Then: Transparency in My Mathematics Classroom

2020 ◽  
Vol 113 (2) ◽  
pp. 168-169
Author(s):  
Jennifer M. Bay-Williams
Keyword(s):  
Mathematics Classroom ◽  
Overhead Projector ◽  
Nctm Standards ◽  
The Real ◽  
Learning Mathematics

Transparencies were commonplace in the 1980s when the first NCTM Standards were released. This article reflects on how the use of an overhead projector and transparencies helped to enact the Process Standards - and make the real purpose of learning mathematics more transparent to students.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

In the classroom: Fun can be mathematics

1969 ◽  
Vol 16 (7) ◽  
pp. 575-582
Author(s):  
Charlotte W. Junge ◽  
Audrey Kopp ◽  
Robert Hamada
Keyword(s):  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
Overhead Projector ◽  
Number Sequences ◽  
Paper And Pencil ◽  
Rules Of The Game ◽  
Mathematical Activities

Every mathematics classroom can be a laboratory where students experiment with numerical ideas. Two-way communication between teacher and class by means of games can foster an atmosphere of eager participation in mathematical activities. The games suggested below have characteristics that can stimulate the student's mathematical thinking by the use of number ideas and number sequences and patterns. Some of the exercises call for use of paper and pencil by students and either the chalkboard or the overhead projector for the teacher to show collection of data. Often each child may be asked for an oral response, thus allowing all to participate, as well as permitting the teacher to check if each student understands the rules of the game.

Happy time mathematics

1975 ◽  
Vol 22 (2) ◽  
pp. 140-143
Author(s):  
Elinor Chilcote ◽  
Jeannie Blaine ◽  
Nancy Nason
Keyword(s):  
The Real ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Happy Time

Mathematics is a happy time when it is approached in a fun way, is practical, and relates to the child's world. The real secret to successful learning is the teacher's resourcefulness and enthusiasm. The teacher whose background includes a wealth of readily available games and activities that are fun for children finds that her classes enjoy learning mathematics. This creates a climate in the classroom that “turns children on” and makes the teaching of mathematics a happy time.

It's a Home Run! Using Mathematical Discourse to Support the Learning of Statistics

2007 ◽  
Vol 101 (4) ◽  
pp. 250-256 ◽  
Author(s):  
Kathleen S. Himmelberger ◽  
Daniel L. Schwartz
Keyword(s):  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
National Council ◽  
Instructional Programs ◽  
Group Discussions ◽  
Good Communication ◽  
Mathematical Ideas ◽  
Positive Effects ◽  
Procedural Fluency ◽  
Learning Mathematics

The Standards developed by the National Council of Teachers of Mathematics (2000) state that instructional programs should enable all students to communicate mathematical ideas. The Standards indicate that good communication includes the ability to express organized and precise ideas as well as the ability to analyze and evaluate the mathematical thinking of others. Learning mathematics goes beyond procedural fluency; it also includes learning to discuss mathematical ideas. For this purpose, small groups have become a frequent configuration in the mathematics classroom. When combined with a suitable exercise, small-group discussions can have positive effects on mathematical understanding.

scholarly journals Prospective Teachers’ Belief of an Ideal Mathematics Classroom: Changes over Time

2020 ◽  
Vol 4 (2) ◽  
pp. 52-58
Author(s):  
Dhitta Puti Sarasvati Ramli
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Prospective Students ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Practice Teaching ◽  
Changes Over Time ◽  
Over Time ◽  
Made In

This research aims to qualitatively portrait the changes of beliefs that the prospective teachers have since they were at the middle of their second year until the end of their third year in university. The data from this research is taken from the reflection the prospective teachers made in February 2017 and an interview done on the same prospective students in May 2019. The research shows that prospective teachers’ belief of an ideal classroom changes over time and their reason is categorized by several reasons such as the courses they take, their experiences when practice teaching students in schools, and also by the exposure they have related to the resources related to teaching and learning mathematics.

scholarly journals PROMOTING INCLUSIVE MATHEMATICS CLASSROOM PRACTICES IN THE SCHOOLS OF NEPAL: AN ETHNOGRAPHIC INQUIRY

2020 ◽  
Vol 8 (3) ◽  
pp. 223-237
Author(s):  
Bed Raj Acharya
Keyword(s):  
Classroom Practices ◽  
Mathematics Classroom ◽  
Assessment System ◽  
Classroom Teaching ◽  
Teaching Mathematics ◽  
Equity Pedagogy ◽  
Use Of Technology ◽  
Learning Mathematics ◽  
Life Context ◽  
Teaching Learning

The main aim of this study is to investigate the challenges faced by teachers while conducting inclusive mathematics classroom practices and to explore the possible ways for promoting inclusive mathematics classroom practices. The design of this study was in qualitative nature within ethnographic approach. I took interview with mathematics teachers and math educators as the research tools to collect the required data. I have maintained a dairy for the purpose of recording information at the time of interview with my key respondents. Every recorded data was transcribed, coded, build themes and triangulate themes. And, finally the study concluded with the findings: disengaged curriculum, non-participatory teaching/learning practice, follow monoculture practices in multicultural mathematics classroom, lack of technology integrated pedagogy, imbalance theory and practices were major challenges for implementing inclusive mathematics classroom practices. On the top of that, engaging students in the classroom, shifting from exams to diversified assessment, group work, use of technology appropriately, encouragement students to participate the learning process, using different strategies in teaching – learning mathematics in the classroom, teaching mathematics linking with students daily life context, implementing collaborative learning, implementing equity pedagogy in the  mathematics classroom , teaching mathematics through dialogical approaches and comprehensive assessment system  are found as the means  for good inclusive practices.

Technology in the Mathematics Classroom

2011 ◽  
pp. 114-133 ◽  
Author(s):  
Robin J. Ittigson ◽  
John G. Zewe
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Information Support ◽  
Visual Images ◽  
National Council ◽  
Problem Solving Skills ◽  
Mathematical Ideas ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

According to the National Council of Teachers of Mathematics, technology is essential in teaching and learning mathematics. It influences how mathematics should be taught and enhances what students learn. Calculators and computers present visual images of mathematical ideas for students. They help students organize information, support investigations, and develop decision-making, reflection, reasoning, and problem-solving skills.

Learning Mathematics Vocabulary: Potential Pitfalls and Instructional Strategies

2000 ◽  
Vol 93 (7) ◽  
pp. 568-574 ◽  
Author(s):  
Denisse R. Thompson ◽  
Rheta N. Rubenstein
Keyword(s):  
Foreign Language ◽  
Instructional Strategies ◽  
Mathematics Classroom ◽  
Mathematics Vocabulary ◽  
Learning Mathematics ◽  
Key Terms

Do your students speak mathematics, or do they think that the mathematics classroom is another country where they must use a foreign language? Are they sometimes confused or overwhelmed by new vocabulary? Do they misuse words, forget key terms, or ignore important distinctions between words? Do they ask, “Where did anyone ever get a strange word like asymptote?” or “I forget, is twelve a factor or a multiple of twenty-four?”

scholarly journals Empowering the Disadvantaged Students in Mathematics Education: Relevance of Social Justice, Equity and Mainstreaming

2019 ◽  
Vol 29 ◽  
pp. 132-145
Author(s):  
Bed Prasad Dhakal
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Mathematics Classroom ◽  
Secondary Level ◽  
Learning Mathematics ◽  
Contextualized Teaching And Learning ◽  
And Mathematics ◽  
Mind Set

Mathematical knowledge is indubitable in various sectors, but diversity in culture and tradition in society causes inequality, injustice and backwardness among the students learning mathematics. Study of cultural heritage, customs, behavior in mathematics education is the demand of post-modern paradigm. Efforts of self-organization and co-construction in the initiation of students and teachers through their active participation, interaction and mathematics classroom discourses could be instrumental towards the generation of mathematical knowledge in classroom – which can support to reduce the western domination in mathematics education; and societal negative mind-set about mathematics education will also be minimized in this way. Ethno-mathematics, diversified mathematical strategies, culturally responsive mathematics classroom and enhancing equity in learning mathematics are the major dimensions that mathematics professionals need to exercise for the effective, reflective and contextualized teaching and learning of mathematics. This is a phenomenological study conducted among secondary level mathematics teachers. Using written interview and informal sharing of participants’ experiences towards teaching and learning mathematics, three major themes were developed and discussed. This article primarily shows that there exists the intertwined relation among these themes; and it is essential to properly address these themes for more effective learning of mathematics in the context of Nepalese secondary level classrooms.

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