Shifting from Traditional to Nontraditional Teaching Practices Using Multiple Representations

2007 ◽  
Vol 100 (7) ◽  
pp. 494-500
Author(s):  
Robin Rider
Keyword(s):  
Classroom Practice ◽  
Teaching Practices ◽  
Multiple Representations ◽  
Algebraic Reasoning ◽  
Graphical Representations ◽  
Classroom Teachers ◽  
Traditional Teaching ◽  
Representational Fluency ◽  
Reasoning Skills ◽  
Nontraditional Teaching

Algebraic reasoning skills can be enhanced by building connections among symbolic, tabular, and graphical representations. But how do classroom teachers change traditional teaching practices to foster the use of different representational forms? This article explores how I learned to incorporate representational fluency in teaching and assessment. It builds on ideas from classroom practice and advocates making small changes in teaching practices to foster connections between representations.

scholarly journals Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

2021 ◽  
Vol 6 ◽  
Author(s):  
Gunilla Näsström ◽  
Catarina Andersson ◽  
Carina Granberg ◽  
Torulf Palm ◽  
Björn Palmberg
Keyword(s):  
Decision Making ◽  
Formative Assessment ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Learning Activities ◽  
Behavioral Engagement ◽  
Assessment Practices ◽  
Traditional Teaching ◽  
Assessment Practice ◽  
Knowledge And Skills

Motivation is a prerequisite for students’ learning, and formative assessment has been suggested as a possible way of supporting students’ motivation. However, there is a lack of empirical evidence corroborating the hypothesis of large effects from formative assessment interventions on students’ autonomous forms of motivation and motivation in terms of behavioral engagement in learning activities. In addition, formative assessment practices that do have an impact on students’ motivation may put additional requirements on teachers than more traditional teaching practices. Such requirements include decisions teachers need to make in classroom practice. The requirements on teachers’ decision-making in formative assessment practices that have a positive impact on students’ autonomous forms of motivation and behavioral engagement have not been investigated. This study describes one teacher’s formative assessment practice during a sociology course in upper secondary school, and it identifies the requirements for the teacher’s decision-making. The teacher had participated in a professional development program about formative assessment just prior to this study. This study also investigated changes in the students’ motivation when the teacher implemented the formative assessment practice. The teacher’s practice was examined through observations, weekly teacher logs, the teacher’s teaching descriptions, and an interview with the teacher. Data on changes in the students’ type of motivation and engagement were collected in the teacher’s class and in five comparison classes through a questionnaire administered in the beginning and the end of the course. The students responded to the questionnaire items by choosing the extent to which they agreed with the statements on a scale from 1–7. The teacher’s formative assessment practice focused on collecting information about the students’ knowledge and skills and then using this information to make decisions about subsequent instruction. Several types of decisions, and the knowledge and skills required to make them that exceed those required in more traditional teaching practices, were identified. The students’ in the intervention teacher’s class increased their controlled and autonomous forms of motivation as well as their engagement in learning activities more than the students in the comparison classes.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

2021 ◽  
Vol 12 (2) ◽  
pp. 37
Author(s):  
Kouider Makhlouf ◽  
Zoulikha Bensafi
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Independent Variables ◽  
Efl Teachers ◽  
Information And Communication ◽  
Teachers Attitudes

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

scholarly journals Predictive Power of 8th Grade Students' Translating Among Multiple Representations Skills on their Algebraic Reasoning

2021 ◽  
Vol 17 (5) ◽  
pp. 119-133
Author(s):  
Hatice Çetin ◽  
◽  
Sevcan Mercan Erdogan ◽  
Nurullah Yazici ◽  
◽  
...  
Keyword(s):  
Predictive Power ◽  
Multiple Representations ◽  
Algebraic Reasoning ◽  
8Th Grade

Call for Manuscripts: Informing Practice

2016 ◽  
Vol 47 (1) ◽  
pp. 99
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Classroom Practice ◽  
Classroom Teachers

The Editorial Panel of Mathematics Teaching in the Middle School is seeking submissions for the department, Informing Practice. The articles written for this department should entice and invite classroom teachers to learn about aspects of research that are closely related to their classroom practice.

Managing Diversity in Schools

2020 ◽  
pp. 195-210
Author(s):  
Ntasiobi Chikezie Nwankwo Igu ◽  
Francisca Ngozi Ogba ◽  
Emeka Nwinyinya
Keyword(s):  
21St Century ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
School Leaders ◽  
Human Mobility ◽  
Educational Institutions ◽  
Individual Student ◽  
Classroom Teachers ◽  
Managing Diversity ◽  
Diverse Culture

The multi-ethnic content of the 21st century population is made most manifest in the classroom settings of educational institutions as the composition of an average classroom is changing due to globalization and human mobility that have brought people of diverse culture together. The diversity content of the classrooms somewhat places enormous responsibilities on the school leaders and classroom teachers to evolve teaching practices and learning experiences that are culturally responsive to the needs of each individual student. This chapter contributes by analyzing the pedagogical principles of recognition and respect as imperative in managing the cultural individuality of learners in the classrooms.

scholarly journals CG-GAN: An Interactive Evolutionary GAN-Based Approach for Facial Composite Generation

2020 ◽  
Vol 34 (03) ◽  
pp. 2544-2551 ◽  
Author(s):  
Nicola Zaltron ◽  
Luisa Zurlo ◽  
Sebastian Risi
Keyword(s):  
High Resolution ◽  
Evolutionary Computation ◽  
Expert Knowledge ◽  
Multiple Representations ◽  
Digital Systems ◽  
Graphical Representations ◽  
The Novel ◽  
Novel Approach ◽  
Human Faces ◽  
Facial Composite

Facial composites are graphical representations of an eyewitness's memory of a face. Many digital systems are available for the creation of such composites but are either unable to reproduce features unless previously designed or do not allow holistic changes to the image. In this paper, we improve the efficiency of composite creation by removing the reliance on expert knowledge and letting the system learn to represent faces from examples. The novel approach, Composite Generating GAN (CG-GAN), applies generative and evolutionary computation to allow casual users to easily create facial composites. Specifically, CG-GAN utilizes the generator network of a pg-GAN to create high-resolution human faces. Users are provided with several functions to interactively breed and edit faces. CG-GAN offers a novel way of generating and handling static and animated photo-realistic facial composites, with the possibility of combining multiple representations of the same perpetrator, generated by different eyewitnesses.

Call for Manuscripts: Connecting Research to Teaching – May 2014

2014 ◽  
Vol 107 (9) ◽  
pp. 705
Keyword(s):  
Action Research ◽  
Classroom Practice ◽  
Collaborative Action Research ◽  
Classroom Teachers ◽  
Research Projects ◽  
Research To Practice ◽  
Student Work ◽  
Collaborative Action ◽  
Research Findings

The Connecting Research to Teaching department of MT invites classroom teachers to explore research findings in relation to their practice. We also invite education researchers to demonstrate how results from their studies shape classroom practice. Findings from collaborative action research projects are also encouraged. Evidence of connections from research to practice commonly includes student work and brief transcripts from interviews or classroom videos.

Call for Manuscripts: Informing Practice

2012 ◽  
Vol 43 (1) ◽  
pp. 124
Keyword(s):  
Middle School ◽  
Mathematics Teaching ◽  
Classroom Practice ◽  
Classroom Teachers ◽  
Research Department

Practice The Editorial Panel of Mathematics Teaching in the Middle School (MTMS) is seeking submissions for a department titled Informing Practice. The articles written for this research department should entice and invite classroom teachers to learn about aspects of research that are closely related to their classroom practice.

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