Suchergebnisse

Currently, students are increasingly using various gadgets in their lives, therefore, in the educational process, along with traditional teaching methods, modern educational technologies are also used, among which we can single out the technology of using educational quests at school. The purpose of this article is to show how this technology is applied in mathematics lessons. Within the framework of a theoretical study, the article reveals the basic concepts and structure of a web quest. Mathematics is a rather difficult subject for choosing a topic for a quest, so special attention is paid to exactly how to choose a topic for it in the lesson. The article provides examples of self-development of a web quest in mathematics for a lesson on consolidating the studied material on the topic "Dot product of vectors" using hyperlinks and for a lesson on learning new material on the topic "Ordinary fractions", created on the basis of existing online platforms on the Internet . In conclusion, the course of the experimental study is described, which is aimed at confirming the effectiveness of the application of the technology of educational quests in mathematics lessons, which is confirmed using statistical methods for processing the results of the study.

The aim of this study is to examine students' views on mathematics lessons conducted with writing activities structured using stories, tales, poems, memoirs and letter types. The study was conducted with the participation of 32 middle school 7th grade students studying in a state school affiliated to the Ministry of National Education in Ankara.The study is a case study, and an interview form consisting of 7 open-ended questions developed by the researcher-teacher was used as a data collection tool to determine students' views on the use of literary genres in mathematics lesson. Students' views were analyzed using the descriptive analysis method. As a result of the research, it was seen that the students' opinions about the use of literary genres in mathematics lesson developed positively. It was concluded that the students' views that the mathematics lesson conducted by using literary genres provides meaningful learning, is fun and interesting, and increases memorability, supports the use of literary genres as a learning tool in mathematics teaching. Keywords: Mathematics teaching, types of literature, learning by writing.

Technology use in classrooms in today's world is believed to have a positive impact on students' success and their attitudes towards lessons. In this study we investigated students' attitudes towards technology use in class and whether the use of technology improved their academic achievement.
A quasiexperimental research design was used and we assigned 3 groups as experimental groups (n = 41) and 2 as control groups (n = 41). Mathematics was selected as the subject to be studied. All groups completed a pretest and a posttest. For the experimental groups, lessons were
designed using several technological tools, whereas lessons for control groups were taught using traditional teaching methods. At the end of the study, the experimental groups completed a scale to investigate the preferences and attitudes of the students in regard to technology-based instruction.
One-way ANCOVA was used to evaluate the differences in posttest results, which revealed that the mathematics posttest results of the students who were instructed using technology were significantly higher than the posttest results of the groups who were instructed without technology. Results
showed that students had a positive attitude towards technology use. The implications for curriculum designers and teachers are discussed.

Mathematics is a basic science, both its applied aspects and its reasoning aspects have an important role in the effort to master science and technology. Seeing the importance of the role of learning mathematics in all fields of science, it is not surprising that the government is very concerned with the development of mathematics at all levels of education in Indonesia. This research is a type of qualitative research, using descriptive method. While the notion of qualitative research can be understood as a research procedure that utilizes data and has the aim of describing and analyzing events, social dynamics, phenomena and attitudes of individual and group perceptions of something, the results of this study explain that, mathematics as one of the most important subjects that must taught to students at every school level, is a benchmark in creating competitive human resources. In learning mathematics itself, various basic abilities are needed, including partial ability, numerical ability, verbal ability, reasoning ability and so on. Numerical ability is one of the intelligence factors that play an important role in learning mathematics. These abilities are special that students have, and are very closely related to numbers and can be observed when students work on math problems such as multiplication, addition, subtraction, division and taking roots. Therefore, the numerical ability of students must be considered and trained continuously, especially when the teaching and learning process is being carried out in the classroom

International audience ; The scale and scope of mathematics support within UK universities have grown significantly since the 1990s. Mathematics support has evolved from a 'cottage industry' initiated by enthusiasts into a main-line student support provision overseen by institutional senior managers. Over this 25+ year period, the importance of the mathematical sciences in other disciplines has similarly boomed. No longer is it just engineering and physics undergraduates who need to acquire highly developed mathematical skills. Today geographers, bioscientists, sociologists and political scientists (to name but a few) have to be more skilled than ever before with understanding mathematical and statistical models and methods, particularly if they are to be able to access the international research literature and compete in the international employment market. Just as in the 1980s and 1990s, the Engineering Council produced reports warning of 'the mathematics problem', so in the 2000s and 2010s, the British Council and Royal Society of Arts have done the same. This presentation will outline how mathematics support has developed throughout the UK to meet this increasing demand. Whilst the initial impetus for mathematics support came from a desire to improve the mathematical learning of students from other disciplines, it is an indisputable fact that a significant proportion of the users of mathematics support has been, and remains, mathematics undergraduates. This gives us cause to reflect: why is mathematics support so attractive to mathematics undergraduates? To answer this question, we explore the views of mathematics undergraduate students as expressed through the National Student Survey and in focus groups and individual interviews. The views the students express shed light on the reasons why many of them find mathematics support to be an attractive resource to support their learning.

Bu çalışmanın amacı, Covid-19 sürecinde uzaktan eğitimle ders alan ilköğretim matematik öğretmenliği bölümü birinci sınıf öğrencilerinin yüz-yüze matematik derslerine yönelik algılarının görsel metaforlar yoluyla belirlenmesidir. Bu amaç doğrultusunda çalışmada fenomonografik araştırma yöntemi (olgu bilim) kullanılmıştır. Araştırmanın örneklemi 31 adet öğrenciden oluşmaktadır. Örneklem amaçlı örnekleme yöntemlerinden tipik durum örneklemesine göre seçilmiştir. Araştırmada veri toplama aracı olarak metaforik algı formu kullanılmıştır. Bu formda öğrencilerin, yüz-yüze matematik derslerine yönelik bir çizim yapmaları ve bu çizimi yazılı olarak açıklamaları istenmiştir. Araştırmadan elde edilen bulgular içerik analizi yöntemiyle analiz edilmiş ve benzer metafor kodları bir araya getirilerek kategoriler oluşturulmuştur. Yapılan analizler sonucunda oluşturulan metaforların eğitim süreci ve duygular kategorilerinde toplandığı görülmüştür. Hem metafor çizimlerinden hem de yapılan açıklamalardan, öğrencilerin yüz-yüze eğitime yönelik olumlu bir algıya sahip oldukları tespit edilmiştir. Öğrencilerin yüz-yüze eğitim sürecinde aktif oldukları, rahat soru sorabildikleri ve farklı çözüm yolları üretebildikleri bu nedenle derslerin verimli geçtiği anlaşılmıştır. Elde edilmiş olan sonuçlar ışığında bu alanda çalışma yapmak isteyen araştırmacılara öneriler sunulmuştur.

Many researchers have investigated the causes of students' poor academic performance in general. However, the extent to which students' individual characteristics affect their academic performance in mathematics has received little academic attention. This was the gap in literature the study sought to fill. The study adopted a convergent parallel mixed methods design involving three hundred and seventy-two (372) respondents in Sagnarigu Municipality of Northern Region, Ghana who were sampled through Simple Random Sampling and purposive sampling techniques. Questionnaire and interview guides were used to collect primary data. The analysis of the collected data revealed that: willingness to learn mathematics, perceptions that mathematics is a difficult subject, readiness for the use of mathematics teaching and learning materials available, relationship with mathematics teachers and attentiveness in mathematics lessons all affected students' academic performance in mathematics. It is therefore recommended that the various school management bodies could work with the Guidance and Counselling units to provide some form of support for students who are fearful of mathematics.

The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils' age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils' results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To map quality of teacher–pupil interactions in classrooms, observations are video recorded and analyzed using Classroom Assessment Scoring System. Video analyses elicit that there is a variety in teacher–pupil interaction quality in the 10 classrooms concerning "emotional support," "classroom organization," and "instructional support." The lowest quality is found for the dimensions "analysis and inquiry," "instructional dialogue," and "regard for adolescent perspectives," which might preclude facilitation of cognitive and metacognitive strategies to enhance pupils' learning and engagement in work with instructional content. Highest quality in teaching through interactions is found for the dimensions "behaviour management" and "productivity." Analyses show that "positive climate" and "student engagement" both have strong effect sizes and are significant concerning pupils' learning on class level when comparing classrooms with the highest and lowest improvement score on the standardized National Curriculum Math test over 7 months.

It is very difficult to motivate students when it comes to a school subject like Mathematics. Teachers spend a lot of time trying to find something that will arouse interest in students. It is particularly difficult to find materials that are motivating enough for students that they eagerly wait for the next lesson. One of the solutions may be found in Vedic Mathematics. Traditional methods of teaching Mathematics create fear of this otherwise interesting subject in the majority of students. Fear increases failure. Often the traditional, conventional mathematical methods consist of very long lessons which are difficult to understand. Vedic Mathematics is an ancient system that is very flexible and encourages the development of intuition and innovation. It is a mental calculating tool that does not require a calculator because the calculator is embedded in each of us. Starting from the above problems of fear and failure in Mathematics, the goal of this paper is to do research with the control and the experimental group and to compare the test results. Two tests should be done for each of the groups. The control group would do the tests in the conventional way. The experimental group would do the first test in a conventional manner and then be subjected to different treatment, that is to say, be taught on the basis of Vedic Mathematics. After that, the second group would do the second test according to the principles of Vedic Mathematics. Expectations are that after short lectures on Vedic mathematics results of the experimental group would improve and that students will show greater interest in Mathematics.

This study investigated the effects of pre-lesson and post-lesson assignment on students' performance in difficult topics in Mathematics. The study employed a quasi-experimental pre-test post-test control group design. The population for the study comprised all Senior Secondary School Two (SSS II) students in Ekiti State. A sample of one hundred and twenty SS II students were selected for the study using Multi-Stage sampling procedure across the 16 Local Government Areas (LGAs) in Ekiti State. The instrument used for data collection was Mathematics Performance Test (MPT) developed by the researchers for the purpose of examining Students' Performance in Mathematics. The face and content validity of the instrument was ensured. The reliability was ascertained using test re- test method and a reliability coefficient of 0.86 was obtained through Pearson's' Product Moment Correlation Analysis. The data collected were analyzed using mean, standard deviation and t-test. Results of the study indicated that home assignment had significant effects on students' performance in difficult concepts in Mathematics. The study therefore recommended that teachers give home assignment regularly to their students in order to encourage them to practice previous lessons and prepare for forthcoming lessons. Keywords: Pre-lesson, Post-lesson, Home Assignment, Mathematics, Difficult Concepts

This study focused on how and why secondary school mathematics teachers might situate real-world equity issues in their lessons. Real-world equity issues in the context of mathematics education are real-world issues which might be critically examined in the mathematics lesson and so encourage pupils to be democratic citizens who are critically literate through mathematics. The first phase of the study involved data collection through semi-structured interviews with eight teachers to learn about teachers' mathematical beliefs. Four of the participants had mathematics degrees and the others had degrees in other disciplines. An adapted version of Ernest's model of mathematics-related belief systems was used as card sort prompts for the interview. The second phase of the study collected data from observing the participants teach a mathematics lesson in which they situated real-world equity issues. It also gathered data on the participants' reflections of the lesson. The data formed the basis of eight case studies. In order to identify the different ways in which real-world equity issues can be situated in the mathematics classroom, data from the lesson observations and teachers' reflections were used to address the question: 'How might secondary school mathematics teachers situate real-world equity issues in their lessons?'. The data was analysed by identifying the areas of the curriculum addressed in the lesson, and Skovsmose's Milieus of Learning matrix was used as a framework to analyse the structure of the lesson. Data from interviews and teachers' reflections were used to address the question: 'Why might secondary school mathematics teachers situate real-world equity issues in their lessons?'. Ernest's model of mathematics-related belief systems was used to analyse the interview data and identify what motivated teachers to situate real-world equity issues in their lessons in the way they did. As the cohort comprised of mathematics teachers with mathematics degrees and degrees from other disciplines, the study ...

My educational career path began as an elementary school teacher, then as an assistant principal, and now as a principal. With the educational experiences that I had at each level of my career, I was certain I would be able to handle an increase in the mathematical rigor presented to our students through the new Mathematics Standards of Learning for Virginia Public Schools (SOL) [1]. I found that, yes, I was able to understand the rigor. However, I found the challenge was providing the needed assistance to bring about results that would ultimately help our teachers and students be successful. I knew that something was needed, but what that something was I was not sure. Fortunately, Richneck Elementary was provided a wonderful opportunity of being assigned a mathematics coach for three years by way of a grant that the Newport News Public School division was awarded to support military-connected students. In addition, the grant supported teachers to work toward their Mathematics Specialist degree. As a result, Karen Joos, Mathematics Coach, received her master's in education with an endorsement as a Mathematics Specialist. David Hundley, Mathematics Coach Facilitator, provided support for coaches under this grant. This article will provide a road map for the journey: working with the mathematics coaches and understanding their processes, promoting my leadership philosophy in relation to the new rigor of the state standards, improving communication through lessons learned, and identifying the collaboration process to achieve the best results for the school and community.