Projects: Learning and Leading in Mathematics

1996 ◽  
Vol 89 (6) ◽  
pp. 540
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Classroom Practice ◽  
Development Program ◽  
School Mathematics ◽  
High School Mathematics ◽  
Capstone Courses ◽  
Mathematical Sciences ◽  
Academic Year ◽  
High School Mathematics Teachers

The Mathematical Sciences Sequential Summer Institute, MS3I, is a three-year professional-development program for high school mathematics teachers. Sponsored by the National Science Foundation, the institute is in its second year. The purpose of MS3I is to enable thirty well-prepared high school mathematics teachers to pursue intensive study of contemporary mathematics and applications while developing as mentors for their colleagues. A cohesive sequence of courses offered across three sequential summers is linked by academic-year capstone courses connecting study with classroom practice.

scholarly journals Using Patterns-of-Participation Approach to Understand High School Mathematics Teachers’ Classroom Practice in Saudi Arabia

2019 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Layla Alsalim
Keyword(s):  
High School ◽  
Saudi Arabia ◽  
Mathematics Teachers ◽  
Classroom Practice ◽  
School Mathematics ◽  
Figured Worlds ◽  
High School Mathematics ◽  
Reform Teaching ◽  
New Policies ◽  
High School Mathematics Teachers

During the past decade, the Saudi Arabian education system has undergone major changes. Government agenciesinvolved in education have introduced new policies, standards, programs, and curricula. The focus of this research is todescribe and understand high school mathematics teachers’ current practices in Saudi Arabia. This research includesthree cases of teachers currently teaching high school mathematics in Saudi Arabia. Using the Patterns of Participationconcept (PoP) as the main framework, I identified some of the significant practices, or figured worlds, from theteachers’ sense of their practices. Some of the figured worlds that emerged are mathematics, the textbook, reform, andresponsibility for students’ achievement. Mathematics, as it has always been, remains an influential figured world formathematics teachers. Reform and the textbook are becoming as influential because of the current changes in theeducation system in Saudi Arabia. While some participant teachers are developing a new understanding of whatmathematics is and what it means to teach it, they also indicated that they are mostly still using traditional teachingstrategies rather than reform teaching strategies

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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