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INVESTIGATING AND COMMUNICATING TECHNOLOGY MATHEMATICS PROBLEM SOLVING EXPERIENCE OF TWO PRESERVICE TEACHERS
Ana Kuzle
Acta Didactica Napocensia , 2012,
Abstract: In this paper, I report on preservice teachers’ reflections and perceptions on theirproblem-solving process in a technological context. The purpose of the study was to to investigatehow preservice teachers experience working individually in a dynamic geometry environment andhow these experiences affect their own mathematical activity when integrating content (nonroutineproblems) and context (technology environment). Careful analysis of participants’ perceptionsregarding their thinking while engaged in problem solving, provided an opportunity to explorehow they explain the emergence of problem solving when working in a dynamic geometryenvironment. The two participants communicated their experience both through the lenses ofthemselves as problem solvers and as future mathematics educators. Moreover, the results of thestudy indicated that problem solving in a technology environment does not necessarily allow focuson decision-making, reflection, and problem solving processes as reported by previous research.
Problems of quality of training teachers of mathematics  [PDF]
Irina L. Makarova
European Researcher , 2011,
Abstract: Some results of the international research on studying of pedagogical education and an estimation of quality of preparation of future mathematics teachers TEDS are considered.
Enhancing Mathematics Programs for Future Teachers  [cached]
Eric Muller
Brock Education : a Journal of Educational Research and Practice , 2004,
Abstract: Innovative mathematics courses and programs for future teachers at all school levels are presented. These include a course for future elementary school teachers who have no confidence in their ability to do mathematics, specially designed mathematics minor and major programs for future teachers in consecutive education programs, and concurrent education programs that integrate the undergraduate and education components. An initiative to address the shortage of mathematics teachers in Ontario is also described.
Prospective Mathematics Teachers' Opinions on
Ali Eraslan
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2009,
Abstract: The aim of this study is to investigate the opinions of prospective mathematics teachers in Teaching Practice course taken at the last semester of the teacher education program. For this purpose, 47 prospective teachers taking Teaching Practice wrote and submitted one or two-page reflection of their school-based experiences at the end of the semester. Their written responses were examined and analyzed qualitatively. Findings indicated that (1) there exist not enough opportunities for practice teaching, little or no feedback from their supervising teachers, no links between pure mathematics courses and school mathematics. On the other hand, they stated that they get benefit from the teaching courses such as Teaching Methodology I-II, and Instructional Technology and Developing Materials, feel like the real teacher of their classrooms and get to know more about the real classroom environment and school students. Key words:
Status of Satellite Television Broadcast Programs Implementation in Mathematics and Science Subjects in Ethiopian Government High Schools from Teachers Perspective
K Melesse, Z Teshome, A Simachew, A Eshete
Ethiopian Journal of Education and Sciences , 2011,
Abstract: As the ICT domination in our day to day life is increasing, the Ethiopian Government convinced to utilize its opportunity for improving quality of education by introducing plasma television learning media in high schools of the country. The objective of this study was to determine implementation status of satellite plasma television broadcast in Ethiopia from the perspectives of teachers. Specifically, it investigated the state of Mathematics and Science lessons implementation in 22 secondary schools in four regional states. The study employed descriptive survey method. A total of 444 teachers were participated in the study. The study attempted to gather information from the respondents on variables related to the different phases of implementation of plasma lessons. The majority of the teachers reported that the time assigned for introduction during pre-broadcasting was not sufficient. Some of the issues of plasma lesson planning and organization were rated superior by the majority of the respondents. For instance, the plasma lessons were judged as well-planned by 90.9% of teachers and well-organized by 88.6% of teachers. As reported by teachers, plasma lessons were generally judged positively regarding the attention given to the needs of students. On the other hand, plasma lessons’ responsiveness to students with special need was rated negatively. With respect to the scope and depth of the plasma lesson content covered, 70.4 % of teachers agreed that the depth was up to the level of the students. Relevance of the content covered was judged appropriate by 91.5% of teachers. Though class work and homework tasks of lessons were judged appropriate, feedback given to these tasks were judged differently by the respondents. In general, some of the inherent features of the technology were rated positively by significant majority of the respondents.
The Interaction in the Learning of the Mathematics: Teachers’ Stories  [PDF]
ANA MARIA CARNEIRO-ABRAH?O
Universitas Psychologica , 2008,
Abstract: This work is product of the analysis of stories presented by twenty-two teachers who decided to share their classroom experiences of mathematics education considered by them like successful. One looks for analyzing the forms of teachers understanding what it is “to be successful” during the process of “mathematizing”, seen like a reflective activity of education that looks for to understand and to modify the reality. The study reveals that the pedagogical practice that considers problems rooted in the concrete experiences of the daily life, besides to reveal the reality of the school, it takes to the teacher to reflect on its practice and on the accomplishment of “didactic mediation” that promotes more pleasant teaching-learning situations that can elevate the student self-esteem.
Mathematics Special Content Competencies of Elementary School Teachers  [PDF]
Mehmet Gülteke, Ekber Tomul, Fikret Korur
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.412A2001
Abstract: According to the results of national and international level examinations, the achievement of students in Turkey in mathematics is low. Elementary school teachers play a significant role in the education of students. Elementary school teachers differ from other teachers in that they are responsible for teaching more than one subject. In determining the competencies and performance indicators of elementary school teachers, the Ministry of National Education has paid regard to the common ground and integrating characteristics of the subjects rather than the special content knowledge of each subject. However, owing to the fact that each subject taught by the elementary school teachers necessitates different disciplines and approaches, it is also essential to determine the special content competencies related to the subjects being taught. The objective of this study is to analyze the opinions of elementary school teachers on their mathematical special content competencies. The study group consists of 72 elementary school teachers who are employed in official primary schools in Manisa. The data were collected through questionnaires. The collected raw data were analyzed by content analysis. Mathematics special content competencies of elementary school teachers were grouped under three main categories. These themes are mathematics special content knowledge, knowledge about mathematics teaching and learning as well as confidence, attitude and values regarding mathematics. Teachers’ opinions particularly underline the significance of field content knowledge, while laying less weight on associating the program content with daily life and with other subjects. It is observed that the teachers are aware of the information in the written sources; however, they are not fully aware of the process of putting the program content into practice, nor their skills. Some teachers are aware of the fact that it is important to teach mathematics topics and associate them with life, rather than possessing knowledge about mathematics special content at an advanced level. Furthermore, little emphasis is given to “utilizing appropriate measurement-evaluation methods”. A great majority of teachers stress keeping the students active and teaching the subject by taking the students’ level into account; however, only few make reference to the importance of treating students equally and knowing about the differences among students.
Feeling Good about Teaching Mathematics: Addressing Anxiety amongst Pre-Service Teachers  [PDF]
Wendy Boyd, Alan Foster, Jubilee Smith, William Edgar Boyd
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.54030
Abstract:

Research regarding pre-service teachers’ attitudes towards teaching mathematics has revealed that many pre-service teachers experience high levels of mathematics anxiety about both the learning of mathematics and the teaching of the mathematics curriculum. Little is known about the particular characteristics of pre-service teachers that make them more likely to experience anxiety about mathematics in the early years. Addressing anxiety towards mathematics and the teaching of mathematics could effectively eliminate later problems in teaching. Teaching mathematics confidently is associated with teachers’ beliefs about their mathematical ability, which is their mathematical self-efficacy. This paper reports on an investigation into the anxiety of first- year pre-service teachers towards their future teaching of mathematics. 223 students enrolled in a first-year mathematics unit for birth to eight years, in the Bachelor of Education of Early Childhood and Primary Education Courses attributed their beliefs about mathematics to external—their past teachers—or internal factors: that one is either good at mathematics or not. The findings highlight the need for pre-service teacher’s anxiety about mathematics to be addressed within the university education classroom context so that pre-service teachers become capable and competent teachers of mathematics.

Teaching mathematics in rural schools through the Dialectic Mediation Methodology  [cached]
Jaqueline Zdebski da Silva Cruz,Maria Lidia Sica Szymanski
Práxis Educativa , 2012,
Abstract: This paper approaches the need for pedagogical work within the scope of Rural Education, mainly Mathematics teaching. It seeks to justify the defense of a differentiated work, which takes as its starting point, the students’ mathematical knowledge and allows its broadening in such a way that the mathematical knowledge acquired is really useful in their everyday life. Taking the Rural Education Curricular Guidelines into account, this study presents the main points for the development of a dialectic mediation methodology, which establishes relations between the different knowledge of teachers and students, so that the students can overcome their immediate knowledge of the world, through mathematical knowledge historically built by humankind.
Exploring Beliefs of Pre-Service Mathematics Teachers: A Malaysian Perspective  [cached]
Mazlini Adnan,Effandi Zakaria
Asian Social Science , 2010, DOI: 10.5539/ass.v6n10p152
Abstract: The purpose of this study was to determine the beliefs of pre-service mathematics teachers. This study involved 83 respondents from the pre-service teachers from a public higher education institution (IPTA) in Malaysia. The instruments used in this study consist 42 items of mathematics beliefs. There are three dimensions in these instruments, namely beliefs about mathematics as nature, beliefs about learning mathematics and beliefs about the teaching of mathematics. The findings showed that pre-service teacher’s beliefs mathematics can be used in everyday life. For the beliefs about learning mathematics, the respondents agreed that students should be able to give reasons to support each solve mathematical problems. Finally, about the beliefs on mathematics teaching, the respondents agreed that the teaching of mathematics to students should be encouraged by explaining the mathematical ideas.
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