Devices for a Mathematics Classroom: An electric matching device

1956 ◽  
Vol 49 (4) ◽  
pp. 278-279
Author(s):  
Clarence Olander
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Classroom

Mathematics teachers are sometimes faced with the problem of having to dissolve attitudes of indifference toward their subject. One effective way of doing this is through the use of mathematical games. If the game is carefully and cleverly designed, the student usually becomes motivated and realizes that mathematics can be fun.

Assignments: Yesterday, Today, and Tomorrow-Today

1973 ◽  
Vol 66 (6) ◽  
pp. 508-518 ◽  
Author(s):  
Robert A. Laing ◽  
John C. Peterson
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Homework Assignment

Observers of mathematics teachers often comment how easy it is to predict what they will observe in a mathematics classroom. First the class will go over the homework. This includes checking answers and answering any questions. Then there will be a short lesson—normally, in spite of all the lip service given to “discovery” teaching, this will be a lecture. And finally the homework assignment will be given, and the students will begin working on it.

scholarly journals ‘Playing it safe’ or ‘throwing caution to the wind’: Risk-taking and emotions in a mathematics classroom

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Elizabeth Lake
Keyword(s):  
Mathematics Teachers ◽  
Risk Taking ◽  
Social Learning Theory ◽  
Mathematics Teaching ◽  
Positive Emotions ◽  
Mathematics Classroom ◽  
Experienced Teachers ◽  
Good Teaching ◽  
The Moment

This paper attends to teacher intellectual risk-taking when attached to expression of positive emotions, in order to explore some of the reasons why teacher risk-taking may not appear in mathematics lessons. We know that risk-taking can be beneficial, but research has not really examined what form this might take in a classroom. In recent research, I investigated how positive emotions are discussed and used by experienced mathematics teachers. In particular how to examine the ‘in-the-moment’ emotions of the teacher, and what the modelling of experienced teachers tells us about the role of affect in mathematics teaching. This paper examines some affect episodes for elements of teacher risk-taking. The evidence suggests that teacher risk-taking enables the use of emotions, and vice versa, is integral to ‘good’ teaching, and that, in Bandura’s Social Learning Theory terms, modelling such behaviours appears beneficial to student learning and should be encouraged.

scholarly journals Knowledge and practice of wait-time in mathematics classroom instructions

2021 ◽  
Vol 19 (2) ◽  
pp. 159-166
Author(s):  
Patrick Obere Abiam ◽  
John Kizinghe Odok
Keyword(s):  
Data Collection ◽  
Secondary Schools ◽  
Mathematics Teachers ◽  
Current Practice ◽  
Mathematics Classroom ◽  
Research Question ◽  
Wait Time ◽  
Research Questions ◽  
Time Periods ◽  
Knowledge And Practice

The study was designed to ascertain if mathematics teachers in secondary schools know and practise wait-time during classroom instructions. It also sought to determine wait-time periods in current practice by mathematics teachers in Nigeria. Four research questions were used to guide the study. The study adopted survey research design. The sample used for the study comprised 210 qualified mathematics teachers. Two instruments, namely; Wait-time Practice Questionnaire (WPQ) and Checklist for Classroom Wait-time Observations (CCWO) were constructed by the investigators and used for data collection. Research questions 1, 2, and 4 were answered using percentage (%), while research question 3 was answered using mean. The results established that wait-time is being practised in Nigerian secondary schools by mathematics teachers during classroom instructions. The results equally revealed that mathematics teachers currently practise an average of 1.33 seconds wait-time in class. Based on these findings, it was recommended that mathematics teachers should not only practise waittime, but; they should be seen to practise adequate wait-time of at least 3 seconds each lesson, and the practice of wait-time should be emphasised in Nigerian schools for meaningful learning of mathematicsto take place.

Technology Tips: High-Leverage iPad Apps for the Mathematics Classroom

2014 ◽  
Vol 107 (9) ◽  
pp. 706-711 ◽  
Author(s):  
Ayanna D. Perry ◽  
Emily P. Thrasher ◽  
Hollylynne S. Lee
Keyword(s):  
Data Analysis ◽  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Mathematical Understanding ◽  
Classroom Setting ◽  
Mathematics Classrooms ◽  
School Year ◽  
Ipad Apps

The use of iPads® in the classroom is growing. In the 2013–14 school year, 57 percent of schools planned to invest in iPads (Netop 2013). This investment can benefit mathematics classrooms only if teachers know which apps they can use to help students develop deeper mathematical understanding. Although learning about and developing facility with various apps is valuable for mathematics teachers, the process can be difficult, overwhelming, and time-consuming. To get started, we recommend one app, Dropbox, that can be used to share materials within the classroom setting, and then we suggest three free, easy-to-use mathematics apps: Sketchpad Explorer, Data Analysis, and MathGraph (see the table on p. 711).

A Joint Vision for Classroom Assessment

1992 ◽  
Vol 85 (8) ◽  
pp. 612-615
Author(s):  
Ralph W. Cain ◽  
Patricia A. Kenney
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Classroom Assessment ◽  
Mathematics Classroom ◽  
Mathematics Assessment ◽  
Instructional Decisions ◽  
Holistic View ◽  
Evaluation Standards ◽  
And Performance ◽  
Multiple Assessment

The NCTM's Curriculum and Evaluation Standards for School Mathematics proposes a vision for assessment in the mathematics classroom that would “help teachers better understand what students know and make meaningful instructional decisions” (NCTM 1989, 189). For assessment to be truly aligned with the mathematics curriculum, teachers would give more emphasis to taking a holistic view of mathematics—using multiple assessment methods, including written, oral, and performance formats, and incorporating calculators, computers, and manipulatives as part of assessment. Thus, mathematics teachers would be empowered to trust their own abilities and judgments in the area of mathematics assessment (Clarke, Clarke, and Lovitt 1990; Cooney and Badger 1990; Schoen 1989; Webb and Briars 1990).

scholarly journals Video 4: Making your own measuring cylinder (for teachers and learners)

2020 ◽  
Author(s):  
Ingrid Schudel
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
High School Mathematics ◽  
Intended Audience ◽  
Measuring Cylinder ◽  
School Classroom ◽  
Mathematics Knowledge ◽  
Problem Solve

Intended audience: Science teachers, mathematics teachers<br><br><br>This video has three potential purposes. The first is for a teacher to help resource a primary school classroom. No complex mathematics knowledge is required as a calibrated template is provided below . for those that simply want to make a measuring cylinder. Secondly, the video can be used with younger learners who in primary school are expected to make useful containers from recyclable materials. Thirdly, it can be used in a high school Mathematics classroom, where learners are expected to problem solve using the formula for measuring volume of cylinder.<br><br>

scholarly journals MARGINAL REGION MATHEMATICS TEACHERS’ PERCEPTION OF USING ICT MEDIA

2021 ◽  
Vol 10 (1) ◽  
pp. 133
Author(s):  
Trisna Roy Pradipta ◽  
Krisna Satrio Perbowo ◽  
Afifah Nafis ◽  
Asih Miatun ◽  
Sue Johnston-Wilder
Keyword(s):  
Mathematics Teachers ◽  
Rasch Model ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Teaching Materials ◽  
Medium Level ◽  
Microsoft Office ◽  
Office Software ◽  
Marginal Region

The article presents a marginal region of mathematics teachers' perception of ICT as learning media and the type of ICT media used in mathematics classroom. A survey was designed including two domains:  the usability and the importance of ICT. A questionnaire was administered to 84 mathematics teachers in marginal regions. The respondents were chosen conveniently based on their accessibility and availability. About 50% of marginal region mathematics teachers do not use ICT in teaching. The most common media used is Microsoft Office software to present teaching materials from internet or digital sources. Using Rasch model, the data show that mathematics teachers' perception of the usage and importance of ICT as a media of mathematics learning can be categorized as 'medium' level. Mathematics teachers in the marginal regions consider ICT as mathematics learning media to be fairly important.

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