Implementing the “Professional Standards for Teaching Mathematics”: Empowering Teachers through the Evaluation Process

1995 ◽  
Vol 88 (1) ◽  
pp. 44-47
Author(s):  
Miriam A. Leiva ◽  
Fernand J. Prevost
Keyword(s):  
Student Teaching ◽  
Lesson Plan ◽  
Evaluation Process ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Empowering Teachers ◽  
Second Year ◽  
Algebra Class

Mr. Hille had been student teaching for three weeks when I made an announced observation in his second-year-algebra class. His lesson on ellipses had been carefully planned, and he was ready with models, string, calculators, overhead transparencies, and a lesson plan. Somewhere at the beginning of his enthusiastic presentation, he slipped from equations of ellipses to hyperbolas, while naming and graphing them as ellipses! Suddenly be realized what he was doing and looked at me in horror, but he went on for a few more minutes, “keeping his cool” as he would explain later. He asked questions and assigned a few problems from a previous section. The period ended. To an observer with little or no mathematics background, Mr. Hille's lesson appeared to be excellent.

Implementing the Professional Standards for Teaching Mathematics: The Evaluation of Teaching: Challenge and Opportunity

1994 ◽  
Vol 87 (6) ◽  
pp. 446-448
Author(s):  
Douglas A. Grouws
Keyword(s):  
Student Performance ◽  
Evaluation Process ◽  
Professional Standards ◽  
Cyclic Process ◽  
Teaching Mathematics ◽  
Teaching Evaluations ◽  
Teaching Assessment ◽  
Improving Instruction ◽  
Evaluation Of Teaching ◽  
The Right

Teachers are under enormous pressure to produce results, and, directly or indirectly, teaching evaluations are part of that pressure. In Kentucky, for example, schools are rewarded or sanctioned, depending on their students' performance on various types of assessments (Bush 1992). To channel reform energy into productive effort, a change must occur in the current preoccupation with finding scapegoats for poor student performance and on holding teachers singularly accountable for shortcomings in the educational system. Shifting the focus of teaching evaluations from teacher accountability to improving instruction is a step in the right direction because it will increase the usefulness of these evaluations as teachers work to increase students' learning in mathematics. Any reoriented teaching-evaluation process must be comprehensive in nature and involve a cyclic process of teaching assessment, professional development, and instructional change, as advocated in the Professional Standards for Teaching Mathematics (NCTM 1991).

Tips for Beginners: An Impromptu Discovery Lesson in Algebra

1964 ◽  
Vol 57 (6) ◽  
pp. 415-416
Author(s):  
Henry D. Snyder
Keyword(s):  
Lesson Plan ◽  
Quadratic Functions ◽  
Class Session ◽  
Quadratic Equations ◽  
Quadratic Inequalities ◽  
Second Year ◽  
Algebra Class

In a study of quadratic equations and quadratic functions, my second-year algebra class embarked on a discovery lesson which turned out to be the most successful class session I have ever had. The lesson plan called for a consideration of quadratic inequalities and their solutions, but we began as usual by discussing the homework of the previous day.

scholarly journals Analysis of Teacher’s Competence About Mathematics Materials for National Final Examination

2018 ◽  
Vol 1 (1) ◽  
pp. 20
Author(s):  
Syafriandi Syafriandi ◽  
Dina Fitria
Keyword(s):  
Junior High School ◽  
Time Management ◽  
Professional Competence ◽  
Lesson Plan ◽  
School Teacher ◽  
High School Teacher ◽  
Principal Component ◽  
Teaching Mathematics ◽  
Teaching Geometry ◽  
Statistics And Probability

Principal component in teaching mathematics for teacher is professional competence. It cover how the teacher understand the material of subject matter itself. Teaching Mathematics in Junior High School, teacher have to understand completely in Numbers, Algebra, Geometry and measurements, and also Statistics and probability. Based on the exam and discussion in workshop, known that math teacher in Pesisir Selatan having problems in teaching Geometry and measurement and also Statistics and probability. The problems are complexity of teaching materials, error in translating competence standard and basic competence into lesson plan, time management and student’s motivation in studying math. Solution that offered to the teacher are translating basic competence into learning process and trick how to teach Geometry and Statistics especially. Teaching geometry by explain all geometry object, i.e. plane and space simultaneously and compare each object directly. Teaching statistics and probability starting by counting process.

scholarly journals Kemampuan Guru Melaksanakan Pembelajaran Bahasa Indonesia Berbasis Kurikulum 2013 di SMPN 1 Pujut, Nusa Tenggara Barat

2019 ◽  
Vol 16 (2) ◽  
pp. 207-218
Author(s):  
Aa Nunu Aste Lestari ◽  
Rusdiawan Rusdiawan ◽  
Sudirman Sudirman
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Lesson Plan ◽  
Evaluation Process ◽  
Material Development ◽  
Teaching Preparation ◽  
Plan Selection ◽  
Collection Data ◽  
K 13 ◽  
Selection Of

In this study, we address two purposes: to see the appropriateness between the lesson plan and comprehensible aspects of the 2013 Curriculum components, and appropriateness between teaching preparation made by teachers and the K-13 contents.  This study employed qualitative approached applying observation and questionnaire to collect data.  Analysis was based upon Miles and Huberman (1994) theories on data collection, data reduction, data display, verification and cioncklusion drawing.  Results show that the suitability between completeness of the components lesson plan with Curriculum 2013 is very less appropriate and the percentage suitability between learning process with teacher’s lesson plan 54.34% indicates low appropriateness.  Completeness and components of lesson plan are low in seven aspects:  indicator formulation, learning objectives,  material development,  teaching method plan, selection of media and learning resources, plan of teaching stages,  and assessment and evaluation process.  In addition, the appropriateness of learning process and plan in the lesson plan is perceived in different way dependent in teacher role and context when teaching in the classroom.  

Implementing the Professional Standards For Teaching Mathematics: Teachers Building on Students' Thinking

1992 ◽  
Vol 39 (7) ◽  
pp. 32-37 ◽  
Author(s):  
Carolyn A. Maher ◽  
Amy M. Martino ◽  
Susan N. Friel
Keyword(s):  
Learning Environments ◽  
Mathematics Teachers ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
New Vision ◽  
Insight Into

Teaching mathematics from the perspective of developing in students “mathematical power” (NCTM 1989) requires the building of a new vision for learning that focuses on thinking and reasoning. This endeavor draws on many complex and interrelated domains of knowledge. The reasons some teachers are more successful than others in facilitating thoughtful mathematical learning environments are varied and intricate. Perhaps a look at classroom sessions in which students are thoughtfully engaged in doing mathematics might lend further insight into what it means to pay attention to the thinking of students as they are engaged in doing mathematics and what it means to build on students thinking. (For a discussion of what is meant by doing mathematics, see Davis and Maher [1990] and Maher, Davis, and Alston [1991a].)

Implementing The Professional Standards For Teaching Mathematics: Making Change in Schools

1993 ◽  
Vol 40 (5) ◽  
pp. 286-289
Author(s):  
Jeanette H. Gann
Keyword(s):  
Professional Standards ◽  
Teaching Mathematics

The Editorial Panel welcomes readers' responses to this article or to any aspect of the Professional Standards for Teaching Mathematics for consideration for publication as an article or as a letter in “Readers' Dialogue.”

IMPLEMENTING THE “PROFESSIONAL STANDARDS FOR TEACHING MATHEMATICS”: The Role of Reflection in Teaching

1992 ◽  
Vol 40 (1) ◽  
pp. 40-42
Author(s):  
Lynn C. Hart ◽  
Karen Schultz ◽  
Deborah Najee-ullah ◽  
Linda Nash
Keyword(s):  
Teaching Practices ◽  
Professional Standards ◽  
Teaching Mathematics

I do not believe it b possible for teachers to change their teaching practices if those practices arc not made the object of thought and consideration.

Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education

1992 ◽  
Vol 23 (5) ◽  
pp. 412-431 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Mathematical Knowledge ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Policy And Practice ◽  
Conservative Movement ◽  
Evaluation Standards

Although NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) are generating considerable interest, there has been little discussion of their ideological and social grounding and effects. By placing the Standards within the growing conservative movement in education, this paper raises a number of crucial issues about the documents, including the depth of the financial crisis in education and its economic and ideological genesis and results; the nature of inequality in schools; the role of mathematical knowledge in our economy in maintaining these inequalities; the possibilities and limitations of a mathematics curriculum that is more grounded in students' experiences; and the complicated realities of teachers' lives. Without a deeper understanding of these issues, the Standards will be used in ways that largely lend support only to the conservative agenda for educational reform.

Implementing The Professional Standards for Teaching Mathematics: Linking Teaching, Learning, and Assessment

1994 ◽  
Vol 41 (9) ◽  
pp. 550-552
Author(s):  
Jeane M. Joyner
Keyword(s):  
Learning Environment ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Other Information ◽  
Teaching Learning ◽  
Analysis Of Teaching

The sixth standard in the Professional Standards for Teaching Mathematics (NCTM 1991) focuses on analyzing and interconnecting teaching and learning. The standard calls for the analysis of teaching and learning to be ongoing by “[o]bserving, listening to, and gathering other information about students to assess what they are learning.” Teachers examine the “[e]ffects of the tasks, discourse, and learning environment on students' mathematical knowledge, skills, and dispositions.”

Linear and Quadratic Change: A Problem from Japan

2006 ◽  
Vol 100 (3) ◽  
pp. 206-212
Author(s):  
Blake E. Peterson
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Junior High School ◽  
Junior High ◽  
Experienced Teachers ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Mathematics Problems ◽  
Teaching Gap

n the fall of 2003, I had the opportunity to conduct some research on the student teaching process in Japan. During my seven weeks of research at the junior high school affiliated with Ehime University in Matsuyama, Japan, I observed mathematics lessons taught by student teachers as well as many more lessons taught by experienced teachers. The basis for most of these lessons was wonderfully rich mathematics problems. In these lessons a problem was posed to students, time was given for them to explore it, and then a discussion of the solutions to the problem took place. A detailed description of similar problem-based lessons can be found in The Teaching Gap (Stigler and Hiebert 1999) and The Open-Ended Approach: A New Proposal for Teaching Mathematics (Becker and Shimada 1997).

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