Discussion

1926 ◽  
Vol 19 (7) ◽  
pp. 429-432
Author(s):  
John J. Hall
Keyword(s):  
Mathematics Teacher ◽  
Recent Issue ◽  
Negative Numbers ◽  
The Subject

In a recent issue of “The Mathematics Teacher” appeared an article on the subject of the proof or reason of the rule that the product of two negative numbers is a positive number.

The Place of Mathematics in General Education

1948 ◽  
Vol 41 (6) ◽  
pp. 274-277
Author(s):  
Edward A. Cameron
Keyword(s):  
General Education ◽  
Mathematics Teacher ◽  
Liberal Education ◽  
Arithmetic Geometry ◽  
National Council ◽  
Recent Issue ◽  
The Subject

The place of mathematics in general education was discussed at least as long ago as some 2500 years, when the Pythagoreans established the quadrivium of arithmetic, geometry, astronomy, and music, subjects which were to be considered the heart of a liberal education for many centuries. That the subject is still being discussed today can be readily verified by consulting almost any recent issue of The Mathematics Teacher. The Eleventh and Fifteenth Yearbooks of the National Council of Teachers of Mathematics contain much valuable information on the subject under discussion, and I heartily recommend them to any teacher of mathematics who has not yet read them.

Aspects of Nyoro Symbolism

Africa ◽  
1968 ◽  
Vol 38 (4) ◽  
pp. 413-442 ◽  
Author(s):  
John Beattie
Keyword(s):  
Significant Contribution ◽  
Traditional Culture ◽  
Recent Issue ◽  
Systematic Analysis ◽  
The Subject ◽  
Opening Paragraph ◽  
Written Sources

Opening ParagraphLike other African peoples, Banyoro have a rich and complex symbolism, and there are numerous references to aspects of this in both older and more recent writings about Nyoro traditional culture. But until the publication in a recent issue of this journal of a paper on the significance of right and left in Nyoro symbolic classification by my colleague Dr. Rodney Needham (Needham, 1967), no systematic analysis of Nyoro symbolic categories, or even of the more important of them, had yet been attempted. I hope myself to take up this theme in a forthcoming monograph on Nyoro ritual, though I believe that to do it justice will require some further detailed inquiry through the Runyoro language in Bunyoro itself. In the meantime Needham's interesting essay, based on most of the available written sources, is a significant contribution to the subject. There is certainly much research to be done on the symbolism of right and left and of other complementary oppositions in African cultures, and it is to be hoped that his pioneering efforts will stimulate further researches in these fields.

Permutations in the 16th Century Cabala

1923 ◽  
Vol 16 (1) ◽  
pp. 29-34
Author(s):  
Morris Turetsky
Keyword(s):  
Mathematics Teacher ◽  
16Th Century ◽  
Teacher Attention ◽  
Introductory Note ◽  
Hebrew Language ◽  
The Subject

INTRODUCTORY NOTE. In the November, 1922 number of the Mathematics Teacher attention was called to some interesting material relating to permutations and combinations which had been discovered in certain Hebrew works by Messrs. Ginsburg and Turetsky. The latter came across his material in a certain work by Moses Cordovero, a learned rabbi of the first part of the 16th century—the Pardes Rim-monim (Orchard of Pomegranates), first printed in the Hebrew language at Salonika in the year 1552. It sets forth the simple and interesting way in which Cordovero attacked the subject of permutations and suggests a method which could be used with profit at the present time. The translation is interesting because of the quaint style, and the notes will be found valuable not merely for their explanations but for the mathematical principles set forth.

Why Not Be Sensible About Meaning?

1945 ◽  
Vol 38 (3) ◽  
pp. 99-102
Author(s):  
Harry G. Wheat
Keyword(s):  
Mathematics Teacher ◽  
Elementary Mathematics ◽  
Recent Issue

An article in a recent issue of The Mathematics Teacher* admonishes us to be sensible about the meaning we attempt to teach the pupils in our classes in elementary mathematics. It goes on seriously to question both the sense and the utility of teaching meaning, and still further to suggest that it can't be done anyhow.

Historically Speaking—: Radii of the Apollonius Contact Circles

1966 ◽  
Vol 59 (6) ◽  
pp. 574-576
Author(s):  
C. N. Mills ◽  
Howard Eves
Keyword(s):  
Analytical Solution ◽  
Mathematics Teacher ◽  
Analytic Geometry ◽  
History Of ◽  
The Subject

The subject of this article is not new. In the October 1961 issue of The Mathematics Teacher, Professor N. A. Court gives an excellent history of the Apollonius contact circles. Before the invention of analytic geometry, mathematicians were concerned with the construction of the circles. Descartes attempted an analytical solution, and we learn from his memoirs that he gave up in despair.

Female Mathematics Educators Recommend Books

1984 ◽  
Vol 77 (3) ◽  
pp. 233-234
Author(s):  
Sylvia Lazarnick ◽  
Marny Frantz
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Secondary Mathematics ◽  
Recent Issue ◽  
Secondary Mathematics Teachers ◽  
School Grades ◽  
Mathematics Educators

A recent issue of the Mathematics Teacher reported the results of an interesting question posed to mathematics educators, “What are the ten most important books for a secondary school (grades 7–12) mathematics teacher to read?” (Leake 1983). As secondary mathematics teachers, we eagerly read the article and at once realized that we needed and wanted to know what books female mathematics educators might recommend. We set out to ask them.

Sharing Teaching Ideas: Relay Review

2000 ◽  
Vol 93 (4) ◽  
pp. 282-284
Author(s):  
Jeffrey T. Gaglione
Keyword(s):  
Group Work ◽  
Mathematics Teacher ◽  
Class I ◽  
Everyday Lives ◽  
Rank One ◽  
The Subject ◽  
Teaching Ideas

Being a mathematics teacher means more than simply teaching the subject itself. Students also need to see the relevance of mathematics to their everyday lives, and they should enjoy learning the subject. If a student comes into my classroom in September and leaves in June without seeing the relevance of mathematics and having fun in class, I do not think that I have done that student—or the subject—justice. Group work and projects are two ways to accomplish these goals in the classroom. Another way is to play review games. Students rank one of the games that we play, “relay review,” as their favorite year after year.

scholarly journals PENINGKATAN KEMAMPUAN GURU MATEMATIKA DALAM PROSES PEMBELAJARAN MELALUI SUPERVISI KELAS DI MADRASAH BINAAN

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Maisyarah Maisyarah
Keyword(s):  
Mathematics Teachers ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Descriptive Statistics ◽  
Mathematical Ability ◽  
Analysis Techniques ◽  
Mathematical Abilities ◽  
The Subject ◽  
Quantitative Descriptive ◽  
Academic Year

Kemampuan matematis yang baik oleh guru matematika tentu akan berimplikasi terhadap kemampuan matematis peserta didiknya. Kemampuan matematis merupakan kemampuan dalam pemahaman, penalaran, koneksi, pemecahan masalah dan komunikasi dalam matematika. Hasil supervisi kelas terhadap guru matematika dalam proses pembelajaran utamanya di kegiatan inti diperoleh 85,71% dengan kualifikasi cukup. Hal demikian tentu masih jauh dari yang diharapkan oleh pengawas pembinanya. Salah satu alternatif usaha yang dilakukan dengan bimbingan berkelanjutan yang implementasi perkembangannya dicermati melalui supervisi kelas oleh pengawas madrasah. Penelitian ini bertujuan untuk meningkatkan kemampuan guru matematika dalam proses pembelajaran dan kemampuan matematis guru matematika tersebut. Penelitian ini dirancang menggunakan PTS/PTKp dengan 2 siklus. Dilaksanakan pada Semester Genap Tahun Pelajaran 2018/2019. Subjek penelitian adalah guru matematika. Objek penelitian, yaitu proses pembelajaran dan kemampuan matematis guru matematika. Teknik pengumpulan data melalui wawancara, diskusi, observasi (supervisi kelas), dan tes. Teknik analisis data menggunakan statistika deskriptif dan deskriptif kuantitatif. Hasil penelitian: (1) proses pembelajaran pada Siklus I, nilai 70 dengan kualifikasi cukup, dilanjutkan ke Siklus II, nilai 85 dengan kualifikasi baik; (2) kemampuan matematis guru matematika pada Siklus I nilai 68 dengan kualifikasi cukup menjadi 89 pada Siklus II dengan kualifikasi baik sekali. Peningkatan kemampuan guru matematika dalam proses pembelajaran sejalan dengan peningkatan kemampuan matematisnya. Kata Kunci: Kemampuan Matematis, Proses Pembelajaran, Supervisi Kelas Abstract: A good mathematical ability by mathematics teachers will certainly have implications for the mathematical abilities of their students. Mathematical ability is the ability in understanding, reasoning, connecting, solving problem and communicating in mathematics. The results of classroom supervision of mathematics teachers in the main learning process in core activities were obtained 85.71% with sufficient qualifications. This is certainly still far from what is expected by the supervisor. One alternative effort that can be carried out is ongoing guidance in which the development observed through classroom supervision by the madrasah supervisor. This study aims to improve the ability of mathematics teachers in the learning process and mathematical abilities of the mathematics teacher. This research was designed using PTS / PTKp with 2 cycles. Held in the even semester Academic Year 2018/2019. The subject of the research is the mathematics teacher. The objects of research are the learning process and mathematical ability of mathematics teachers. Data collection techniques through interviews, discussions, observations (class supervision), and tests. Data analysis techniques used are descriptive statistics and quantitative descriptive. The results of the study: (1) learning process in Cycle I, 70 with sufficient qualifications, continued to Cycle II, 85 with good qualifications; (2) mathematical ability of mathematics teachers in Cycle I is 68 with sufficient qualifications to be 89 in Cycle II with very good qualifications. Increasing the ability of mathematics teachers in the learning process is in line with the improvement of their mathematical abilities. Keywords: Mathematical Ability, Learning Process, Class Supervision

scholarly journals ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DITINJAU DARI MINAT BELAJAR SISWA PADA PEMBELAJARAN DARING DIMASA PANDEMI COVID 19

2021 ◽  
Vol 4 (3) ◽  
pp. 134-141
Author(s):  
Roslian Lubis ◽  
Muhammad Syahril Harahap ◽  
Pia Paramita Tarihoran
Keyword(s):  
Mathematics Teacher ◽  
Sampling Technique ◽  
Eighth Grade ◽  
Mathematical Communication ◽  
Purposive Sampling ◽  
Eighth Grade Students ◽  
Qualitative Descriptive ◽  
Communication Ability ◽  
The Subject ◽  
Learning Interest

The aims of this study is to describe students’ mathematical communication ability in term of learning interest in learning online during the Covid-19. The approach of the research used qualitative descriptive with 11 students and 1 mathematics teacher at the eighth grade students as the subject of the research which taken by using purposive sampling technique. Questionnaire, test, and interview were used in collecting the data. The result of the research shows average of students’ mathematical communication ability 57.48 (average category) and average of students’ learning interest is 70.36 (good category). Furthermore, the result of the research shows students’ learning interest is high then students’ mathematical communication ability is high, students’ learning interest is average then students’ mathematical communication ability is average, students’ learning interest is low then students’ mathematical communication ability is low.

scholarly journals Adopting Mathematics as A Desired Insrtument for The Reduction Of Corruption In Nigeria

2020 ◽  
Vol 2 (10) ◽  
Author(s):  
Joseph Ugochukwu Joseph
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The Subject ◽  
Mathematics Teaching And Learning

This paper discussed that mathematics is a valuable subject, as such, it is vital in inculcating good and acceptable behaviours and values among different categories of students in Nigeria. Since corruption is not an acceptable behaviour and there is the need to avoid and prevent it in the society, it was argued that with effective mathematics teaching and learning, students will acquire the knowledge and inherent values of mathematics towards cultivating good and acceptable behaviours. This will help Nigeria to produce well-behaved citizens and to develop in a healthy manner. Some vital concepts in mathematics through which good and acceptable behaviours and values can be inculcated into students discussed in this paper include the critical roles of formulas, logic and mathematical games. The paper concluded that, besides the acquisition of knowledge, mathematics is useful in cultivating good behaviours in students for good the society. It was thereof, recommended that all mathematics teacher should be encouraged to  teach the subject very well through the use of practical examples in order to make its  learning simple, realistic and interesting for the students. Also, in the course of teaching, they need to give examples of how specific aspects of mathematics could be used to help in moulding the behaviours of students positively

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