Research on the Teaching Ability of Senior High School Mathematics Teachers Based on Core Literacy

2019 ◽  
Vol 1 (1) ◽  
pp. 37-47
Author(s):  
Wang Huixia ◽  
Shen Jie
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Senior High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Teaching Ability ◽  
Core Literacy ◽  
High School Mathematics Teachers

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.

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.

scholarly journals JAPANESE AND THAI SENIOR HIGH SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF VARIABILITY

2018 ◽  
Vol 17 (2) ◽  
pp. 196-215
Author(s):  
MASAMI ISODA ◽  
SOMCHAI CHITMUN ◽  
ORLANDO GONZALEZ
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Statistics Education ◽  
Research Literature ◽  
Senior High School ◽  
School Mathematics ◽  
Survey Study ◽  
High School Mathematics ◽  
Research Journal ◽  
High School Mathematics Teachers

In this article, the conceptions of variability held by samples of Japanese and Thai senior high school mathematics teachers were identified, based on the framework proposed by Shaughnessy (2007), using a comparative survey study. From contrasting the results of the two groups, relative tendencies of insufficient statistical knowledge for variability were found in both samples, such as a tendency of Japanese teachers to overgeneralize equiprobability, whereas Thai teachers tended to overgeneralize estimation. Based on these findings, the use of well-known tasks from the research literature for this comparative study seems useful to clarify the relative tendencies and insufficiencies in teacher knowledge and  conceptions regarding variability held by both groups. First published November 2018 at Statistics Education Research Journal Archives

scholarly journals Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran guru matematika SMA

2020 ◽  
Vol 15 (1) ◽  
pp. 48-60
Author(s):  
Theresia Veni Tri Nugraheni ◽  
Jailani Jailani
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Structural Equation ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
Senior High School ◽  
School Mathematics ◽  
Equation Modeling ◽  
High School Mathematics ◽  
High School Mathematics Teachers

Penelitian ini bertujuan untuk mengeksplorasi Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran yang dilakukan guru mate­matika SMA di Kabupaten Kulon Progo. Penelitian ini merupakan penelitian deskriptif meng­gunakan metode campuran, dengan desain penelitian convergent parallel design. Subjek dalam penelitian ini adalah seluruh guru SMA peserta Ujian Kompetensi Guru (UKG) matematika tahun 2015 di Kabupaten Kulon Progo yang berjumlah 33 guru. Teknik pengumpulan data yang digu­nakan adalah tes, angket, observasi, dokumentasi, dan wawancara. Teknik analisis data yang digunakan untuk data kuantitatif yaitu deskriptif dan Partial Least Squares Structural Equation Modeling (PLS-SEM). Analisis data kualitatif dianalisis melalui pengkategorian, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh yang signifikan PKB terhadap kompetensi guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,360 (t = 2,51); dan (2) terdapat pengaruh yang signifikan PKB terhadap praktik pembelajaran guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,402 (t = 2,25). Continuing Professional Development (CPD) in relation to the competence and learning practices of high school mathematics teachersAbstractThis study aimed to explore Continuing Professional Development (CPD) in relation to the com­petence and teaching practice conducted by senior high school mathematics teachers in Kulon Progo Regency. This study was descriptive research using a mixed-method with convergent parallel design. The research subject was all senior high school mathematics teachers in Kulon Progo Regency who participated in the Teacher Competency Test (or UKG) in 2015, and the subject applied was 33 teachers. The data collection was conducted through a test, question­naire, documentation, observation, and interview. The data analysis used was descriptive and Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data was analyzed through data categorization, data reduction, data presentation, and conclusion drawing. The results of the study showed that: (1) there was a significant influence CPD toward competence of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.360 (t = 2.51); and (2) there was a significant influence CPD toward teaching practice of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.402 (t = 2.25).

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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