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

Developing The Attitude And Creativity In Mathematics Education

The structures in a traditionally-organized classroom of mathematics teaching can usually be linked readily with the routine classroom activities of teacher-exposition and teacher-supervised desk work, teacher’s initiation, teacher’s direction and strongly teacher’s expectations of the outcome of student learning. If the teacher wants to develop appropriate attitude and creativities in mathematics teaching learning it needs for him to develop innovation in mathematics teaching. The teacher may face challenge to develop various style of teaching i.e. various and flexible method of teaching, discussion method, problem-based method, various style of classroom interaction, contextual and or realistic mathematics approach. To develop mathematical attitude and creativity in mathematics teaching learning processes, the teacher may understand the nature and have the highly skill of implementing the aspects of the following: mathematics teaching materials, teacher’s preparation, student’s motivation and apperception, various interactions, small-group discussions, student’s works sheet development, students’ presentations, teacher’s facilitations, students’ conclusions, and the scheme of cognitive development.In the broader sense of developing attitude and creativity of mathematics learning, the teacher may needs to in-depth understanding of the nature of school mathematics, the nature of students learn mathematics and the nature of constructivism in learning mathematics. Key Word: mathematical attitude, creativity in mathematics, innovation of mathematics teaching,school mathematics

SeanNumbers-Ofala

* The SeanNumbers-Ofala video consists of three short segments, approximately 10 minutes long in total, that can be viewed as a single video stream (see the “via BlueStream” link below). In addition, background information about the lesson and video, a transcript of the video, and the teachers’ notes and reflections on the lesson are included below as pdf downloads.* INQUIRIES/USES: This footage comes from an actual third grade classroom and was collected as part of an NSF funded project (TPE-8954724). Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies, presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected] video segment, from a third grade mathematics class in Michigan, shows 10 minutes of a longer discussion about even and odd numbers. A boy named Sean comments that he has noticed something special about the number, six. He claims that it could be even and it could be odd. Sean explains his idea and the class goes on to discuss it, raising other perspectives, counterarguments, and questions.National Science Foundation, TPE-8954724http://deepblue.lib.umich.edu/bitstream/2027.42/65013/9/seannumbers-ofala-transcript.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65013/5/seannumbers-ofala_background.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65013/3/seannumbers-ofala_teacher-notebook.pd

BetsyProof-Start

* The BetsyProof-Start video is a short segment that can be viewed as a streaming video (see the “via BlueStream” link below). In addition, background information about the lesson and video, a transcript of the video, and the teachers’ notes and reflections on the lesson are included below as pdf downloads.* INQUIRIES/USES: This footage comes from an actual third grade classroom and was collected as part of an NSF funded project (TPE-8954724). Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies, presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected] video segment, from a third grade mathematics class in Michigan, shows a little less than four minutes out of a longer discussion on a set of conjectures about even and odd numbers. Central here are the pupils’ efforts to prove something in mathematics. In the episode, Jeannie explains that she and her partner, Sheena, have been working together on Betsy’s conjecture (an odd number plus an odd number equals an even number) but they could not find an example where the conjecture was not true. So, she explains, they then tried “to prove that you can't prove that Betsy’s conjecture always works.” Jeannie explains their reasoning and the class goes on to discuss their ideas about proof.National Science Foundation, TPE-8954724http://deepblue.lib.umich.edu/bitstream/2027.42/65012/5/betsyproof-start_background.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65012/3/betsyproof-start_teacher-notebook.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65012/2/betsyproof-start.movhttp://deepblue.lib.umich.edu/bitstream/2027.42/65012/9/betsyproof-start-transcript.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/65012/12/betsyproof-start-xy_texttrack.srtDescription of betsyproof-start_background.pdf : Background information about the BetsyProof-Start videoDescription of betsyproof-start-transcript.pdf : Transcript of the BetsyProof-Start videoDescription of betsyproof-start.mov : BetsyProof-Start videoDescription of betsyproof-start_teacher-notebook.pdf : Teacher journal entry from January 26Description of betsyproof-start-xy_texttrack.srt : SubRip Subtitle fil

Naming One-Third on the Number Line

The "Naming One-Third on the Number Line" video consists of a three-minute video segment that can be viewed as a streaming video on this page. In addition, background information about the lesson and video (including samples of students' work) and a transcript of the video with a seating chart are included as pdf downloads. *** INQUIRIES/USES: This footage comes from an actual fifth grade classroom. Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies and presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected]. This three-minute video segment was taken from a summer mathematics class in Michigan for rising fifth graders. In the video, students are discussing a "warm up problem" focused on identifying fractions as points on a number line. The correct answer to the particular problem being discussed is 1/3, and the target explanation would draw on the notions of the whole (the interval from 0 to 1), equal partitions of that whole, naming one part, and naming the number of equal parts. Aniyah shares her solution of 1/7 and other students –Toni, Lakeya, and Dante – ask her questions about her solution and her thinking. The video ends just before the class begins discussing this and other solutions.http://deepblue.lib.umich.edu/bitstream/2027.42/134321/1/naming-one-third-on-the-number-line.movhttp://deepblue.lib.umich.edu/bitstream/2027.42/134321/2/naming-one-third-on-the-number-line_texttrack.srthttp://deepblue.lib.umich.edu/bitstream/2027.42/134321/3/naming-one-third-on-the-number-line_context.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/134321/4/naming-one-third-on-the-number-line_transcript.pdfDescription of naming-one-third-on-the-number-line.mov : Primary asset: Streaming video, "Naming One-Third on the Number Line"Description of naming-one-third-on-the-number-line_texttrack.srt : Subtitles for video, "Naming One-Third on the Number Line" (to be integrated within KMC)Description of naming-one-third-on-the-number-line_context.pdf : Background and context for video, "Naming One-Third on the Number Line"Description of naming-one-third-on-the-number-line_transcript.pdf : Transcript for video, "Naming One-Third on the Number Line

Mamadou-Half-Rectangle

* The Mamadou-Half-Rectangle video is a short segment that can be viewed as a streaming video (see the “via BlueStream” link below). In addition, background information about the lesson and video, a transcript of the video, and an abridged lesson plan for the class are included below as pdf downloads.* INQUIRIES/USES: This footage comes from an actual fifth-grade classroom taught by Deborah Loewenberg Ball. Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies, presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected] video segment, from a fifth-grade mathematics summer program in Michigan, shows a five-minute excerpt of students discussing a math problem that asks them to identify the fraction of rectangle represented by a shaded region. A key feature of this particular problem is that the rectangle under consideration is divided into regions of different sizes and shapes. The segment focuses on one student’s (Mamadou’s) answer of one-half, his explanation, and the discussion that ensues about how his solution differs from solutions that produce an answer of one-eighth. Central in this discussion is the importance of the “whole” when identifying fractions.This material is based on work partly supported by the National Science Foundation under Grant No. 0227856. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.http://deepblue.lib.umich.edu/bitstream/2027.42/78024/4/eml2007_lessonplan_071707_abridged.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78024/3/mamadou-half-rectangle_background.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78024/2/mamadou-half-rectangle_transcript.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78024/1/mamadou-half-rectangle_subtitled.mo

Examining Mentors' Practices for Enhancing Preservice Teachers' Pedagogical Development in Mathematics and Science

Mentoring is too important to be left to chance (Ganser, 1996), yet mentoring expertise of teachers varies widely, which may present inequities for developing preservice teachers' practices. Five factors for mentoring have been identified herein: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback, and items associated with each factor have also been justified in context of the literature. An original, literature-based survey instrument gathered 446 preservice teachers' perceptions of their mentoring for primary teaching. Data were analysed within the abovementioned 5 factors with 331 final-year preservice teachers from 9 Australian universities responding to their mentoring for science teaching and 115 final-year preservice teachers from an urban university responding to their mentoring for mathematics teaching. Results indicated similar Cronbach alpha scores on each of the five factors for primary science and mathematics teaching; however percentages and mean scores on attributes and practices aligned with each factor were considerably higher for mentoring mathematics teaching compared with science teaching

An Experiment Of Mathematics Teaching Using SAVI Approach And Conventional Approach Viewed From The Motivation Of The Students Of Sultan Agung Junior High School In Purworejo

The objective of this research is to investigate whether Mathematics teaching using SAVI approach can make better achievement in learning Mathematics than conventional approach viewed from the student’s motivation of Sultan Agung Junior High School in Purworejo on the circle material. This research is a quasi experimental research with 2×3 factorial design. The subject of the research is the 8th-grade students of Sultan Agung Junior High School in Purworejo in the academic year 2010/2011. The sample of this research are 60 students which consist of experimental group and control group. The data were collected by using test of learning achievement in Mathematics and a questionnaire of student’s motivation. The test instruments were validated by expert. In the pre-requisite test, analysis variance precondition test using Liliefors test for normality and Bartlett test for homogeneity test. With ∝ =0,05, samples come from normal distributed population and homogeneous. The hypothesis testing using two-way ANAVA with different cell with α = 0,05. It shows: (1) Fc = 4.378 > Ft = 4.024, it means Mathematics teaching using SAVI approach gives a better achievement in learning Mathematics than using conventional approach; (2) Fc =20.822 > Ft= 3.174, it means the achievement in learning Mathematics of the students who have higher motivation is better than those who have lower motivation; and (3) Fc = 1.617 < Ft = 3.174, it means the difference characteristic between the Mathematics teaching using SAVI approach and conventional approach for every students’ motivation in learning Mathematics is the same. Key Words: Mathematics Teaching, SAVI, Motivatio