical thinking. This article describes how a teacher used explicit CRA instruction with two elementary students with EBD. Its aims are to describe and provide rationale for CRA instruction. We will describe lesson activities, methods, materials, and procedures. Finally, we will offer suggestions for implementation.

scholarly journals COMPUTER ANIMATION IN 7TH GRADE ALGEBRA LESSONS: RESULTS OF EXPERIMENTAL WORK

2021 ◽  
Vol 58 (4) ◽  
pp. 126-133
Author(s):  
S.V. Saryglar ◽  
Keyword(s):  
Experimental Work ◽  
Computer Animation ◽  
Work Experience ◽  
Mathematical Knowledge ◽  
Research Work ◽  
Educational Activity ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Mathematical Concepts ◽  
School Research

Statement of the problem. The article deals with the problem of visualization in teaching mathematics using animated drawings. The purpose of the article is to present the analysis of the experimental work on computer animation in the GeoGebra environment as a means of improving mathematical education at school. Research methodology. The methodological foundations of the research include activity-based, informational and visual approaches to teaching mathematics, a synthesis of the author’s work experience in testing computer animation at school. Research results. The results of the experimental work confirmed the expediency of using computer animation in the process of teaching algebra in the 7th grade (educational activity of students increased, as well as interest in research work and quality of mastering mathematical knowledge and skills). Conclusion. The use of computer animation in math lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clear illustrations of mathematical concepts and statements. The analysis of experimental work using the animation capabilities of computer environments shows an increase in the technological equipment of modern mathematics teachers, which help them achieve higher educational results.

scholarly journals Turkish Teachers’ Attitudes Towards Distance Learning During the Covid-19 Pandemic

2021 ◽  
Vol 14 (10) ◽  
pp. 53
Author(s):  
Sedat Karagul ◽  
Erhan Sen
Keyword(s):  
Distance Learning ◽  
Work Experience ◽  
Qualitative Data ◽  
Structured Interview ◽  
Attitude Scale ◽  
School Type ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Group Interviews ◽  
Teachers Attitudes

All schools in Turkey have switched to distance learning since the onset of the pandemic. This paper investigated Turkish teachers’ attitudes towards distance learning based on different variables. This study adopted a mixed research design employing both quantitative and qualitative data collection methods. The sample consisted of 292 Turkish teachers. The qualitative stage involved 292 Turkish teachers, while the qualitative stage involved ten Turkish teachers. Data were collected using a demographic characteristics questionnaire and the Distance Learning Attitude Scale (DLAS) developed by Ağır (2007). Frequency, percentage, arithmetic mean, and standard deviation were used for analysis. A t-test was used to determine whether participants’ attitudes towards distance learning differed by “gender” and “degree.” An ANOVA was used to determine whether participants’ attitudes towards distance learning differed by “work experience” and “knowledge and experience in distance learning.” The Mann-Whitney U test was used to determine whether participants’ attitudes towards distance learning differed by “school type.” A Scheffe’s Test was used to make posthoc comparisons to determine the source of significant differences. Qualitative data were collected through focus group interviews using a semi-structured interview form (n=10). The qualitative data were analyzed using content analysis. The results showed that participants had positive attitudes towards some aspects of distance learning, whereas they had negative attitudes towards others. Their DLAS scores significantly differed by “school type,” “work experience,” and “knowledge and experience in distance learning” but not by “gender” and “degree.”

scholarly journals ANIMATED IMAGES AS A MEANS OF DIGITAL TECHNOLOGIES IN TEACHING MATHEMATICS

2020 ◽  
Vol 53 (3) ◽  
pp. 54-61
Author(s):  
S.V. Larin ◽  
◽  
S.V. Chilbak-ool ◽  
Keyword(s):  
Public Relations ◽  
Work Experience ◽  
Mathematical Knowledge ◽  
School Teacher ◽  
New Technology ◽  
Effective Means ◽  
Digital Technologies ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Computer Environments

Statement of the problem. Universal digitalization of economy and public relations is a reality of today, and a school teacher is faced with the task of forming a personality ready to reveal his/her creative potential in the digital economy. The problem is to outline the ways of digitalization of teaching mathematics that meets the needs of society, and contribute to the understanding and assimilation of mathematical knowledge based on digital educational resources using the animation capabilities of computer environments. The purpose of the article is to present animated images in the GeoGebra environment as new means of digital technologies for teaching mathematics. Research methodology. Analysis of scientific, educational and methodological literature, synthesis of the authors’ work experience at school and university in approbation of elements of the mathematics teaching system using animated images. Research results. Specific types of animated images are presented and the expediency of their use as effective means of digital technologies for teaching mathematics in the lessons of arithmetic, algebra, trigonometry and the beginnings of mathematical analysis is substantiated. Conclusion. The use of new technology with the use of animated images in mathematics lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clarity of mathematical concepts and statements. In addition, animated images are used to eliminate computational difficulties, to generate tasks of the same type, and to organize self-testing of students’ knowledge. The creation of digital educational content using the animation capabilities of computer environments increases the technological equipment of a modern mathematics teacher, which will allow him/her to achieve better educational results.

scholarly journals Examining the relationship between pre-service mathematics teachers’ mathematical thinking level and attitude towards mathematics courses

2020 ◽  
Vol 13 (2) ◽  
pp. 256-270
Author(s):  
Avni YILDIZ ◽  
Serdal BALTACI ◽  
Büşra KARTAL
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Thinking ◽  
Higher Order Thinking ◽  
Attitude Scale ◽  
Higher Order ◽  
Package Program ◽  
Teachers Attitudes ◽  
High Level ◽  
The Relationship

Abstract: This study is correlational research and aims to investigate the relationship between preservice mathematics teachers' mathematical thinking levels and attitudes for courses in mathematics. We also examined whether gender, reasons for career choice, and academic achievement lead to significant differences in pre-service teachers' attitudes and mathematical thinking levels. Participants are 109 senior pre-service mathematics teachers from three different state universities that have similar conditions. Participants are selected via convenience sampling. Seventy-nine of the participants are female, and 30 are male. "Attitude scale for courses in mathematics" and "Mathematical Thinking Scale" are used to collect data. Data were analyzed by using SPSS package program. Pre-service teachers are found to have moderate attitudes while their mathematical thinking levels are at a high-level in the sub-domains of higher-order thinking tendency, reasoning, and problem-solving and at a moderate level in the subdomain of mathematical thinking skill. Pre-service teachers' attitudes for courses in mathematics have a significant moderate relationship with higher order thinking tendency, and reasoning and have a significant and weak relationship with problem-solving.

scholarly journals NEW TEACHING MATHEMATICS TEACHING EFFECTIVENESS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES

2017 ◽  
Vol 5 (1) ◽  
pp. 214-229
Author(s):  
Zhanys Aray Boshanqyzy ◽  
Nurkasymova Saule Nurkasymovna
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Effectiveness ◽  
Mathematical Thinking ◽  
Communication Technologies ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Information And Communication ◽  
Effective Use ◽  
Main Ideas ◽  
The Impact

The possibilities of computer technologies in improving the quality of teaching mathematics and its application in the 7th grade students studied the impact on the development of mathematical thinking. Teachers and pupils kanşalıktı methodology to apply this technology meñgergendikteri tested and determined to improve the methods of teaching mathematics in the scientific literature of the main ideas, 7th grade, based on the best practices in the teaching of mathematics and taking into account the requirements set by the company's mastery of mathematical concepts and rules and reports identified the role of the computer in teaching and service, including through the effective use of the computer are determined based on the study of the material should be studied.

scholarly journals Lifelong Learning: Principles for Designing University Education

10.28945/4686 ◽  
2021 ◽  
Vol 20 ◽  
pp. 035-060
Author(s):  
Stefan Cronholm
Keyword(s):  
Lifelong Learning ◽  
Digital Technology ◽  
Work Experience ◽  
Social Inclusion ◽  
Design Science ◽  
Rapid Development ◽  
Design Principles ◽  
University Education ◽  
Future Research ◽  
Master Program

Aim/Purpose: Due to the rapid development of digital technology, create knowledge to support the development of education for lifelong learning. Background: There is a lack of normative and prescriptive support that can guide the development of education concerning lifelong learning. Methodology: Design science research, interviews, grounded theory and root-cause analysis. Contribution: Contribution to practice: A master program in Information Systems that supports lifelong learning. Contribution to theory: Advancements on design knowledge that can guide the development of education programs concerning rapid advancements in digital technology. Findings: Five design principles: consider rapid development of digital technology, balance time-consuming bureaucratic procedures with companies’ demands for speedy access to modern courses, simplify procedures for students applying with work experience qualifications, implement plans for competence development of teachers, and base courses on rigour and relevance. Recommendations for Practitioners: Companies could enter the whole education program or select interesting courses or course modules. Recommendation for Researchers: The design principles should be considered when research on guidance concerning lifelong learning for adult learners is conducted. Impact on Society: Lifelong learning enhances social inclusion, active citizenship and personal development, as well as competitiveness and employability. Future Research: Further validation of the design principles in order to create knowledge that can support the development of education for lifelong learning.

scholarly journals Technology-integrated Mathematics Education: A Facilitating Factor to Enrich Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 60
Author(s):  
Hamdi Serin
Keyword(s):  
Mathematics Education ◽  
Teacher Beliefs ◽  
Teaching Practice ◽  
Easy Access ◽  
Teaching Mathematics ◽  
Access To Resources ◽  
Mathematical Concepts ◽  
Learning And Teaching ◽  
Integrated Mathematics

The potential of technological devices to enrich learning and teaching mathematics has been widely recognized recently. It goes without saying that when technology is integrated into teaching practice. Students` learning of mathematics is significantly promoted.  This paper highlights that the availability of technological devices, teacher beliefs, easy access to resources and most importantly teacher skill of using technological devices effectively are decisive factors that can provide learners better understanding of mathematical concepts.

Research, Reflection, Practice: Addressing the Needs of Struggling Learners

2008 ◽  
Vol 14 (6) ◽  
pp. 340-343
Author(s):  
Mary Q. Foote
Keyword(s):  
Educational Research ◽  
Grade Level ◽  
Research Study ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Kindergarten Teacher ◽  
Teacher Leader ◽  
Teaching Mathematics ◽  
Struggling Learners ◽  
Participation In Research

When research leads to changes in practice, the theory-practice link is strengthened. However, at times, teachers find it difficult to link educational research to their everyday practice in teaching mathematics. It is with a certain pleasure, then, that I bring you an example of how participation in a research study stimulated a kindergarten teacher to act as a teacher-leader for her grade level. She initiated a project in support of the development of the mathematical thinking of some of the children that kindergarten teachers identified as struggling with mathematics. Their story demonstrates how participation in research provides a platform from which teachers can expand their mathematical teaching practice to support learners, in this case, struggling learners of mathematics.

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