Thematische Bibliographien / Mathematic lessons

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Auswahl der wissenschaftlichen Literatur zum Thema „Mathematic lessons“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 13. Februar 2022

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Zeitschriftenartikel zum Thema "Mathematic lessons"

Mulyana, Diki, und Farid Gunadi. „PENGEMBANGAN BUKU AJAR KAPITA SELEKTA MATEMATIKA DASAR BERBASIS TERPADU UNTUK MENINGKATKAN PEMECAHAN MASALAH MATEMATIS MAHASISWA“. Delta: Jurnal Ilmiah Pendidikan Matematika 6, Nr. 2 (25.11.2019): 11. http://dx.doi.org/10.31941/delta.v6i2.912.

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<p>The purpose of this research was to develop valid tools for mathematic lessons. In this research, the developed lesson was basic mathematic capita selecta textbook based on Telaah, Eksplorasi, Rumuskan, Presentasikan, Aplikasikan, Duniawi dan Ukhrowi (TERPADU) to increase student’s problem solving in mathematic. The lesson tools which would be developed were: (1) Syllabus, (2) Semester Development Plan (SDP), (3) Textbook, and (4) Mathematic Problem Solving Skill Test, for students of Mathematic Educational Department, Wiralodra University. The development model used were lesson tools’s developing using Plomp modificate-model. The validity of lesson tools were assested by expert team validation and colleges. The result gained validation for <br />tools developed by five experts and gained overall average score “usable”. This validation counted as an excellent category thus the tools are valid.</p>

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Karadag, Ruhan, und S. Serdar Keskin. „The effects of flipped learning approach on the academic achievement and attitudes of the students“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 6 (30.12.2017): 158–68. http://dx.doi.org/10.18844/prosoc.v4i6.2926.

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The purpose of this research is to examine the effects of activities based on ‘Flipped Learning’ approach on students' academic achievement and attitudes toward mathematics in mathematics lessons. A mixed method approach is used in this study. Quantitative data were collected through the academic achievement test developed by the researchers and the Mathematical Attitude Scale developed by Inan (2014). The qualitative data were obtained from the semi-structured interview form and the learning logs of the mathematics lessons that the students kept during the activities. In the analysis of quantitative data of the study, Statistical Package of Social Science programme was used to calculate and analyse arithmetic mean, standard deviation and t-test. In the analysis of qualitative data, content analysis was used. It is found that ‘Flipped Learning’ approach positively affect students' academic achievement and attitudes toward mathematics in mathematics lessons. Keywords: Flipped learning, mathematic instruction, academic achievement.

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Andersen, Lyle E., Glenn D. Allinger und Jean P. Abel. „Teacher-Computer Interaction in Teaching a Mathematics Lesson“. Arithmetic Teacher 36, Nr. 2 (Oktober 1988): 42–46. http://dx.doi.org/10.5951/at.36.2.0042.

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Elementary school teachers are being encouraged to use the computer for mathematics instruction (NCTM 1980). Many are seeking appropriate methods for integrating the computer into their mathematic lessons. Unfortunately, much of the pre ent software must be altered or creatively adapted before it can be incorporated into teacher presentations. The lack of computers in individual classrooms and the lack of regular acce to computer laboratorie are other tumbling blocks that di courage the u e of computers in a regular lesson. The estatement are supported by a survey conducted in Minnesota (Andersen 1984) that showed fewer than 5 percent of the K-8 teacher who responded had ever used the computer for teaching mathematics.

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Brata, Dwija Wisnu, und Budi Santoso. „PEMBELAJARAN MATEMATIKA DENGAN OPERATOR DASAR UNTUK ANAK SEKOLAH DASAR BERBASIS MOBILE“. Jurnal Ilmiah Informatika 1, Nr. 1 (23.06.2016): 46–50. http://dx.doi.org/10.35316/jimi.v1i1.443.

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The concept of teaching mathematic is most important for educators by understanding and application of mathematics content that cater to students, especially primary school students. extending the interesting material, as well as providing assistance to the student to take assessment can assist in attraction, concentration and success in understanding mathematics. It is always related because not all students in a class is able to understand the material quickly, then the required factors that have an interest for children. The interesting will become the factors that support students in learning, if these factors can also be conceptualized as children's activities are carried out every day, it means that if the school use the curriculum, and the home environment playground are always supervised by the parent. so the Interesting in mathematics lessons can be realized also in the integration of emerging technologies, especially mobile phones. The majority the students today have the tool, it will be more efficient to develope of mathematical material is also contained in the mobile. The development can be implemented in mathematic education game. Games designed by researcher wishes to develop mobile based learning materials, especially in mathematic. the Experiments have performed in the implementation of mathematic games with basic operators to produce the final value of the overall respondents who rate amounted to 84.4%. it means that the level of engagement users, especially students very well in playing to respond the educational game designed.

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Hamdan AL-onizat, Sabah Hasan, und Yahya Hussain Othman AL-Qatawneh. „The Effectiveness of an Educational Program Built on the Brain-Based Learning Theory in Improving Mathematical Skills and Motivation for Learning among Student with Learning Disabilities in Jordan“. Modern Applied Science 13, Nr. 11 (03.10.2019): 1. http://dx.doi.org/10.5539/mas.v13n11p1.

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This study aimed at investigating the effectiveness of an educational program built on the brain-based learning theory in improving the mathematical skills and motivation among students with learning disabilities. The sample of the study consisted of (60) student enrolled in learning disabilities’ recourses rooms from the third, fourth and fifth grades. The sample was divided randomly into two groups; an experimental group and a control group. In order to achieve the objectives of the study, the researchers have developed three achievement tests in Math for the third, fourth and fifth grades, mathematic motivation scale, and the psychometric properties of the scale in order to apply the pre-post-tests. The researchers also designed the educational program base on the brain-based learning theory. The implementation of the program took two consecutive months; (75) lessons, (2) lessons per day with a duration of (45) minutes for each lesson. After obtaining the results through the appropriate statistical analysis, the study concluded that there were statistically significant differences in the post-test of mathematical skills and its sub-dimensions in favour of the experimental group. There was no statistically significant effect for both gender and grade variables and the interaction between the educational program and grade on the achievement of mathematics skills. There were statistically significant differences on the post-test of motivation to learn mathematics and its sub-dimensions and in favour of the experimental group.

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Gamlem, Siv M. „Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics“. SAGE Open 9, Nr. 3 (Juli 2019): 215824401986148. http://dx.doi.org/10.1177/2158244019861485.

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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.

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Cecchini, Jose A., und Alejandro Carriedo. „Effects of an Interdisciplinary Approach Integrating Mathematics and Physical Education on Mathematical Learning and Physical Activity Levels“. Journal of Teaching in Physical Education 39, Nr. 1 (01.01.2020): 121–25. http://dx.doi.org/10.1123/jtpe.2018-0274.

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Purpose: New ways of teaching have been under consideration over the last decade. Thus, this study aims to examine the effects of an interdisciplinary educational approach integrating physical education and mathematics on light and moderate–vigorous physical activity (PA), sedentary behavior, and learning subtraction.Method: Forty-six first-grade students (Mage = 76.98 ± 3.74 months) wore an accelerometer for 4 weeks to measure their PA levels. For 3 weeks, one group (n = 23) attended their physical education and mathematic lessons separately according to the traditional curriculum development (i.e., regular classroom lessons), and the other group (n = 23) was taught through an integrated curriculum based on an interdisciplinary approach integrating physical education and mathematics where the curricular time devoted to these subjects was unified.Results: Severalt-test analyses revealed significant between-group differences in all variables following the curricular interventions. Students from the interdisciplinary group reached higher levels of light PA,t(44) = −10.095,p < .001,d = 2.97; moderate–vigorous PA,t(44) = −7.950,p < .001,d = 2.35; and spent less time in sedentary behavior,t(44) = 13.549,p < .001,d = 4.01, than students who attended regular classroom lessons. Moreover, the students from the interdisciplinary group achieved higher scores in subtraction learning,t(44) = −4.06,p < .001,d = 1.20.Discussion/Conclusion: The integration of PA into learning environments such as mathematics might help to develop tools that improve mathematical learnings (i.e., subtraction). Likewise, this kind of interdisciplinary approach may contribute to increase the children’s PA levels during the school day.

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Corwin, Rebecca B., und William R. Speer. „IDEAS“. Arithmetic Teacher 40, Nr. 6 (Februar 1993): 325–37. http://dx.doi.org/10.5951/at.40.6.0325.

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Many elementary and middle school mathematics teachers use a particular approach when planning mathematics units. We tend to match a mathematics concept that we want to teach with an activity or material that will convey the needed idea. When we teach fractions. we think of planning a pizza party or partitioning a geoboard. When we teach place value, we think of base-ten blocks or trading games. As we increase our teaching and planning repertoires over the year by adding more and more activities and materials, we make better matches among what we think of as basic curriculum elements: the students' needs. the mathematics topic, and choices of activities and materials. These elements, mixed differently year to year, facilitate many good mathematic lessons. But they may also give us a limited view of curriculum possibilities.

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Thị Hoa, Đào. „Design lessons “teaching mathematic theorems" toward the devolopment of self-learning competency for students of Mathematics pedagogical - Hanoi Pedagogical University no 2“. Journal of Science, Educational Science 62, Nr. 1 (2017): 3–14. http://dx.doi.org/10.18173/2354-1075.2017-0001.

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Khairiyyah, Ayuni, Mulyono und KMS Muhammad Amin Fauzi. „The Learning Effect of Blended Learning Based on Google Class Room and Initial Mathematics on Mathematic Representation and Resilience of Students in the Covid-19 Pandemic“. Britain International of Linguistics Arts and Education (BIoLAE) Journal 3, Nr. 1 (24.03.2021): 63–76. http://dx.doi.org/10.33258/biolae.v3i1.410.

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The success of students in taking mathematics lessons also greatly affects the factor of their initial mathematical abilities. Students' initial mathematical abilities are prerequisite abilities that students have before participating in the learning material that will be given. Therefore, students' initial knowledge is indeed an important part of students so that they have good abilities in solving a mathematical problem. (Depdiknas, 2005) states that students' initial knowledge is important for teachers to know before starting with their learning. In addition, students' initial mathematical abilities are also useful as a foothold in the beginning of each student's mathematics so that the teacher will find it easier determine a method or strategy that is suitable for use in the classroom so that the learning that is carried out will be more effective and efficient, (Fatimah, 2016: 13). The results of a preliminary study conducted on class VII teachers of SMPIT Ulil Albab Pematangsiantar shows that teachers have not identified students' initial mathematical abilities as a supporting factor for the success of learning mathematics. The same thing was expressed by (Suprapta, Suharta, & Irawan, 2016: 69) yang stated that most teachers tend to directly explain the subject matter to be discussed without wanting to know the ability of students' prior knowledge. Even though good learning provides opportunities for students to connect initial knowledge with new knowledge on the material being studied, train students' skills and abilities in the classroom.

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Dissertationen zum Thema "Mathematic lessons"

Zell, Simon. „Using physical experiments in mathematics lessons to introduce mathematical concepts“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81188.

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Physical experiments have a great potential in mathematics lessons. Students can actively discover how mathematical concepts are used. This paper shows results of research done how students got to know the different aspects of the concept of variable by doing simple physical experiments. Further it will be shown what other concepts could be touched by the same treatment.

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Asami-Johansson, Yukiko. „Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure : A Swedish case study“. Licentiate thesis, Linköpings universitet, Matematiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122240.

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This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom. The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.

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Dogan, Oguzhan. „A Study On Pattern Of 6th Grade Elementary Mathematics Lesson“. Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607985/index.pdf.

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The purpose of this study is to interpret observations of three 6th grade elementary mathematics classrooms throughout a unit in detail. Specifically, this study examined the patterns and traditions related with teaching practices in the context of teaching a unit, teaching a topic, and single lessons, and described frequently observed teaching features in mathematics lessons. This study presented a detailed description and analysis of teaching practices of three experienced mathematics teacher from three public elementary schools. The participated teachers were directly observed through teaching a different mathematics unit. The teaching and learning practices in each classroom was described and analyzed both separately and together. The results of this study indicated that teaching a mathematics unit could be described as the combination of separately taught topics where the sequences of topics are strictly determined by elementary mathematics curriculum. There was no specific practice aiming to construct relation between unit&rsquo
s concepts and other school subjects, other mathematics concepts, and among these concepts. Teaching practices throughout a topic showed explicit similarities so that a pattern for teaching a topic can be described as demonstrating the new content, practicing the new content, and assigning and doing homework. It was not possible to draw a pattern for teaching practices in elementary mathematics lessons by using single lesson periods as a unit of analysis. &lsquo
Practicing&rsquo
was the most occurred activity in elementary mathematics lessons. Based on the findings some suggestions for future research studies were proposed, and some implications for teachers, teacher educators and policy makers were delivered.

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Boakes, Norma. „Origami-Mathematics Lessons: Researching its Impact and Influence on Mathematical Knowledge and Spatial Ability of Students“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79472.

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“Origami-mathematics lessons” (Boakes, 2006) blend the ancient art of paper folding with the teaching of mathematics. Though a plethora of publications can be easily found advocating the benefits of Origami in the teaching of mathematics, little research exist to quantify the impact Origami has on the learning and building of mathematical skills. The research presented in this paper targets this common claim focusing on how Origamimathematics lessons taught over an extended period of time impact students’ knowledge of geometry and their spatial visualization abilities. The paper begins with a brief overview of Origami as it relates to teaching mathematics followed by a summary of research done with two age groups: middle school children and college students. Gathered data in these two studies suggest that Origami-mathematics lessons are as beneficial as traditional instructional methods in teaching mathematics.

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Mathis, Kimber Anne. „Secondary Preservice Mathematics Teachers' Curricular Reasoning“. BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7511.

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Researchers have found that teachers' decisions affect students' opportunity to learn. Prior researchers have investigated teachers' decisions while planning, implementing, or reflecting on lessons, but few researchers have studied teachers' decisions and their reasoning throughout the teaching process. It is important to study teachers' reasoning for why they make the decisions they do throughout the teaching process. Furthermore, because inservice and preservice teachers differ in experience and available resources that they draw on while making decisions, it is helpful to consider the resources PSTs' draw on while reasoning. Curricular reasoning is a framework that describes teachers' thinking processes when making decisions during the teaching process. This study investigated secondary preservice teachers' decisions and curricular reasoning throughout the teaching process. Data were collected from two groups of secondary preservice teachers in a mathematics methods course focused on student thinking and mathematics. Results revealed that the preservice teachers used all seven curricular reasoning strands, especially drawing on mathematical meanings, mapping learning trajectories, and considering learners' perspectives. Specifically, this study demonstrates ways in which preservice teachers reason about their decisions and the intertwined nature of their curricular reasoning. The results from this study also imply that it may be helpful to consider the resources PSTs have access to, including their instructor, and that the order of their lesson planning may allow support for the mathematical learning trajectories within individual lessons. This study also provides validation for the curricular reasoning framework described by Dingman, Teuscher, Olson, and Kasmer (in press), provides subcategories of curricular reasoning strands, and has implications for teacher education.

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鍾志興 und Chi-hing Caleb Chung. „Effective ways of integrating ICT into mathematics lessons“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125620X.

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Chung, Chi-hing Caleb. „Effective ways of integrating ICT into mathematics lessons /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148102.

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Breet, Felicity Grace. „Verbal interaction in mathematics lessons in Anglophone Cameroon“. Thesis, Durham University, 1993. http://etheses.dur.ac.uk/1216/.

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The verbal interaction between students during mathematics lessons Cameroon is the primary focus of Strategies for facilitating language Service Training activities to meet needs of such teachers form a secondary teachers and in Anglophone this study. oriented Inthe training focus. Specifically three research questions are asked. Firstly, how do teachers and students interact in English whilst teaching and learning mathematics? Secondly can a model of these patterns be created and thirdly can such a model be used with teachers to enable them to increase the amount and range of student language in mathematics lessons. Following a review of relevant research-, -the need for a study which will provide answers to these questions is clear. The methodology of such research is also reviewed, 'and thus the present study is rooted in existing practice both in terms of its content and its research design. The data, audio recorded lessons, are transcribed and the patterns of verbal interaction observed classified via a grounded theory. These patterns are described collectively and then individually so that changes made during the phase of intensive INSET can be observed. The study shows that the participating teachers were able to use their new awareness of their own patterns of verbal interaction to experiment with innovative ways of interacting with their learners some of which led to an increase in the amount and range of student language use. The implications of this study for. INSET programmes are many. Enabling teachers to be more aware of their own language use is advantageous and provides the basis for long term changes in classroom procedures. The study also offers a research process which can be used to illuminate verbal interaction in other contexts such as discussions between doctors and their patients or during formalised conflict resolution.

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Zell, Simon. „Using physical experiments in mathematics lessons to introducemathematical concepts“. Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 611 - 614, 2012. https://slub.qucosa.de/id/qucosa%3A1831.

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Brown, A. M. „Language interaction patterns in lessons featuring mathematical investigations“. Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383070.

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Bücher zum Thema "Mathematic lessons"

Learning, Alberta Distance. Mathematics upgrading: Lessons A-K. Barrhead, Alta: Alberta Distance Learning Centre, Alberta Education, 1990.

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Wetherwax, Peg. Careful mathematics lesson plans. Sylmar, California: Gibberman Publications, 1986.

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North York Board of Education (Ont.). Planning guide : mathematics, kindergarten. [North York, ON]: North York Board of Education, 1992.

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Alberta. Alberta Education. Alberta Distance Learning Centre. Mathematics 9, Holt: Lessons 1-30. [Edmonton]: Alberta Education, Distance Learning, 1991.

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North York Board of Education (Ont.). Planning guide : mathematics, grade six. [North York, ON]: North York Board of Education, 1992.

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North York Board of Education (Ont.). Planning guide : mathematics, grade two. [North York, ON]: North York Board of Education, 1992.

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North York Board of Education (Ont.). Planning guide : mathematics, grade four. [North York, ON]: North York Board of Education, 1992.

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North York Board of Education (Ont.). Planning guide : mathematics, grade three. [North York, ON]: North York Board of Education, 1992.

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North York Board of Education (Ont.). Planning guide : mathematics, grade one. [North York, ON]: North York Board of Education, 1992.

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North York Board of Education (Ont.). Planning guide : mathematics, grade five. [North York, ON]: North York Board of Education, 1992.

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Buchteile zum Thema "Mathematic lessons"

Olfos, Raimundo, und Masami Isoda. „Teaching the Multiplication Table and Its Properties for Learning How to Learn“. In Teaching Multiplication with Lesson Study, 133–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.

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AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.

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Ward-Penny, Robert, und Clare Lee. „Planning mathematics lessons“. In A Practical Guide to Teaching Mathematics in the Secondary School, 3–14. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge teaching guides: Routledge, 2019. http://dx.doi.org/10.4324/9781351060714-2.

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Brulles, Dina, Karen L. Brown und Susan Winebrenner. „Mathematics Extension Lessons“. In Differentiated Lessons for Every Learner, 113–44. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234159-5.

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Isoda, Masami, und Raimundo Olfos. „Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?“ In Teaching Multiplication with Lesson Study, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).

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Isoda, Masami, und Raimundo Olfos. „Problematics for Conceptualization of Multiplication“. In Teaching Multiplication with Lesson Study, 37–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_3.

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AbstractThis chapter addresses the problematics for the conceptualization of multiplication in school mathematics and fundamental difficulties, which include semantics for defining multiplication meaningfully, syntax in relation to languages, and difficulties that originate from historical transitions. The chapter discusses the contradictions or inconsistencies in the various meanings of multiplication in school mathematics situations. Many of these problems of multiplication are originated from European languages. This discussion of these problematics provides some answers to the questions posed in Chap. 2 and provides bases for the necessity to consider the Japanese approach described in Chaps. 4, 5, 6, and 7 of this book. The terminology of multiplication discussed here is related to mathematical usages of multiplication in relation to situations and models. Educational terminology used for multiplication to explain the curriculum and task sequences for designing lessons are discussed in Chap. 4 of this book.

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Olfos, Raimundo, und Masami Isoda. „Japanese Lesson Study for Introduction of Multiplication“. In Teaching Multiplication with Lesson Study, 103–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.

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Brown, Tony. „Some Lessons“. In Mathematics Education and Language, 101–33. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_6.

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Kupiainen, Antti. „Lessons for Turbulence“. In Visions in Mathematics, 316–33. Basel: Birkhäuser Basel, 2010. http://dx.doi.org/10.1007/978-3-0346-0422-2_11.

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Geyer, Marie-Annette, und Wiebke Kuske-Janßen. „Mathematical Representations in Physics Lessons“. In Mathematics in Physics Education, 75–102. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04627-9_4.

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Emmer, Michele. „Lessons in Mathematics, at the Cinema“. In Imagine Math 2, 83–91. Milano: Springer Milan, 2013. http://dx.doi.org/10.1007/978-88-470-2889-0_10.

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Konferenzberichte zum Thema "Mathematic lessons"

Diomina, Snezhana Iur'evna. „System of Mathematical Problems for Development of Creative Thinking on Mathematics Lessons“. In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98730.

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Urban, Maria, und Daina Vasilevska. „“Conflict of Goals” as a Barrier for Effective Use of Visual Models in Primary Math Education“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.025.

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The formation of the ability to solve non-trivial life problems is one of the tasks of school education in the context of achieving sustainable development goals. In the process of teaching mathematics, one of the most effective ways to find solutions to problems is modelling – a teaching method that not only helps students to consciously assimilate mathematical content, but also forms the basis for selfstudy throughout life. Visual models, which reflect the essential characteristics of mathematical concepts by pictorial means, play a special role in the process of initial teaching of mathematics. Teachers can use active and passive techniques for working with visual models in mathematics lessons, which differ in the degree of children’s participation in building a visual model. The main goal of this article is to identify which techniques teachers prefer working with visual models in practice in mathematics lessons. To achieve this goal, the questionnaire method, the multi-criteria assessment method, and the moderation method were applied. This article presents the results of a study devoted to identifying teachers’ preferred methods of working with visual models when conducting mathematics lessons, identifying their theoretical ideas about the value of each group of techniques, as well as establishing the reasons for the revealed discrepancy between the practical preferences of teachers and their theoretical ideas.

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Han, Jaepil, Meghan Riling, Hector I. Nieves, Leslie Dietiker und Rashmi Singh. „Characterizing coherence within enacted mathematics lessons“. In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-52.

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Chipysheva, Lyudmila Nikolaevna, und Anna Viktorovna Kubzhasarova. „Establising universal educational activities at mathematics lessons“. In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80513.

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Kulcsár, Nárcisz. „ENGINEERING PROBLEMS IN MATHEMATICS LESSONS IN HIGHER EDUCATION“. In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.014.

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Perkovic, Lovre, Darko Kovacevic, Toma Karadole und Mate Jovic. „Electronic interpretation of selected lessons in fuzzy mathematics“. In 2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2014. http://dx.doi.org/10.1109/mipro.2014.6859557.

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Rychkova, Anna Georgievna. „Project aims at mathematics lessons in initial school“. In VI International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80338.

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Samsonova, Tatiana Ivanovna, und Tatiana Yurievna Sereda. „Forming a Cognitive Interest at Mathematics Lessons Through Interdisciplinary Relations of Mathematics and Literature“. In All-Russian Scientific and Methodological Conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-74415.

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Artemyeva, Ekaterina Aleksandrovna, und Valentina Valentinovna Artemyeva. „EDUCATIONAL POTENTIAL OF THE MODERN MATHEMATICS LESSON“. In Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-09.

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Pokorny, Milan. „Video Lessons and E-learning Can Overcome Ban of Face-to-face Lessons in Teaching Mathematics“. In 2021 International Symposium on Educational Technology (ISET). IEEE, 2021. http://dx.doi.org/10.1109/iset52350.2021.00019.

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Berichte der Organisationen zum Thema "Mathematic lessons"

Pritchett, Lant, und Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.

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Incongruity between biological and chronologic age among the pupils of sports schools and the problem of group lessons effectiveness at the initial stage of training in Greco-Roman wrestling. Aleksandr S. Kuznetsov, März 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-19-23.

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Considerable influence and compulsory dropout among those, who go in for GrecoRoman wrestling at the age of 10-13, does not take into account the level of individual biological development and integral demands domination claimed on too high general physical training (GPT) (4) normatives fulfillment. It corresponds with general situation in the system of education (6, 9). In spite of uneven speed of biological development (1, 8, 9), there are general demands claimed on physical training at school for age groups (5) in accordance with chronologic age. The same situation is at sports schools. Technical and physical training lessons at Greco-Roman wrestling school at the stage of initial training are organized according to general group principle. Research methods. Information sources analysis and summarizing, questionnaire survey, coaches’ experience summarizing, methods of mathematical statistics. Results. The received research results led to the following conclusion: it is possible to solve the problem of dropping out of Greco-Roman wrestling sports schools in terms of minimal loss in the quality of sports training by means of dividing the training groups into subgroups. There different normatives of material mastering and set by standard physical qualities development are used. For this purpose we created the training groups and subgroups of the set objectives realization at Greco-Roman wrestling sports schools.

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