Exploring Nonroutine Functions Algebraically and Graphically

2011 ◽  
Vol 104 (7) ◽  
pp. 508-513
Author(s):  
Christine P. Trinter ◽  
Joe Garofalo
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Multiple Representations ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Tasks ◽  
Preservice Mathematics Teachers

Nonroutine function tasks are more challenging than most typical high school mathematics tasks. In our classes of precalculus students and preservice mathematics teachers, we have found that nonroutine tasks encourage our students to expand their thinking about functions and their approaches to problem solving. As a result, they gain greater appreciation for the power of multiple representations and a richer understanding of functions.

Investigating Problem-Solving Perseverance Using Lesson Study

2017 ◽  
Vol 111 (3) ◽  
pp. 207-212 ◽  
Author(s):  
Kristen N. Bieda ◽  
Craig Huhn
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Mathematics Teachers

Middle and high school mathematics teachers share what they learned about supporting students by conducting a series of three lesson studies.

Some Interesting and Thought-Provoking Geometric Fallacies

2007 ◽  
Vol 101 (2) ◽  
pp. 114-119
Author(s):  
Alan Sultan
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Mathematics Teachers

Some interesting geometric fallacies that were used in a problem-solving course for preservice high school mathematics teachers. Errors in logic and false assumptions lead to misleading conclusions. The authors demonstrate that incorrect sketches lead us to wrong conclusions. The use of Geometers Sketchpad is one strategy that will benefits students.

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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