Call for Manuscripts: “Statistics”

1997 ◽  
Vol 90 (9) ◽  
pp. 702
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
School Curriculum ◽  
Special Issue ◽  
High School Curriculum ◽  
Practicing Teachers ◽  
Assessment And Evaluation ◽  
The Subject

Mathematics teachers are aware of a recent explosion of interest in statistics and its role in the high school curriculum. In fall 1999, an issue of the Mathematics Teacher will focus on statistics, and the Editorial Panel is seeking manuscripts for this focus issue. The special issue will examine many aspects of the subject of statistics, including classroom practice and curriculum, applications, assessment and evaluation; and professional development. Because many readers of the Mathematics Teacher are practicing teachers, the Panel encourages articles that describe actual classroom experiences or activities, as well as those that explore some important statistical concepts.

Call for Manuscripts: “Statistics”

1997 ◽  
Vol 90 (7) ◽  
pp. 580
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
School Curriculum ◽  
Special Issue ◽  
High School Curriculum ◽  
Practicing Teachers ◽  
Assessment And Evaluation ◽  
The Subject

Mathematics teachers are aware of a recent explosion of interest in statistics and its role in the high school curriculum. In fall 1999, an issue of the Mathematics Teacher will focus on statistics, and the Editorial Pane is seeking manuscripts for this focus issue. The special issue will examine many aspeets of the subject of statistics, including classroom practice and curriculum, applications, assessment and evaluation, and professional development. Because many readers of the Mathematics Teacher are practicing teachers, the Panel encourages articles that describe actual classroom experiences or activities, as well as those that explore some important statistical concepts.

Sound Off!: Beyond Topics: Benchmarks for Judging a High School Curriculum

2011 ◽  
Vol 104 (7) ◽  
pp. 486-488
Author(s):  
Al Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
The Subject

In a recent “Sound Off” in Mathematics Teacher, Robert Reys and Rustin Reys (2009) contrasted two curricular approaches, what they called “subjectbased” and “integrated.” They came down heavily in favor of the latter, arguing that many of the difficulties that students have with high school mathematics are consequences of the subject–based organization.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

Meeting the Attacks on Algebra

1926 ◽  
Vol 19 (3) ◽  
pp. 155-161
Author(s):  
Mary J. Quigley
Keyword(s):  
High School ◽  
School Children ◽  
School Curriculum ◽  
High School Curriculum ◽  
The Subject

No subject in the high school curriculum, according to some educators, has yielded such unsatisfactory results as Algebra. It has been the subject of most severe criticisms on all sides, and has been held responsible for a great deal of freshman mortality. A leading educator of Massachusetts, in one of his public speeches, has expressed the desire that less time should be devoted to the study of algebra in the high school. An influential body of educators has even gone so far as to ask some of our Massachusetts colleges to reduce their entrance requirements in algebra. We not only find educators loudly declaiming algebra; but this spirit of criticism has carried still farther. We know that many school children hate algebra because their parents hated it, or because other pupils have told them how uninteresting and difficult it is. Parents dread the time when their children must study algebra. In a magazine article of recent date, a father was discussing the education of his daughter. In the course of the, discussion he said that his daughter did not go to college because of her intense dislike of algebra.

scholarly journals PENINGKATAN KEMAMPUAN GURU MATEMATIKA DALAM PROSES PEMBELAJARAN MELALUI SUPERVISI KELAS DI MADRASAH BINAAN

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Maisyarah Maisyarah
Keyword(s):  
Mathematics Teachers ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Descriptive Statistics ◽  
Mathematical Ability ◽  
Analysis Techniques ◽  
Mathematical Abilities ◽  
The Subject ◽  
Quantitative Descriptive ◽  
Academic Year

Kemampuan matematis yang baik oleh guru matematika tentu akan berimplikasi terhadap kemampuan matematis peserta didiknya. Kemampuan matematis merupakan kemampuan dalam pemahaman, penalaran, koneksi, pemecahan masalah dan komunikasi dalam matematika. Hasil supervisi kelas terhadap guru matematika dalam proses pembelajaran utamanya di kegiatan inti diperoleh 85,71% dengan kualifikasi cukup. Hal demikian tentu masih jauh dari yang diharapkan oleh pengawas pembinanya. Salah satu alternatif usaha yang dilakukan dengan bimbingan berkelanjutan yang implementasi perkembangannya dicermati melalui supervisi kelas oleh pengawas madrasah. Penelitian ini bertujuan untuk meningkatkan kemampuan guru matematika dalam proses pembelajaran dan kemampuan matematis guru matematika tersebut. Penelitian ini dirancang menggunakan PTS/PTKp dengan 2 siklus. Dilaksanakan pada Semester Genap Tahun Pelajaran 2018/2019. Subjek penelitian adalah guru matematika. Objek penelitian, yaitu proses pembelajaran dan kemampuan matematis guru matematika. Teknik pengumpulan data melalui wawancara, diskusi, observasi (supervisi kelas), dan tes. Teknik analisis data menggunakan statistika deskriptif dan deskriptif kuantitatif. Hasil penelitian: (1) proses pembelajaran pada Siklus I, nilai 70 dengan kualifikasi cukup, dilanjutkan ke Siklus II, nilai 85 dengan kualifikasi baik; (2) kemampuan matematis guru matematika pada Siklus I nilai 68 dengan kualifikasi cukup menjadi 89 pada Siklus II dengan kualifikasi baik sekali. Peningkatan kemampuan guru matematika dalam proses pembelajaran sejalan dengan peningkatan kemampuan matematisnya. Kata Kunci: Kemampuan Matematis, Proses Pembelajaran, Supervisi Kelas Abstract: A good mathematical ability by mathematics teachers will certainly have implications for the mathematical abilities of their students. Mathematical ability is the ability in understanding, reasoning, connecting, solving problem and communicating in mathematics. The results of classroom supervision of mathematics teachers in the main learning process in core activities were obtained 85.71% with sufficient qualifications. This is certainly still far from what is expected by the supervisor. One alternative effort that can be carried out is ongoing guidance in which the development observed through classroom supervision by the madrasah supervisor. This study aims to improve the ability of mathematics teachers in the learning process and mathematical abilities of the mathematics teacher. This research was designed using PTS / PTKp with 2 cycles. Held in the even semester Academic Year 2018/2019. The subject of the research is the mathematics teacher. The objects of research are the learning process and mathematical ability of mathematics teachers. Data collection techniques through interviews, discussions, observations (class supervision), and tests. Data analysis techniques used are descriptive statistics and quantitative descriptive. The results of the study: (1) learning process in Cycle I, 70 with sufficient qualifications, continued to Cycle II, 85 with good qualifications; (2) mathematical ability of mathematics teachers in Cycle I is 68 with sufficient qualifications to be 89 in Cycle II with very good qualifications. Increasing the ability of mathematics teachers in the learning process is in line with the improvement of their mathematical abilities. Keywords: Mathematical Ability, Learning Process, Class Supervision

scholarly journals Mathematical competencies in a new Ukrainian school – appealing troubleshooting

2019 ◽  
Vol 24 (1) ◽  
pp. 201-213
Author(s):  
Inna Belinskaya ◽  
Oleh Hirnyi
Keyword(s):  
Mathematics Teachers ◽  
The United States ◽  
School Curriculum ◽  
Mathematical Education ◽  
Anglo Saxon ◽  
The United Kingdom ◽  
Training Courses ◽  
English Speaking ◽  
The Subject ◽  
Practical Life

The article gives a brief description and results of the study of the Lviv region teachers of mathematics opinion on the possibility and necessity of a competent approach to the formation of the content of mathematical education in the new Ukrainian school. A competent approach to reforming Ukrainian schooling under the slogan of the "new Ukrainian school" is one of the main "cross-cutting lines" of reform, and now its relevance determines its specification in relation to certain disciplines of the school curriculum – which is the subject of this article. As part of the implementation of this approach, at the Faculty of Natural and Mathematical Education of Lviv Region Institute of Postgraduate Pedagogical Education, in the period 2015-2019, the study of the subject competences of pupiles, in particular mathematical ones, was conducted. The purpose of the study was to find out the attitude of mathematics teachers to the competent approach in general and their vision of the mathematical competences of students in particular. In the process of studying with mathematics teachers - pupiles of advanced training courses at the institute, a broad discussion was held on the content of the concept of "mathematical competence", which was the main object of the study. As a basic principle, it is advisable to specify a competent approach, the principle begun in this approach in the English-speaking countries, primarily in the United Kingdom and the United States, suggests, since in our lexicon we borrowed the term "competence of pupiles " precisely from them. This is characteristic of the Anglo-Saxon philosophy of education, the principle of practicality (for the benefit of oneself): the so-called "Utilitarianism" in the British version and "pragmatism" in the American version. Teachers who participated in the study suggested replacing the outdated Soviet principle of polytechnics, calling it the principle of practical life. As a result of his discussion in applying to the content options of school mathematical education, teachers have identified five cross-cutting content lines of this education: arithmetic, algebraic, geometric, stochastic and logical.

scholarly journals Multikulturalisme: Analisis Wacana Buku Teks Pelajaran Sejarah

2021 ◽  
Vol 2 (1) ◽  
pp. 17-31
Author(s):  
Agung Syahriman ◽  
Agus Mulyana
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
School Curriculum ◽  
History Textbooks ◽  
Common Interest ◽  
Historical Event ◽  
History Textbook ◽  
High School Curriculum ◽  
The Subject

This article is a review of the history textbooks of High School that aims to view and analyze the content of multiculturalism material contained in history textbooks. The method used in this study is critical discourse analysis. The subject in this study is Indonesia history textbook class XI High School Curriculum 2013 (Revised 2017). The results of the study showed that there is a content of multiculturalism material contained in textbooks. This can be seen from the achievements of indoctrinators who support multiculturalism as a whole (the value of tolerance, the value of equality, and democratic values). With the appearance of these indicators, it can be said that the Indonesia history textbook class XI curriculum 2013 is enough to display the content of material containing multiculturalism. In addition, withthe ampilnya content of multiculturalism material in historical textbooks, it can be said to be an effort to be able to channel the understanding of multiculturalism to the younger generation (students). The material of multiculturalism itself  is very suitable to be displayed in historical textbook material. Because, history textbooks in addition to being a medium that supports learning, is also a medium that can show learners a historical event that has occurred in the past with many essences and values of diversity that exist. It is a common interest for the formation of attitudes of learners who can respect each other in their lives.   KEYWORDS Multiculturalism, History textbooks, Discourse analysis.

scholarly journals Editorial

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Michael Hand
Keyword(s):  
School Curriculum ◽  
The Other ◽  
Special Issue ◽  
Levels Of Abstraction ◽  
The Subject

Much ink has been spilt on the question of how philosophy might be taught in schools—on the forms of pedagogy appropriate to the subject, the levels of abstraction at which children can think, and the philosophical problems most likely to inspire their interest. Rather less attention has been given to exactly why it should be taught. Perhaps, to most philosophers involved in classroom experimentation, the benefits of acquainting children with philosophy have seemed self-evident and the burning question has been how to go about it. But, in fact, the benefits are not self-evident. And even if they were, it would remain to be shown that they are equal to or greater than the benefits of the other subjects and activities vying for space in the school curriculum.The contributors to this special issue of Journal of Philosophy in Schools take up this challenge. Their remit was to advance and defend answers to the question ‘Why should philosophy be taught in schools?’ While the contributors differ in their conceptions of philosophy and their reasons for championing it, their arguments are largely complementary and make a compelling cumulative case for the inclusion of philosophy in the school curriculum.

Online Mathematics Teacher Professional Development

2020 ◽  
pp. 203-215
Author(s):  
Sandra B. Nite ◽  
Ali Bicer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Professional ◽  
Pre Service Teacher Education ◽  
Blackboard Learn ◽  
Pre Service Teacher

The purpose of this chapter is to describe an online learning environment that has been used for professional development with mathematics teachers and can be used for pre-service teacher education. The description of the Blackboard Learn and Blackboard Collaborate combination for the mathematics teacher education enables teachers to collaboratively engage in inquiry, reasoning and justification, and technology integration as participants. In addition, teachers can have opportunities to discuss various ways to incorporate these ideas more fully into their instructional practices.

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