Better Teaching of Mathematics

1945 ◽  
Vol 38 (4) ◽  
pp. 170-171
Author(s):  
Elizabeth Beaman
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
High School Algebra ◽  
Teaching Objectives ◽  
Limited Experience ◽  
Teaching Of Mathematics

Although I am not a teacher of the calculus, but of high school algebra and geometry, and have had only limited experience even there, I should like to comment on an article in the December 1944 Mathematics Teacher, “The Teaching Objectives in a First Course in the Calculus,” by James E. Parker.

Why Mechanical Manipulation?

1944 ◽  
Vol 37 (5) ◽  
pp. 215-216
Author(s):  
William S. Tobey
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Direct Response ◽  
High School Algebra ◽  
Mechanical Manipulation ◽  
February Issue

Just how difficult it is to purge our thinking mechanism of early implanted misconceptions is brutally manifest in Mr. Richter's splendid and most timely article in the February issue of The Mathematics Teacher. He states that it has been found that those aspects of algebra which involve thinking are retained to a much greater degree than those involving mechanical manipulations. To Mr. Richter and to most of us, who studied our high school algebra before the days when an over indulgent public became possessed with the mistaken notion that somehow the schools could literally implant education into a neutral mind, there really are no mechanical manipulations in algebra. No mental growth occurs from a manipulation that is not in direct response to some reasoned decision. Lapses in adherence to this principle in the forms of rules, such as invert divisor, transpose, change signs, cancel, and the like, are the cancerous infestations which, during our recent prodigious experiment in the field of untrained and inadequately and inexpertly supervised teaching, have brought down upon us the present widespread and generally warranted criticism.

Application

1951 ◽  
Vol 44 (7) ◽  
pp. 502-505
Author(s):  
Sheldon S. Myers
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Mathematics Instruction ◽  
Columbia University ◽  
National Defense ◽  
Teachers College ◽  
High School Algebra ◽  
Problem Material

Your department editor has been doing a great deal of thinking and reading concerning the role of applications in mathematics instruction. Following are several key references which we have found: “The Necessary Redirection of Mathematics, Including its Relation to National Defense,” by William Betz in The Mathematics Teacher, April, 1912, page 147; “The Use of Applications for Instructional Purposes,” by Edwin G. Olds in The Mathematics Teacher, February, 1941, page 78; “The Mathematics Most Used in the Sciences of Physics, Chemistry, Engineering and Higher Mathematics,” by George II. Nickle in The Mathematics Teacher, February, 1942, page 77; A Study of Problem Material in High School Algebra by Jesse Powell, Contributions to Education, No. 405, Teachers College, Columbia University, 1929.

Ninety suggestions on the teaching of mathematics in the junior high school

1961 ◽  
Vol 54 (3) ◽  
pp. 145-148
Author(s):  
Edwin J. Swineford
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Check List ◽  
Self Evaluation ◽  
Teaching Of Mathematics

A check list of suggested activities that a junior high school mathematics teacher may use in self-evaluation.

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.”

scholarly journals MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMP PADA MATERI SPLDV DENGAN MENGGUNAKAN PENDEKATAN OPEN-ENDED

2018 ◽  
Vol 1 (4) ◽  
pp. 703
Author(s):  
Zaenab Zaenab ◽  
Euis Eti Rohaeti ◽  
M Afrilianto
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High School Students ◽  
Contextual Approach ◽  
School Students ◽  
Class Viii ◽  
Teaching Of Mathematics

This study aims to examine and analyze the contextual approach to improve the communication skills of junior high school students. Population in this research is a student of class VIII SMP in Karawang. This classroom action research is planned to consist of 2 (two) cycles based on the syllabus of the teaching of mathematics teacher of class VIII. Each cycle is implemented in accordance with the changes to be achieved. Prior to the action, the first test is given with the intention to know the initial ability of students and related to the topic taught that is SPLDV. Based on the results and discuss the students' understanding ability has increased.

Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape

10.31355/12 ◽  
2017 ◽  
Vol 1 ◽  
pp. 063-071
Author(s):  
Agyei Fosu
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Traditional Approach ◽  
High School Education ◽  
Eastern Cape ◽  
High School Mathematics ◽  
Policy Makers ◽  
The Past ◽  
Integration Of Technology ◽  
Teaching Of Mathematics

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background................................................................................................................................................................................................. Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology................................................................................................................................................................................................. Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution................................................................................................................................................................................................. To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings...................................................................................................................................................................................................... The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners.......................................................................................................................................................... The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers........................................................................................................................................................... There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society....................................................................................................................................................................................... The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research........................................................................................................................................................................................... More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

scholarly journals Some Factors that Affecting the Performance of Mathematics Teachers in Junior High School in Medan

2016 ◽  
Vol 9 (4) ◽  
pp. 165 ◽  
Author(s):  
Martua Manullang ◽  
Waminton Rajagukguk
Keyword(s):  
High School ◽  
Decision Making ◽  
Organizational Commitment ◽  
Achievement Motivation ◽  
Clinical Supervision ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
Organizational Knowledge ◽  
Good Communication

<p class="apa">Some Factor’s That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of surveying the number of respondents as many as 102 teachers of mathematics taken by stratified proportional random sampling. The research found there is a direct influence of organizational knowledge on achievement motivation, decision making, organizational commitment and the performance of math teacher respectively 16.3%, 13.1%, 12.2% and 4.54%. Achievement motivation, decision making, and organizational commitment have directly effects on the performance of mathematics teacher. The magnitude of changes in performance that can directly determine organizational knowledge, achievement motivation, decision-making and organizational commitment respectively are 10.24%, 12.32%, 3.42% and 2.92%. To teachers of mathematics, in order to improve the understanding of the knowledge of the organization, increase achievement motivation through desire superior achievement and improvement of organizational commitment. For heads and school inspectors, need to improve clinical supervision and foster good communication increases the openness and good cooperation with teachers of mathematics, and for the head of the city education field, is expected to give a briefing and training for teachers, race through the efforts competitions drafting paper development learning mathematics.</p>

scholarly journals APPLICATION OF THE PRINCIPLES OF ACCELERATION, COMPLICATION AND DEEPENING IN THE ASSESSMENT PROCESS IN MATHEMATICS LESSONS

2021 ◽  
pp. 67-75
Author(s):  
B. T. Yessingeldinov ◽  
N. K. Ashirbaye ◽  
T. Y. Smirnova
Keyword(s):  
High School ◽  
Literature Review ◽  
Necessary Conditions ◽  
Point Of View ◽  
Assessment Process ◽  
Learning Goals ◽  
Depth Study ◽  
Approach To Teaching ◽  
Teaching Of Mathematics ◽  
Different Levels

A differentiated approach to teaching is one of the necessary conditions for humanization in education and plays a crucial role in the development of abilities, skills, and cognition of students. The teaching of Mathematics has extensive global experience of differentiated instruction. Differentiation was considered from the point of view of in- depth study of Mathematics in high school, the provision of assignments of different levels of complexity, resources, the pace of learning by students, individualization and personalization of teaching, etc. Modern pedagogy in the context of the humanization of teaching considers differentiation through orientation to the student, his needs and abilities to achieve the learning goals by all students in the classroom. There are three main principles for applying differentiation: acceleration, complication, and deepening. This article provides the literature review on differentiation in the classroom, its principles. An example of the application of the principles of differentiation in the lesson, examples of assignments in the process of formative assessment, and the results of the study are provided in the article.

scholarly journals Mathematics Teacher Performance Based on the Perceptions and Competence of Junior High School Students in Labuhanbatu District

2021 ◽  
Vol 4 (1) ◽  
pp. 1485-1491
Author(s):  
Nur Indah Puspita Sari ◽  
Sakinah Ubudiyah Siregar
Keyword(s):  
High School ◽  
High School Students ◽  
Student Perceptions ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Random Sampling ◽  
Junior High ◽  
Junior High School Students ◽  
Equation Modeling ◽  
School Students

This study aims to see the strengths and weaknesses of the teacher in the teaching process based on the competence aspects of the mathematics teacher and to describe the situation and state of the teacher's competence when in the learning process in the classroom based on student perceptions associated with the competence of the students themselves. Data processing techniques using data analysis Structural Equation Modeling (SEM). The population of this study were junior high school students in Labuhanbatu. The sampling technique used was proportional random sampling leading to simple random sampling, the number of samples obtained was 219 students. Techniques in the data collection process were carried out by distributing a questionnaire on students' perceptions of the mathematics teacher's performance consisting of 48 questions in the form of a Likert scale.

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