Evaluating “The Mathematics Teacher”

1934 ◽  
Vol 27 (6) ◽  
pp. 303-306
Author(s):  
Constance McCullough
Keyword(s):  
Subject Matter ◽  
Mathematics Teacher ◽  
Professional Journal ◽  
Instructional Procedures ◽  
Aims Of Education ◽  
Curriculum Construction ◽  
Classroom Use ◽  
Matter Fields ◽  
Administrative Responsibility

The professional journal in the special subject matter fields has varied functions to perform in the service of education. It must endeavor to strike a balance between the professional and the scholarly interests of its subscribers. For the teacher it presents materials for classroom use and methods of teaching with a view to improving instructional procedures. By discussing the aims of education and the contribution of the particular subject to the fulfillment of them, it provides a guiding philosophy for the direction of the teacher's efforts, and a basis for curriculum construction and revision for those charged with supervisory or administrative responsibility.

Tip Your Hand: “Technology Tips” Sought

1996 ◽  
Vol 89 (1) ◽  
pp. 69
Keyword(s):  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Use Of Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Classroom Use

The editors of the “Technology Tips” department of the Mathematics Teacher for 1996–1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics.

Tip Your Hand—“Technology Tips” Sought

1996 ◽  
Vol 1 (8) ◽  
pp. 647
Keyword(s):  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Use Of Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Classroom Use

The editors of the “Technology Tips” department of the Mathematics Teacher for 1996-1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics.

An Analysis Showing Where Guidance Might Be Helpful in the Teaching of Mathematics

1946 ◽  
Vol 39 (8) ◽  
pp. 351-353
Author(s):  
Ann C. Peters
Keyword(s):  
High School ◽  
Social Development ◽  
Subject Matter ◽  
Mathematics Teacher ◽  
Classroom Teacher ◽  
School Population ◽  
The Subject ◽  
Teaching Of Mathematics

Accepting the thesis that through guidance children can be helped to live richly, we might well go further in stating that guidance and education are aspects of the same thing—the development of the whole individual. If guidance and education are the inseparable twins, then the task of directing personality, intellectual and social development falls heavily, indeed, upon the classroom teacher; for it is he who determines when the child and when the subject matter shall be taught. This, then, is the problem facing the classroom teacher of today, and the mathematics teacher in particular, as his complexities seem to have “varied directly as the increase of the high school population.”

Curriculum Construction with Student Input

1973 ◽  
Vol 66 (3) ◽  
pp. 271-275
Author(s):  
Neil Davidson ◽  
Ronald McKeen ◽  
Theodore Eisenberg
Keyword(s):  
Subject Matter ◽  
Student Needs ◽  
Traditional Programs ◽  
Research Findings ◽  
The Subject ◽  
Curriculum Construction ◽  
Student Input

Several educators, including Zacharias and White (1964) and Davis (1965), have stated that a curriculum should reflect the interests and aptitudes of the students for whom the curriculum is intended. The research of Mager and Clark (1963). Mager and McCann (1961), and Kaplan (1964) indicates that many students seek information in an order that is different from the order suggested by teachers, textbooks, or traditional programs. Their research findings also indicate that all students have some relevant knowledge concerning the subject matter at hand, no matter how naïve the students claim to be. Hence, it is suggested that student needs, interests, and aptitudes be given consideration in the construction of curriculum.

Toward Evaluating Software According to Principles of Learning and Teaching

1989 ◽  
Vol 5 (2) ◽  
pp. 135-149 ◽  
Author(s):  
Thomas J. Shuell ◽  
Linda M. Schueckler
Keyword(s):  
Subject Matter ◽  
Teaching And Learning ◽  
Independent Practice ◽  
Learning And Teaching ◽  
Grade Levels ◽  
Prerequisite Knowledge ◽  
Instructional Goal ◽  
Effective Teaching And Learning ◽  
Principles Of Learning ◽  
Classroom Use

Sixteen software packages designed for classroom use were evaluated against nineteen criteria based on principles of effective teaching and learning. The programs were randomly selected from a software library containing over 1,100 items representing all grade levels and a variety of subject-matter areas, software types (tutorials, simulations, etc.), and publishers. Generally speaking, the programs were rated high with regard to 1) presenting material in appropriate steps or blocks, 2) consistency between program and stated objectives, 3) providing appropriate examples, and 4) opportunities for independent practice. The programs were rated low with regard to 1) informing students of instructional goal, 2) determining if students have necessary prior knowledge, 3) reviewing prerequisite knowledge, 4) reteaching information not known, 5) providing anticipatory set, and 6) providing for closure. Differences in ratings were obtained between subject-matter areas and program types, but these differences are difficult to interpret. These findings are discussed in terms of their implications for the development of effective instructional software and its use in the classroom.

scholarly journals PELATIHAN GURU MATEMATIKA DALAM PENGGUNAAN SOFTWARE GEOGEBRA

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Alfi Yunita ◽  
Lucky Heriyanti Jufri
Keyword(s):  
Community Service ◽  
Subject Matter ◽  
Mathematics Teacher ◽  
Mathematics Learning ◽  
Learning Mathematics ◽  
Service Activity ◽  
Long Time ◽  
The Subject

AbstractCommunity service aims to train teachers to make learning media using Geogebra. The background of doing this training is the teacher has difficulty to make a representative learning media, so the students have difficulty to understand  the subject matter and require a long time to explain the lesson. The method in this community service activity is to provide geogebra training for teachers by demonstration.Then the teachers are given the task to create a media for learning mathematics in polyhedra subject. The results from this activity are the teachers can create interactive and representative mathematics learning media. Keywords: Geogebra, Polyhedra, Mathematics teacher                        `           AbstrakPengabdian kepada masyarakat ini bertujuan untuk melatih guru dalam pembuatan media pembelajaran dengan menggunakan Software Geogebra. Kegiatan ini dilakukan dengan ditemukannya permasalahan mitra yaitu guru-guru matematika menghadapi kesulitan terkait dengan pembuatan media pembelajaran matematika, gambar-gambar yang sederhana terkesan kurang menarik bagi siswa, gambar yang dibuat dipapan tulis memakan waktu sehingga mengakibatkan pembelajaran kurang efisien. Dalam kegiatan ini diharapkan pemahaman dan pengetahuan guru dalam memanfaatkan Software Geogebra dalam pembelajaran matematika lebih meningkat. Metode pengabdian ini dilaksanakan dalam bentuk pelatihan penggunaan software Geogebra khususnya pada materi bangun ruang, pemaparan materi, kemudian didemonstrasikan, dan diminta guru untuk mencobakannya. Berdasarkan latihan yang dikerjakan guru terlihat bahwa guru sudah bisa menggunakan Software Geogebra dalam pembuatan media pembelajaran. Kata kunci: Software Geogebra, Geometri Ruang, guru-guru matematika

scholarly journals Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method

2020 ◽  
Vol 10 (2) ◽  
pp. 62-79
Author(s):  
Libuše Samková
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Professional Preparation ◽  
Subject Matter Knowledge ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Mixed Approach ◽  
Classroom Use ◽  
Original Concept

The article focuses on an educational tool called Concept Cartoons and its possible use in professional preparation of future primary school teachers. In particular, it presents the method of how Concept Cartoons can be employed as a tool for diagnosing subject matter knowledge and pedagogical content knowledge in mathematics. The first part of the contribution introduces the concept of teachers' knowledge that is used in the article, and the Concept Cartoon tool. It describes the original Concept Cartoons method for classroom use at primary and secondary school levels that was established by Keogh and Naylor, and then it introduces our work on diagnostic Concept Cartoons method, including a commented summary of our recent research on qualitative diagnosis of subject matter knowledge and pedagogical content knowledge in mathematics. The second part of the contribution introduces another step in the methodology, a mixed approach to the issue that enables to enrich the qualitative results with quantitative characteristics. The mixed method is illustrated through a small empirical study that shows how exactly the quantitative enrichment might be provided. 

scholarly journals Subject Matter Knowledge of Prospective Mathematics Teachers on Quadratic Functions Using Problem-Based Learning

2021 ◽  
Vol 54 (1) ◽  
pp. 141
Author(s):  
Tina Sri Sumartini
Keyword(s):  
Mathematics Teachers ◽  
Subject Matter ◽  
Mathematics Teacher ◽  
Problem Based Learning ◽  
Quadratic Function ◽  
Subject Matter Knowledge ◽  
Quadratic Functions ◽  
Moderate Increase ◽  
Study Program ◽  
Prospective Mathematics Teachers

Subject matter knowledge is important knowledge possessed by prospective mathematics teachers. In general, this study aims to examine the achievement of Subject Matter Knowledge (SMK) of mathematics teacher candidate students who study with the Problem Based Learning (PBL) model. This study used a mixed-method. The research design used was explanatory sequential design. The population consisted of undergraduate students of the Mathematics Education Study Program.  The sample used was 80 students of prospective mathematics teachers consisting of 40 students in the PBL class and 40 students in the CL-class. The results obtained were: the achievement of the vocational students of mathematics teacher candidates who studied with PBL was better than those of prospective mathematics teacher students who studied with conventional learning. In addition, from the five indicators, four indicators experienced a high increase and one indicator experienced a moderate increase, namely the indicator of the ability to connect the concept of a quadratic function in everyday life.

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