Math teachers attitudes towards photo math application in solving mathematical problem using mobile camera

2015 ◽  
Vol 10 (14) ◽  
pp. 1930-1936 ◽  
Author(s):  
M Hamadneh Iyad ◽  
Al Masaeed Aslan
Keyword(s):  
Math Application ◽  
Mathematical Problem ◽  
Math Teachers ◽  
Teachers Attitudes

scholarly journals Degree of Upper Basic Stage Mathematics Teachers’ Use of Alternative Assessment Strategies and Its Tools in Al-Mafraq Governorate and Their Attitudes Towards Them

2017 ◽  
Vol 9 (2) ◽  
pp. 96
Author(s):  
Awad Mufleh Shihab Alkhazam
Keyword(s):  
Mathematics Teachers ◽  
Alternative Assessment ◽  
Moderate Degree ◽  
Assessment Strategy ◽  
Math Teachers ◽  
Basic Stage ◽  
Performance Based Assessment ◽  
Pencil And Paper ◽  
Teachers Attitudes ◽  
Assessment Strategies

This study aims at identifying the degree of using alternative assessment strategies and its tools by the upper basic stage Math teachers in Mafraq Governorate and revealing their attitudes towards using these strategies. The sample of the study consisted of (180) Math teachers. The researcher adopted two questionnaire for collecting data; the first one consisted of (20) items including the alternative assessment and its tools while the other questionnaire consisted of (30) items addressing the Math teachers’ attitudes towards using the alternative assessment and its tools. The study came up with the following the results: Math teachers’ use of assessment strategies was moderate with a total mean (2.50) and Pencil and Paper strategy came first with a high degree followed respectively by observation strategy with moderate degree, performance based assessment strategy with moderate degree and reflection assessment strategy with low degree. Results also showed that the Math teachers’ use of alternative assessment strategies and its tools was moderate with a mean (2.74) and the teachers’ attitudes towards using these strategies were positive. The study recommended using alternative assessment strategies and its tools as one of the basic evaluative competencies of Mathematics teachers.

Utilizando Tecnologias Digitais no Design de Problemas Matemáticos: Considerações sobre o Processo Formativo Inicial de Professores de Matemática

2017 ◽  
Vol 10 (3) ◽  
pp. 164
Author(s):  
Fabiane Fischer Figueiredo ◽  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Teaching And Learning ◽  
Mathematical Problem ◽  
Digital Technologies ◽  
Pedagogical Practice ◽  
Initial Training ◽  
Design Problems ◽  
Production Of Knowledge ◽  
Math Teachers ◽  
9Th Grade ◽  
Socially Relevant

Neste artigo apresenta-se o recorte de uma investigação realizada em um Curso de Extensão, em que três licenciandas realizaram o Design de fum problema matemático com o uso de Tecnologias Digitais, com o propósito de que esse problema fosse proposto e resolvido por um grupo de alunos de uma turma do 9º ano do Ensino Fundamental. Para realizá-lo, as licenciandas tomaram decisões, escolheram as Tecnologias Digitais que seriam utilizadas no Design do problema, trocaram ideias com um outro grupo de licenciandos participantes do Curso e com a pesquisadora e planejaram a prática pedagógica em que o problema seria proposto, determinando os objetivos de ensino e aprendizagem e os procedimentos que seriam adotados para atingi-los. As ações desenvolvidas contribuíram para a formação das licenciandas, visto que tiveram a oportunidade de experienciar os papéis de designers de problemas e de professoras e puderam discutir, investigar e refletir sobre essas práticas, o que potencializou a produção de conhecimentos, no que se refere a aspectos matemáticos, metodológicos, tecnológicos e da abordagem de temas de relevância social.Palavras-chave: Formação Inicial de Professores de Matemática. Design de Problemas. Resolução de Problemas. Tecnologias Digitais.AbstractIn this article we present an investigation carried out in an Extension Course, where three licensees carried out the Design of a mathematical problem with the use of Digital Technologies, in order that this problem could be proposed and solved by a group of students of a 9th grade of elementary school. To do this, the licenciandas took decisions, chose the Digital Technologies that would be used in the Design of the problem, they exchanged ideas with another group of graduates participating in the Course and with the researcher and they planned the pedagogical practice in which the problem would be proposed, determining the objectives of teaching and learning and the procedures that would be adopted to reach them. The actions developed contributed to the training of the graduates, since they had the opportunity to experience the roles of problem designers and teachers and were able to discuss, investigate and reflect on these practices, which potentiated the production of knowledge regarding the mathematical, methodological, technological aspects and approach to socially relevant topics.Keywords: Initial Training of Math Teachers. Design Problems. Problem Solving. Digital Technologies.

scholarly journals ABOUT THE AESTHETICS OF TEACHING THE MATHEMATICAL PROBLEM ON HUMANITARIAN FLOWS OF SENIOR SCHOOL

2020 ◽  
pp. 249-253
Author(s):  
Nare KAZARYAN ◽  
◽  
◽  
◽  
Keyword(s):  
High School ◽  
Teaching Method ◽  
Mathematical Problem ◽  
High School Education ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Program Material ◽  
Math Teachers ◽  
Learning Mathematics ◽  
The Aesthetic

Atpresent, both in many countries and in Armenia, high school education is carried out according to differentiated streaming programs. An important part of our study is the problem of increasing the effectiveness of teaching mathematics in the humanitarian stream. Pupils in this stream show a disinterest in teaching math. This is evidenced by the results of a survey among students of the humanitarian flow of high school and math teachers teaching in this flow. The reasons are varied: the unsatisfactory levelof mathematical training of students in the humanitarian flow, the workload and complexity of the program material, the allotted time, the application background that is weakly expressed in the textbooks, the chosen teaching method, low motivation, and soon.Thus, the picture is as follows: the process of learning mathematics in the humanitarian flow is inefficient. In our opinion, in the matter of increasing the interest of students in the humanitarian stream, as well as increasing the effectiveness of teaching mathematics, we will have positive dynamics if we make the aesthetic potential of mathematics and mathematical education more obvious, and develop practical ways to increase the aesthetics of teaching mathematics. In the context of this article, we will consider the mathematical problem and the features of its training in the humanitarian flows of high school

scholarly journals Mathematics Teachers’ Attitudes toward Low Achievers in Mathematics

2012 ◽  
Vol 6 (1) ◽  
pp. 133
Author(s):  
Ibrahim A. El-Shara ◽  
Adnan S. Al-Abed
Keyword(s):  
Mathematics Teachers ◽  
Low Achievers ◽  
Years Of Experience ◽  
Validity And Reliability ◽  
Male And Female ◽  
Math Teachers ◽  
The Mean ◽  
Teachers Attitudes ◽  
And Behavior ◽  
Academic Year

The present study aimed at identifying mathematics (math) teachers’ attitudes toward low achievers in mathematics, and the degree to which these attitudes are affected by their: sex, stage of school they teach in, years of experience, and their qualifications. For the purpose of the study, the Math Teachers’ Attitudes toward Low Achievers in Mathematics Scale (MTALAMS) was developed. The scale consisted of 30 items, distributed over 3 subscales: feelings, beliefs, and behavior. Validity and reliability of the scale were established. The sample of this study consisted of 217 male and female mathematics teachers in Amman, Jordan in the academic year 2011. The ratio weight of the total of the math teachers’ attitudes toward low achievers in mathematics was (62.3%). The results of the study revealed statistically significant differences in the mean scores of math teachers’ attitudes toward low achievers in mathematics attributed to their years of experience; but no significant differences attributable to the other variables of the study were recorded. A number of suggestions and recommendations were provided. 

Mathe Teachers´ Attitudes toward integrating Humor in Math Lessons

2019 ◽  
pp. 168-172
Author(s):  
Avikam Gazit
Keyword(s):  
Elementary Schools ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Creative Thinking ◽  
Math Anxiety ◽  
Important Conclusion ◽  
Math Teachers ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Math Teacher

The purpose of this study was to examine the attitudes mathematics teachers toward integrating humor in math lessons. Mathematics and humor are not seen as consistent with each other. Mathematics is seen as a subject is difficult to understand and its subject matter is isolated without any humanistic elements. Integrating humor in math lessons may create a pleasant atmosphere and reduce math anxiety. Humor can increase motivation as well as promoting creative thinking. A sample of 25 math teachers, most of them from elementary schools, answered a questionnaire. An important conclusion to be drawn from the findings is the positive attitudes of the teachers regarding the integration of humor in math lessons. It recommended strengthen math teacher to integrate humor in their lessons.

Criteria and Methods for Reliable Three-Dimensional Image Reconstruction

1974 ◽  
Vol 32 ◽  
pp. 330-331
Author(s):  
R. A. Crowther
Keyword(s):  
Image Reconstruction ◽  
Finite Number ◽  
Density Distribution ◽  
Electron Micrographs ◽  
Mathematical Problem ◽  
Three Dimensional ◽  
Ideal Case ◽  
Dimensional Image ◽  
General Object ◽  
The Ideal

The reconstruction of a three-dimensional image of a specimen from a set of electron micrographs reduces, under certain assumptions about the imaging process in the microscope, to the mathematical problem of reconstructing a density distribution from a set of its plane projections.In the absence of noise we can formulate a purely geometrical criterion, which, for a general object, fixes the resolution attainable from a given finite number of views in terms of the size of the object. For simplicity we take the ideal case of projections collected by a series of m equally spaced tilts about a single axis.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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