612,121 research outputs found

    HOW SUCCESSFUL IS MATHEMATICS EDUCATION IN SERBIA ACCORDING TO THE TIMSS 2003 PRIMARY RESULTS AND WHAT SHOULD BE DONE TO IMPROVE IT? - Dor

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    Abstract. The main Serbian TIMSS 2003 results showed that (a) mathematics achievement of the Serbian students, expressed by average percent correct on all test items, was 41, being equal to the international average; (b) the best achievement of the Serbian students was found for tasks on algebra, whereas the poorest achievement was obtained for tasks on data; and (c) while 21% of the Serbian students had reached the high TIMSS 2003 international benchmark, 20% of them had not attained basic mathematical knowledge and skills. These results were examined the light of the TIMSS 2003 results of other economically and educationally similar entities as well as the results of relevant educational studies realized in Serbia in last twenty years. The article also gives a direction for improvements of the Serbian mathematics education supported by the Serbian TIMSS 2003 results

    Developing The Attitude And Creativity In Mathematics Education

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    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, teacherā€™s initiation, teacherā€™s direction and strongly teacherā€™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, teacherā€™s preparation, studentā€™s motivation and apperception, various interactions, small-group discussions, studentā€™s works sheet development, studentsā€™ presentations, teacherā€™s facilitations, studentsā€™ 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

    Teaching mental mathematics from level 5 (National Strategies; Secondary)

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    An introduction to a set of materials describing teaching approaches that can be used to develop mental mathematics abilities beyond level 5, covering number, algebra, geometry and statistics. Includes activities that target some aspects of mental mathematics which pupils continue to find difficult. This records comprises the following 9 files ā€¢ Teaching mental mathematics from level 5: Measures and mensuration in algebra A booklet describing teaching approaches that can be used to develop mental mathematics abilities beyond level 5. The activities described in this supplement build upon and develop activities suggested in Teaching mental mathematics from level 5: Algebra (DCSF ref: 00692-2009PDF-EN-01). Ref: 00695-2009PDF-EN-01 Publication date: October 2009 ā€¢ Teaching mental mathematics from level 5: Measures and mensuration in number A booklet describing teaching approaches that can be used to develop mental mathematics abilities beyond level 5. The activities described in this supplement build upon and develop activities suggested in Teaching mental mathematics from level 5: Number (DCSF ref: 00691-2009PDF-EN-01). Ref: 00694-2009PDF-EN-01 Publication date: October 2009 ā€¢ Teaching mental mathematics from level 5: Measures and mensuration in geometry A booklet describing teaching approaches that can be used to develop mental mathematics abilities beyond level 5. The activities described in this supplement build upon and develop activities suggested in Teaching mental mathematics from level 5: Geometry (DCSF ref: 00693-2009PDF-EN-01). Ref: 00696-2009PDF-EN-01 Publication date: October 2009 ā€¢ Teaching mental mathematics from level 5: Algebra A booklet describing teaching approaches that can be used to develop mental mathematics abilities beyond level 5, covering algebraic conventions, solving linear equations, sequences, and functions and graphs. Includes some of the aspects of algebra that have been reported as having implications for teaching and learning from the Key Stage 3 tests. Ref: 00692-2009PDF-EN-01 Publication date: October 2009 ā€¢ Teaching mental mathematics from level 5: Geometry A booklet describing teaching approaches that can be used to develop mental mathematics abilities beyond level 5, covering geometric reasoning (lines, angles and shapes), using symmetries, reflections, rotations and translations, enlargement and similarity, constructions and loci, and working in three dimensions. Includes some of the aspects of geometry that have been reported as having implications for teaching and learning from the Key Stage 3 tests. Ref: 00693-2009PDF-EN-01 Publication date: October 2009 ā€¢ Teaching mental mathematics from level 5 An introduction to a set of materials describing teaching approaches that can be used to develop mental mathematics abilities beyond level 5, covering number, algebra, geometry and statistics. Includes activities that target some aspects of mental mathematics which pupils continue to find difficult. ā€¢ Teaching mental mathematics from level 5: Sequences Paper outlining some key aspects of developing pupils' understanding of the relationship between the context of a sequence and the ways in which it can be expressed, first in words and later in algebraic terms, and their understanding of the term-to-term and position-to-term structures and the relationship between them. ā€¢ Teaching mental mathematics from level 5: Statistics The topics covered in this booklet are selected from the statistics strand learning objectives in The Framework for secondary mathematics. Ref: 00089-2009 Publication date: March 2009 ā€¢ Teaching mental mathematics from level 5: Number A booklet describing teaching approaches that can be used to develop mental mathematics abilities beyond level 5, covering place value, ordering and rounding, fractions, decimals, percentages, and ratio and proportion. Includes activities that target some aspects of number which pupils continue to find difficult. Ref: 00691-2009PDF-EN-01 Publication date: October 2009 ā€¢ Teaching mental mathematics from level 5: Place value, ordering and rounding Resource sheet focusing on multiplying and dividing numbers by powers of 10, understanding the effect of multiplying and dividing by numbers between 0 and 1, multiplying and dividing decimals by any number between 0 and 1, and beginning to write numbers in standard form. This document also includes activities based on modelling, matching and diagrammatic expanation

    Developing Studentsā€™ Character Through Mathematics Teaching And Learning

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    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

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

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    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)

    Creating Your Own Symbols: Beginning Algebraic Thinking With Indigenous Students

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    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 Ernestā€™s (2005) semiotic processes, discusses its applications, and draws implications for Indigenous mathematics learning

    MOULDING POSITIVE CHARACTERS VIA INCULCATING VALUES IN MATHEMATICS TEACHING AND LEARNING

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    In this paper, I argue that it is pertinent to develop positive characters among all students as they are the future assets of a nation. A review of related literature shows that inculcating values and moulding character has been of great concern in the school mathematics curriculum of many countries. There are various categories of intrinsic values embedded in mathematics education. With careful and mindful integration into teaching and learning of mathematics, it is possible to inculcate positive values and thus produce positive characters of our future generation. Some suggestions on how to inculcate these values into mathematics teaching and learning at various school levels were discussed at the end of this paper. Keyword: mathematics teaching and learning; moulding character; values in mathematics educatio

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

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    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

    Editorial: re-visioning teaching and learning with technology in mathematics: selected papers from ICTMT12

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    This paper introduces a special journal issue presenting selected papers from the 12th International Conference on Technology in Mathematics Teaching (ICTMT12), hosted by the Faculty of Sciences and Technology of the University of Algarve, in the city of Faro, from 24-27 June 2015. With the overall theme of re-visioning teaching and learning with technology in mathematics, the papers in the special journal issue offer insights into the range of possibilities for the integration of technology in the teaching and learning of mathematics at the upper secondary and tertiary levels of education (including in teacher education). The insights cover teachers' knowledge for teaching mathematics with technology (KTMT), an adaptation of the technological pedagogical content knowledge (TPACK) theoretical framework, an ā€˜embodiedā€™ approach to the convergence of numerical sequences using GeoGebra, and examples of how GeoGebra can be used to explore complex functions. Such insights are an important part of re-visioning teaching and learning mathematics with technology

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

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    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
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