Technology, Linear Equations, and Buying a Car

1992 ◽  
Vol 85 (7) ◽  
pp. 562-567
Author(s):  
James T. Sandefur
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Linear Equations ◽  
Discrete Mathematics ◽  
Mathematical Concepts ◽  
School Year ◽  
Use Of Technology ◽  
Real World Applications ◽  
Summer Workshop

We ran an NSF Teacher Enhancement summer workshop on modeling with discrete mathematics at Georgetown University for three summers ending in 1991. Each summer we worked with forty secondary school mathematics teachers in the Washington, D.C., area, with a school-year follow-up consisting of classroom visits and monthly seminars. One objective of this workshop was to work with teachers in developing real-world applications that are relevant to students but that contain important mathematical concepts. The use of technology broadens the range of applications that can be used.

The address of a point

1968 ◽  
Vol 15 (8) ◽  
pp. 689-693
Author(s):  
Nicholas J. Vigilante
Keyword(s):  
Linear Equations ◽  
Number Line ◽  
School Level ◽  
Recent Past ◽  
Rectangular Coordinate System ◽  
Mathematical Concepts ◽  
School Year ◽  
Integral Number ◽  
Sequential Development ◽  
Vast Range

The number line has many uses in developing mathematical concepts at the elementary school level. In the recent past, applications of the number line have covered a vast range, from the basic mathematical notions of counting to more extensive abstract representations, such as the development of linear equations. This discussion outlines some of the possible applications that can be considered for a sequential development of the integral number line, from the theoretical representation of any integer1 by a point on a line using zero as a reference point. to the development of the concept as a point representing the intersection of lines whose address or names are pairs of numbers found in the rectangular coordinate system. This sequential experience was employed with a group of fourth-grade children early in the school year.

The Effects of Two Methods of Presenting a Pedagogical Model to Preservice Teachers

1977 ◽  
Vol 8 (2) ◽  
pp. 107-114
Author(s):  
Lowell F. Ensey ◽  
Thomas J. Cooney
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Pedagogical Model ◽  
Secondary School Mathematics ◽  
Audio Recordings

Preservice secondary school mathematics teachers, 20 pre-student teachers, and 16 post-student teachers, were introduced to a model for teaching mathematical concepts via two treatments. The subjects prepared and taught the concepts of parallelogram and rhombus, respectively, in two audiotaped microteaching sessions, one before and one after the treatments. The number and variety of moves used and the strategies employed by the subjects in their microlessons were obtained from analyzing the audio recordings. A 2× 2× 2 design was used to detect differences among means or interactions of the two groups, the treatments, and the two microteaching sessions, where the microteaching session was a repeated factor. No significant interactions were found. The microteaching session factor was significant (p<.05), indicating an increase in both the number and variety of moves.

scholarly journals Understanding Middle and High School Mathematics Teachers’ Attitudes Towards and Use of Technology

2020 ◽  
Author(s):  
Julia Eden Hill
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Learning Processes ◽  
School Mathematics ◽  
High School Mathematics ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Attitudes Towards Technology ◽  
Teachers Attitudes

While many educators are consistently searching for ways to use technology for teaching and learning as new technologies emerge and older technologies are improved, not all are enthusiastic about the changes (Dobo, 2016). There is a positive correlation between teachers' beliefs about the effectiveness of technology and its use in the classroom (Petko, 2012). Teachers who have positive beliefs about technology tend to use it more in their classrooms. This mixed-method study seeks to answer the question of how do secondary mathematics teachers' use of technology in the classroom reflects their attitudes towards technology and its use. The first sub-question of what are the attitudes of secondary school mathematics teachers towards technology in the classroom as measured by the Teachers' Attitudes Toward Computers (TAC) Questionnaire is addressed in the quantitative phase through the questionnaire responses of twenty-eight middle and high school mathematics teachers in a small, rural public school system in the Mid-Atlantic region of the United States (Christensen & Knezek, 2009). The second sub-question of how is the technology used in secondary school mathematics classrooms when viewed through the lens of the RAT framework is addressed in the qualitative phase through interviews with eight of the participants from the quantitative phase (Hughes, 2006). The twenty-eight participants' overall attitudes towards technology were positive with the lowest in interaction and absorption and the highest in accommodation and significance. The majority of the uses of technology for the interview participants were coded as instructional methods and amplification, which reflects the participants' positive attitudes towards technology, particularly in accommodation, significance, utility, interest, and perception while the lower percentage of uses coded as student learning processes and transformation could reflect their less positive attitudes with regard to comfort, concern, absorption, and interaction. As teachers' attitudes towards technology improve, the use of technology for student learning processes at the transformational level may also increase.

scholarly journals Readiness in Mathematics Flipped Classroom of Filipino Secondary School Teachers

2019 ◽  
Vol 1 (2) ◽  
pp. p95
Author(s):  
Mary Jo-ann A. Juarez ◽  
Nora V. Marasigan ◽  
Shaira Anne P. Natanauan ◽  
Gemmalyn M. Trinidad
Keyword(s):  
Secondary School ◽  
Educational Attainment ◽  
Blended Learning ◽  
Mathematics Teachers ◽  
Significant Relationship ◽  
Flipped Classroom ◽  
Secondary School Teachers ◽  
School Teachers ◽  
School Year ◽  
Course Of Action

School’s access to technology is increasing steadily every day and most of these technologies are now even used in classroom. Due to these circumstances, educators’ ideas of using technology to support deeper learning in multiple ways gave rise to the concepts of distance and blended learning. Hence, this study determined the readiness in Mathematics flipped classroom of selected Filipino secondary school teachers at the Division Schools of Tanauan City during the School Year 2016-2017. Specifically, it dealt with the following: profile of the respondents in terms of sex, age, highest educational attainment, and number of seminars attended related to ICT; respondents’ assessment on their readiness in Mathematics flipped classroom; and relationship between the respondents’ profile and their readiness in Mathematics flipped classroom. By employing the descriptive type of research with the researcher-made questionnaire, the study found out that the respondents were ready in Mathematics flipped classroom. Moreover, the results of the study revealed that there was a significant relationship between the respondents’ profile and their readiness in Mathematics flipped classroom. With these, the researchers proposed a course of action to support the readiness of Mathematics teachers in a flipped classroom.

Sharing Teaching Ideas: Calculator Cryptography

2003 ◽  
Vol 96 (3) ◽  
pp. 210-212
Author(s):  
Matthew Hall
Keyword(s):  
Mathematics Teachers ◽  
Real World ◽  
Mathematical Ideas ◽  
Use Of Technology ◽  
Real World Applications ◽  
Teaching Ideas

Allowing students to participate in real-world applications of mathematics enables them to advance their own understanding of mathematical topics. Furthermore, most mathematics teachers would agree with NCTM's statement that “students' engagement with, and ownership of, abstract mathematical ideas can be fostered through technology” (NCTM 2000, p. 25). However, finding real applications becomes increasingly difficult as students progress into higher forms of mathematics like algebra. One topic that I have found particularly effective in demonstrating the importance of algebra and the use of technology is cryptography, or the encoding and decoding of messages.

PEMANFAATAN SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KETERAMPILAN GURU MATEMATIKA SMP/MTs DI KECAMATAN LENGAYANG

2021 ◽  
Vol 1 (1) ◽  
pp. 28-37
Author(s):  
Fauziah Fauziah ◽  
Riska Amelia ◽  
Yusri Wahyuni
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Mathematical Concepts ◽  
Teacher Skills ◽  
Learning Mathematics ◽  
Simulation And Evaluation ◽  
Teacher's Knowledge ◽  
Primary And Secondary School

The development of information technology today is so fast that it affects all aspects of life including the field of education. In the field of education, especially mathematics lessons at the primary and secondary school levels, there have been many media or tools that can be used in teaching basic mathematical concepts, one of which is using Geogebra software. Mathematics teachers in SMP / MTs in Lengayang District, Pesisir Selatan Regency still have limitations in using computers as a tool for making learning media with the help of math software. The objectives of this community service are: Increase teachers' understanding of the role of mathematics learning media, and Improve teacher skills in using geogebra applications to create mathematics learning media. GeoGebra was chosen as an alternative because it has various advantages both theoretically and based on research results. The method used is training on GeoGebra, simulation, and evaluation. PKM activities are carried out on SMP / MTs mathematics teachers in Lengayang District, Pesisir Selatan Regency. Based on the results of this training, it was concluded that the teacher's knowledge and understanding of the importance of media in learning mathematics increased and the teacher was able to design mathematics learning media using GeoGebra software.

scholarly journals Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage

2021 ◽  
Vol 11 (4) ◽  
pp. 177
Author(s):  
Brantina Chirinda ◽  
Mdutshekelwa Ndlovu ◽  
Erica Spangenberg
Keyword(s):  
South Africa ◽  
South African ◽  
Mathematics Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Face To Face ◽  
Global Pandemic ◽  
Education Community ◽  
South African Education

The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Africa was used in the study. The teachers were selected through purposive sampling. A Google-generated open-ended questionnaire and follow-up telephonic interviews were used to collect data. Data were analysed thematically in five steps. The findings revealed that the WhatsApp platform is a valuable tool that can support the teaching and learning of mathematics beyond the classroom in the contexts of historical disadvantage. The findings also provided insights into how mathematics teachers became learners themselves during emergency remote teaching (ERT) as they had to adapt to digital teaching, find solutions to unfamiliar problems and acquire knowledge from a larger mathematics education community around the globe. The article discusses these findings and teachers’ challenges of transitioning from traditional face-to-face classrooms to ERT and how they were addressed. At the time of publishing the article, most learners in South Africa had started going to school on a rotational basis. Nonetheless, the study reported in this article is of importance as ERT in the context of historical disadvantage has foregrounded issues of inequality in the South African education system that must be dealt with urgently.

scholarly journals Compartmental Learning versus Joint Learning in Engineering Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 662
Author(s):  
María Jesús Santos ◽  
Alejandro Medina ◽  
José Miguel Mateos Roco ◽  
Araceli Queiruga-Dios
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Linear Equations ◽  
Mathematical Software ◽  
Mathematical Concepts ◽  
Joint Learning ◽  
The University ◽  
Academic Year ◽  
Non Linear Equations ◽  
Mathematics And Physics

Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.

scholarly journals Danish teleophthalmology platform reduces optometry referrals into the national eye care system

2021 ◽  
Vol 6 (1) ◽  
pp. e000671
Author(s):  
Danson Vasanthan Muttuvelu ◽  
Heidi Buchholt ◽  
Mads Nygaard ◽  
Marie Louise Roed Rasmussen ◽  
Dawn Sim
Keyword(s):  
Cohort Study ◽  
Retrospective Cohort ◽  
Care Service ◽  
Posterior Segment ◽  
Eye Care ◽  
Use Of Technology ◽  
New Models ◽  
Electronic Referral ◽  
Care System

ObjectiveThe purpose of this study was to evaluate the stratification of follow-up and referral pathways after implementation of a systematic cloud-based electronic-referral teleophthalmological service for optometry-initiated ocular posterior segment disease referrals to the Danish national eye care system.Methods and AnalysisA retrospective cohort study was conducted in the period from 1 August 2018 to 31 July 2019. Patients with suspected ocular posterior segment disease reviewed by the telemedical ophthalmology service were included. The service stratified patients into the categories: no need for follow-up, follow-up by optometrist, follow-up by the telemedical service and referral to the national Danish eye care service.ResultsFrom a pool of 386 361 customers, 9938 patients were enrolled into this study. 19.5% of all patients were referred to the Danish national eye care system, while 80.5% of the patients in the telemedical service were not, in the period from 1 August 2018 to 31 July 2019. 14.4% of the optometrist referrals did not need any follow-up, while a majority of 66.1% needed some follow-up either by the optometrist themselves or within the telemedical service.ConclusionOptometrist posterior segment disease referrals can be considerably reduced with a risk stratified approach and optimal use of technology. New models can improve and streamline the healthcare system.

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