Teaching multiplication and division realistically in Indonesian primary schools : a prototype of local instructional theory

The implementation of the 1994 mathematics curriculum in Indonesian primary\ud schools is focusing on the teaching and learning arithmetic. The goals are to prepare\ud the students to use and apply their mathematics knowledge and mathematical way\ud of thinking in solving problems in their life and in learning other different\ud knowledge (Depdikbud, 1995). In conducting the learning process, the curriculum\ud suggested to apply the student centered teaching model in which the teaching\ud activities give opportunities for the pupils to develop their own understanding.\ud In contrast most teachers utilized the paper-and-pencil strategy combined with the\ud concepts-operations-example-drilling approach (Suyono, 1996). This model of\ud teaching is called the mechanistic way of teaching (Freudhental, 1973). The teachers\ud teach mathematics with practicing mathematics symbols and emphasizing on giving\ud information and application of mathematics algorithms (algorithmic mathematics\ud education, Treffers, 1987). During the instruction process the typical teaching and\ud learning in developing country (Feiter & Van Den Akker, 1995 and Romberg, 1998)\ud progress regularly (see section 1.2.2)

Developing Students’ Character Through Mathematics Teaching And Learning

The National Education System mandates that the national education serves to develop and shape the character and civilization of the nation. This confirms the quality of Indonesia's human to be developed by each educational unit. This normative national education goals need to be elaborated and implemented in the teaching and learning process, including mathematics teaching and learning. Mathematics teaching and learning should be well designed so that it can be used as a tool in developing positive character of students. Through the mathematics teaching and learning, implicitly or explicitly, can be developed variety of positive characteristics, such as critical thinking skills, logical thinking skills, analytical thinking skills, or meticulous. Such mathematics teaching and learning needs to be done consistently so will lead to habituation to the students that if beyond a certain limit, it belongs to the students' habits and entrenched in him. Key words: mathematics teaching and learning, characte

Engaging with issues of emotionality in mathematics teacher education for social justice

This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially-just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate or interweave. An intervention, usng creative action methods, with a cohort of prospective teachers addressing these issues is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. Creative action methods involve a variety of dramatic, interactive and experiential tools that can promote personal and group engagement and embodied reflection. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics. Some of the possibilities and limits of using such methods are considered

Creating Your Own Symbols: Beginning Algebraic Thinking With Indigenous Students

Because mathematics education devalues Indigenous culture, Indigenous students continue to be the most mathematically disadvantaged group in Australia. Conventional wisdom with regard to Indigenous mathematics education is to utilise practical and visual teaching methods, yet the power of mathematics and the opportunities it brings for advancement lie in symbolic understanding. This paper reports on a Maths as Story Telling (MAST) teaching approach to assist Indigenous students understand algebra through creating and manipulating their own symbols for equations. It discusses effective Indigenous mathematics teaching, describes the MAST approach, analyses it in terms of Ernest’s (2005) semiotic processes, discusses its applications, and draws implications for Indigenous mathematics learning

'They don't use their brains what a pity': school mathematics through the eyes of the older generation

The paper considers issues in the teaching of mathematics from the viewpoint of a group of people aged 75 and over. Drawing on written accounts of their use of and attitude to mathematics, extracts are identified in which they reflect on their own experiences of learning mathematics at school or give their views on more recent mathematics education. Common themes are mental arithmetic and the use of calculators. Most respondents report positive assessments of their own mathematics education and reservations about more recent systems. Some accounts display inaccurate views of current practices in mathematics teaching and possible reasons for this are considered

Rubric supported journal writing in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies (Mathematics), at Massey University

Using an Action Research model, this project followed the implementation of a journal writing programme in mathematics, in a grade three (year 4) class. The effect of journal writing, as a formative assessment tool upon a single teacher's approach to the teaching and assessment of mathematics in her textbook-based, whole class mathematics programme, is the focus of the study. The teacher who participated in this project looked towards the journal writing programme to assist her in making changes to her teaching and assessment practises in mathematics, in an effort to bring them in line with her performance based approach to other areas of the curriculum. Using Greenwood's (1993) criteria for mathematical thinking, rubrics were designed to make mathematical thinking a focus of her teaching and assessment in mathematics. Several changes in the teacher's approach to the teaching and assessment of mathematics were observed within the study period and continued sustained changes were realised in the longer term. In addition, aspects of her teaching and assessment practices that were not observed to change are discussed. The suggestion is made that the potential of journal writing to be used to extend and challenge the mathematical thinking of students may be partly dependent upon the depth and breadth of the mathematical knowledge of the teacher

ICT use in the teaching of mathematics: implications for professional development of pre-service teachers in Ghana

Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana

Developing Preservice Teachers’ Mathematical and Pedagogical Knowledge Using an Integrated Approach

This paper describes how an integrated mathematics content and early field-experience course provides opportunities for preservice elementary teachers to develop understanding of mathematics and mathematics teaching. Engaging preservice teachers in solving and discussing mathematical tasks and providing opportunities to implement these tasks with elementary students creates an authentic context for the future teachers to reflect on their own understanding of mathematics, mathematics teaching, and students’ mathematical thinking. Essential elements of the cycle of events in the integrated model of instruction are discussed: preservice students’ acquisition of mathematical concepts in the context of selected tasks in the content course; subsequent posing of mathematical tasks in early field experiences; reflection on work with students; and response to instructors’ feedback

Developing ICT for Primary and Secondary Mathematics Teacher Professional Development: The Use of VTR in Lesson Study

Most (mathematics) teachers candidates have little opportunity to observe effective teaching in an actual classroom as many of their first learning experiences were based in a traditional classroom where rules were applied methodically to solve problems. In other words, they lack the experience base to meaningfully observe the classroom’s complex and rapid interactions. The use of video tape recorder (VTR) is one of the aspects of developing ICT to promote teachers professional development. Through Lesson Studies activities, some Indonesian teachers have experiences to reflect their teaching through VTR. Reflecting good teaching practice of mathematics form different context through VTR was proved to evidently encourage and motivate teachers to improve their teaching competencies. In some parts of the activities of teachers professional development programs in Indonesia, year 2002‐ 200, the reflections through VTR of Japanesse context and Indonesian context resulting teachers’ perception that it was a good model of mathematics teaching that can possibly be implemented in Indonesia. However, the techers were aware that to implement such good model there are some fundamental constraints should be overcome. Key Words: ICT, VTR, professional development, mathematics teacher, lesson stud