On My Mind: Classroom Realities We Do Not Often Talk About

1998 ◽  
Vol 3 (5) ◽  
pp. 330-331
Author(s):  
Steven J. Leinwand
Keyword(s):  
Teaching And Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Diverse Schools ◽  
Analysis Of Teaching

After spending time in diverse schools, I often return to the Professional Standards for Teaching Mathematics (NCTM 1991) to help sort through what I have seen and heard. I use the Standards document to track the gap between our vision and the day-to-day realities I observe. A well-worn touchstone is Standard 6: Analysis of Teaching and Learning, which states the following (p. 63):

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.”

Implementing the Professional Standards for Teaching Mathematics: Beyond the Classroom

1995 ◽  
Vol 1 (8) ◽  
pp. 494-497
Author(s):  
Nancy Nesbitt Vacc ◽  
Criss Ervin ◽  
Sue Travis
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
First Grade ◽  
Professional Standards ◽  
Fifth Grade ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
Mathematical Connections ◽  
Grade One ◽  
Analysis Of Teaching

To present a mathematical learning environment in which students are challenged by worthwhile activities that stimulate them to make mathematical connections, that promote communication about mathematics, and that offer opportunities for ongoing analysis of teaching and learning, try combining one first grade, one fifth grade, measurement activities, and gorillas.

Standards-Based Teaching: Alive and Well in Portugal

2001 ◽  
Vol 6 (9) ◽  
pp. 538-542
Author(s):  
Iris DeLoach Johnson
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Large Scale ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematics Reform ◽  
Reform Movements ◽  
Mathematics Teaching And Learning ◽  
Principles And Standards

NCTM'S Professional Standards for Teaching Mathematics (1991) emphasizes that teachers are “the key” to changing mathematics teaching and learning. Given that mathematics reform movements have never brought about “large-scale changes in teachers' behavior and teaching practices” (Hitch 1990, p. 2), Willis (1992) lamented that “whether the standards will actually produce sweeping changes in the way mathematics is taught and learned in U.S. classrooms remains to be seen” (p. 1). With Principles and Standards for School Mathematics (NCTM 2000), we continue to ask the vital question, How can we induce teachers to implement the Standards?

Implementing the Professional Standards for Teaching Mathematics: Analyzing Teaching and Learning: The Art of Listening

1996 ◽  
Vol 89 (4) ◽  
pp. 326-329
Author(s):  
Bridget Arvold ◽  
Pamela Turner ◽  
Thomas J. Cooney
Keyword(s):  
Teaching And Learning ◽  
Mathematical Concept ◽  
Point Of View ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Mathematics Section

The visions of teaching set forth in the Professional Standards for Teaching Mathematics (NCTM 1991) do not, in themselves, ensure that we can successfully teach all students mathematics. To reach all students, we must understand how students think and then develop instruction compatible with their thinking. To begin to understand, we must observe, listen, and gather a variety of evidence of what and how students are learning. Although we might view a mathematical concept or algorithm as simple, it is “a mysterious, almost inexplicable phenomenon from the point of view of the outsider” (Davis and Hersh 1981, 43). Examining students' thinking through their interactions with mathematical tasks can help unlock a bit of the mystery. This process of analysis is the amalgamating item in the “Standards for Teaching Mathematics” section of the Professional Standards for Teaching Mathematics and emphasizes the need to listen carefully to our students.

Using Games to Meet the Standards for Middle School Students

1993 ◽  
Vol 40 (9) ◽  
pp. 499-503
Author(s):  
Lisa M. Leonard ◽  
Dyanne M. Tracy
Keyword(s):  
Middle School Students ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
National Council ◽  
Teaching Behaviors ◽  
School Students ◽  
Evaluation Standards ◽  
Broad Framework

It is evident that our society as a whole needs to take a new look at the way mathematics is taught. The National Council of Teachers of Mathematics (NCTM) has publ ished documents to establish a broad framework that will lead to the transformation of the teaching and learning of mathematics. The Curriculum and Evaluation Standards (1989) calls for a reform in school mathematics based on societal and economic needs. The Professional Standards for Teaching Mathematics (1991) makes suggestions for teachers about ways to change their mathematics teaching behaviors on the basis of the curriculum standards. It will take time to educate teachers and administrators about both documents.

Using Problems to Implement the NCTM's “Professional Teaching Standards'

1994 ◽  
Vol 87 (1) ◽  
pp. 5-7
Author(s):  
Millard E. Showalter
Keyword(s):  
Teaching And Learning ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Teaching Standards ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Professional Teaching Standards ◽  
Professional Teaching

As set forth in the Professional Standards for Teaching Mathematics (NCTM 1991), a primary goal for teaching and learning mathematics is the development of mathematical power for all students. To accomplish this goal, the teaching standards document recommends that teachers select interesting and intellectually stimulating mathematical tasks, present opportunities for students to deepen their understanding of mathematics and its applications, promote the investigation of mathematical ideas, use technology to pursue these investigations, find connections to previous and developing knowledge, and employ cooperativelearning experiences (NCTM 1991, 1).

Implementing the Professional Standards for Teaching Mathematics: Teaching and Learning Mathematics through Classroom Discussion

1993 ◽  
Vol 41 (4) ◽  
pp. 225-227 ◽  
Author(s):  
Nancy Nesbitt Vacc
Keyword(s):  
North Carolina ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematics Lesson ◽  
Grade Teacher ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mathematics Teaching And Learning

Tien-Tien announced during the news of the day that her grandmother was coming for a visit. Her third-grade teacher later used this news to introduce the mathematics lesson as follows: ‘If Tien-Tien's grandmother leaves China tomorrow morning, how long do you think it will take her to arrive in North Carolina?” The discussion that followed included a variety of important questions and comments. “Is she going to fly or take a boat?” “How fast does a plane fly?” “Will she come this way (pointing to Europe on the map) or that way (Pacific Ocean)?” “Can she sleep on the plane or will she need to land someplace so she can sleep in a bed?” “Where can the plane land on the way here from China?” “How often does a plane need to land for gas?” “I know that my cousin in Chicago is one hour later than we are. If she has to land in Chicago. won't that make a difference in how we figure the time?”

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools

2020 ◽  
Vol 3 (2) ◽  
pp. 33-34
Author(s):  
Chona D. Jorilla ◽  
Joel M. Bual
Keyword(s):  
Personal Growth ◽  
Catholic Schools ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Professional Status ◽  
Quality Teachers ◽  
Teaching Competence ◽  
High Regard ◽  
Teaching Learning ◽  
K 12

Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners. Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers. Through this professional endeavor, they become stewards of knowledge not only for learners but also for the building and growth of the nation. Thus, for teachers to perform this mission, they must show high regard for professional standards and competence. However, most Catholic schools nowadays are confronted with the challenges of teaching competence due to the gradual migration of qualified educators to public institutions considering the demands of high remuneration and K-12 educational reform. In this sense, they resort to hiring new and unqualified teachers who compromise the continuity of quality Catholic teaching and learning.  Hence, the paper assessed the level of teaching competence of Diocesan Catholic schools in Antique in the light of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development domains of Philippine Professional Standards for Teachers (PPST). Likewise, it sought to establish the relationship between teaching competence and their age, sex, employment status, and professional status.              

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