Happy time mathematics

1975 ◽  
Vol 22 (2) ◽  
pp. 140-143
Author(s):  
Elinor Chilcote ◽  
Jeannie Blaine ◽  
Nancy Nason
Keyword(s):  
The Real ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Happy Time

Mathematics is a happy time when it is approached in a fun way, is practical, and relates to the child's world. The real secret to successful learning is the teacher's resourcefulness and enthusiasm. The teacher whose background includes a wealth of readily available games and activities that are fun for children finds that her classes enjoy learning mathematics. This creates a climate in the classroom that “turns children on” and makes the teaching of mathematics a happy time.

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

scholarly journals PRE-SERVICE ENGINEER EDUCATORS LEARNING MATHEMATICS: MAPPING THE LIVED COMPLEXITY

2021 ◽  
pp. 51-65
Author(s):  
Katerina Kasimatis ◽  
◽  
Andreas Moutsios-Rentzos ◽  
Nikolaos Matzakos ◽  
Varvara Rozou ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Teaching Effectiveness ◽  
Tertiary Education ◽  
First Year ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Mathematics ◽  
Electrical Engineers ◽  
Approaches To Study ◽  
Teaching Of Mathematics

In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.

scholarly journals Fun and Amusement in Teaching: Exploring Various Aspects of Teaching of Mathematics at Elementary Level

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 198-204
Author(s):  
Dr. Nasrin Akhter ◽  
Dr. Munir Khan ◽  
Dr. Muhammad Asghar Ali
Keyword(s):  
Elementary Teachers ◽  
Teaching And Learning ◽  
Elementary Level ◽  
Teaching Mathematics ◽  
Qualified Teachers ◽  
Level Ii ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Teaching Of Mathematics ◽  
The Government

Mathematics as a subject is considered difficult as well as interesting and enjoyable. children like its challenge, its clarity, and the fact that you know when you are right. The solution to a problem makes a feeling of excitement and satisfaction. The objectives of the study were (i) to explore the fun and amusement in teaching mathematics at the elementary level (ii) to review the existing and required facilities at the elementary level (iii) to find out how students take fun in learning mathematics at the elementary level. Four elementary schools were taken as a sample of the study. The questionnaires were used with the teachers and students separately n the themes related to the fun, amusement, and effectiveness in teaching Mathematics. On the basis of analysis, it was found that the majority of the teachers were teaching the out-dated curriculum which does not satisfy the socio-economic needs of students. Although teachers s and students had fun in their teaching and learning process. It is found that the elementary teachers and students were not up to the mark because they were less equipped as compared to the physical and other basic facilities which should be available in the schools. It is proposed that all schools, including the English medium schools, must follow the education policy in the teaching of mathematics and curriculum. Furthermore, the trained and qualified teachers should be appointed on merit both in the government and private schools.

Simulation Games for the Learning and Teaching of Mathematics

2010 ◽  
pp. 47-56
Author(s):  
Angela Piu
Keyword(s):  
Simulation Games ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Games For Learning ◽  
Teaching Of Mathematics ◽  
Educational Perspective ◽  
Methodological Aspects

The chapter presents the educational perspective within which the simulation games for learning mathematics are presented, as well as a number of considerations on the implementation of teaching course and environments. The main decisions taken for the design of simulation games are introduced, whereas the methodological aspects will be studied in greater depth in later chapters.

One Point Of View: The Shadows of Mathematics

1993 ◽  
Vol 40 (8) ◽  
pp. 428-429
Author(s):  
Alfinio Flores
Keyword(s):  
United States ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
The United States ◽  
Point Of View ◽  
Discovery Learning ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Shed Light

My first glimpse of mathematics teaching in the United States was through conf ercnces and work hops in Mexico conducted by Donovan Johnson. How lively and enjoyable the learning and teaching of mathematics. could be! My vision was expanded when I became a member of the ational Council of Teachers of Mathematic and eagerly read the Mathematics Teacher, the Arirhmeric Teacher. the yearbooks, and other NCTM publications. What a wealth of ideas, what richness of approaches-discovery learning. mathematics laboratorie. games. activities with manipulative, applications. The myriad ways to con truct meaning!. shed light on the learning and teaching of mathematics. I expected that in the United States thi wealth of information would be reflected in the teaching of mathematics.

scholarly journals The affective domain in learning mathematics according to students' gender

2018 ◽  
Vol 21 (2) ◽  
pp. 183-202 ◽  
Author(s):  
Vanesa Rojo Robas ◽  
José Domingo Villarroel Villamor ◽  
José María Madariaga Orbea
Keyword(s):  
Secondary Education ◽  
Affective Domain ◽  
Self Concept ◽  
Explanatory Variables ◽  
Beliefs About Mathematics ◽  
Learning Mathematics ◽  
Attitude Towards Mathematics ◽  
Beliefs About Teaching ◽  
Teaching Of Mathematics ◽  
Insight Into

The performance in mathematics, the reduction of science as a vocation in university studies, as well as the demotivation and unfavourable attitudes towards mathematics generated in Secondary Education are a reason for concern. This research focuses on the affective implications tied to learning mathematics during Secondary Education, with an insight into explanatory variables such as attitudes, motivation and beliefs and their differences according to sex. The results obtained by girls show worse motivation and mathematical self-concept, as well as a less favourable attitude towards mathematics than boys. Out of 42 beliefs about mathematics, 13 show a gender difference; 10 of which belong to the category beliefs about teaching of mathematics, and of these, 5 have median effect size.

Simulation Games for the Learning and Teaching of Mathematics

2011 ◽  
pp. 240-247
Author(s):  
Angela Piu
Keyword(s):  
Simulation Games ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Games For Learning ◽  
Teaching Of Mathematics ◽  
Educational Perspective ◽  
Methodological Aspects

The chapter presents the educational perspective within which the simulation games for learning mathematics are presented, as well as a number of considerations on the implementation of teaching course and environments. The main decisions taken for the design of simulation games are introduced, whereas the methodological aspects will be studied in greater depth in later chapters.

scholarly journals The Effectiveness of Peer Tutoring in the Teaching of Mathematics

2010 ◽  
Author(s):  
Siew Ling Gan ◽  
Kian Sam Hong
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Peer Tutoring ◽  
Self Efficacy ◽  
Instructional Methods ◽  
Female Students ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Mathematics Self Efficacy

Purpose – This study examined the effectiveness of peer tutoring in the teaching of Mathematics in a Malaysian government secondary school. This study also investigated the effects of peer tutoring on interest in learning mathematics, perceptions of instructional methods and mathematics self-efficacy, as well as gender differences for the various variables.   Method – This study utilised the pretest-posttest with control group quasi-experimental research design. Two form four classes were randomly assigned to be taught using peer tutoring, and taught using lectures and exercises. The research instruments used in the study were a pretest, a posttest, and a questionnaire.   Findings – Results showed that students who received peer tutoring had higher gain scores in the mathematics achievement tests compared to those receiving traditional instruction. In addition, female students performed better in the mathematics achievement tests. However, there was no interaction effect between gender and instructional methods used. Students in the peer tutoring groups showed higher interest in learning mathematics and mathematics self-efficacy. They also showed positive perceptions toward peer tutoring. In the peer tutoring group, female students showed higher interest in mathematics than male students. However, gender differences were not evident for mathematics self-efficacy and perceptions toward peer tutoring. Thus, it could be concluded that peer tutoring is a potentially effective instructional method that could be practised in secondary mathematics teaching and learning in Malaysian schools in tandem with other existing instructional methods.   Value – Peer tutoring has not been widely studied in the context of the Malaysian classroom. This paper provides empirical findings supporting the effectiveness of peer tutoring as an instructional approach in enhancing students’ learning of mathematics irrespective of gender. In addition, peer tutoring can also augment students’ interest toward learning mathematics and their mathematics selfefficacy.

scholarly journals A Constructivist Approach to the Teaching of Mathematics to Boost Competences Needed for Sustainable Development

2018 ◽  
Vol 39 (334) ◽  
pp. 1-7 ◽  
Author(s):  
Anna Vintere
Keyword(s):  
Sustainable Development ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Process ◽  
Constructivist Approach ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Study Process

Abstract The constructivist approach is based on the idea that knowledge can never be passed from one person to another. The only way to acquire knowledge is to create or construct them. The constructivist approach changes also the role of the teacher in the educational process, the task of them is to organize the environment so that the student himself can construct the cognitive forms that teacher wants to give him. In the paper, the nature of the constructivist approach is identified, different aspects regarding mathematics education are analysed as well as the potential impact on the development of mathematical competences in the context of sustainable development is discussed. The study process and learning methods appropriate to constructivist approach also were studied. In order to illustrate the need for a constructivist approach in mathematics education, the survey of students from Latvia University of Life Science and Technologies (LLU) and Riga Technical University (RTU) were carried out, the results of which proved that mathematics learning at universities has to be changed. The current study proved that the constructivist approach radically changes the process of teaching and learning mathematics, connecting it with daily life, rather than teaching only abstract formulas and using a creative approach to mathematical tasks solving. This study shows that using constructivist approach to the teaching of mathematics, the competences needed for sustainable development are boosted.

scholarly journals Meningkatkan Komunikasi Matematis Peserta Didik Melalui “Disco LeMPer” berbantuan Software GeoGebra

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Jurotun Jurotun
Keyword(s):  
High School Students ◽  
Action Research ◽  
Class Action ◽  
Mathematics Students ◽  
Math Skills ◽  
School Students ◽  
Mathematical Communication ◽  
The Real ◽  
Learning Mathematics ◽  
Learning Software

<p align="justify">Peserta didik belum menguasai kemampuan komunikasi matematika, baik kemampuan matematika lisan maupun kemampuan matematika secara tertulis. Peserta didik sulit membedakan penggunaan simbol dan lambang matematika, mengubah masalah nyata ke dalam bahasa matematika, serta mentransfer bentuk matematika ke dalam masalah nyata, peserta didik jarang mengajukan pertanyaan ataupun memberikan pendapatnya dalam proses pembelajaran matematika. Penelitian ini bertujuan untuk meningkatkan komunikasi matematis melalui “Disco LeMPer” berbantuan Software GeoGebra. Penelitian ini adalah jenis penelitian tindakan kelas dengan Jenis penelitian ini adalah penelitian tindakan kelas yang terdiri dari silkus 1 dan siklus 2. Penelitian Tindakan Kelas ini dilaksanakan di kelas XI MIA3 SMA Negeri 1 Dempet. Alat pengumpulan data yang digunakan adalah lembar observasi dan tes tertulis. Hasil penelitian diperoleh  bahwa terjadi peningkatan komunikasi matematis lisan sebesar 45% pada siklus 1 dan 22% pada siklus 2. Sedangkan untuk komunikasi tertulis terjadi peningkatan sebesar 30% untuk siklus 1 dan 42% untuk siklus 2. Dengan demikian pembelajaran Disco LeMPer berbantuan software GeoGebra dapat meningkatkan komunikasi matematis peserta didik SMA untuk materi irisan kerucut. </p><p align="justify"><em>Learners have not mastered the mathematical communication skills, both verbal and math skills math skills in writing. Learners are difficult to distinguish the use of symbols and mathematical symbol, changing the real problems into mathematical language, as well as the transfer form to the real problems of mathematics, students rarely ask questions or give opinions in the process of learning mathematics. This study aims to improve mathematical communication through "Disco Lemper" aided software GeoGebra.This research is a classroom action research with the type of research is a class action consisting of cycle 1 and cycle 2. Class Action Research was conducted in class XI MIA3 SMA Negeri 1 Dempet. Data collection tools used were observation sheet and a written tes. The results showed that an increase in oral mathematical communication by 45 % in cycle 1 and 22 % in cycle 2. As for written communication an increase of 30 % for the first cycle and 42 % for cycle 2. Thus Disco Lemper aided learning software GeoGebra can improve communication mathematical high school students to the material conic sections.  </em></p>

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