Journal articles on the topic 'Arithmetic Study and teaching (Secondary)'
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Alotaibi, Faisal Salman, and Khaled Abdullah Almatham. "The performance level of Mathematics Teachers at The Secondary Level in Light of NCTM's Practices for Effective Teaching." International Journal of research in Educational Sciences 5, no. 4 (September 15, 2022): 343–412. http://dx.doi.org/10.29009/ijres.5.4.9.
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The study aims to determine the performance level of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices. In the book "From Principles to Procedures" in 2014, it consisted of (32) sub-practices, stemming from (8) main practices. The study concluded: that the level of performance of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices was generally at a low degree, with an arithmetic mean of (1.56), and their performance level appeared in light of the practices of “asking purposeful questions, supporting the productive struggle in learning mathematics, And extracting evidence on students' thinking and use", to a medium degree, and with arithmetic averages (1.84, 1.77, 1.70), respectively. While the level of their performance appeared in the light of the practices of “facilitating meaningful mathematical dialogue, building procedural fluency from conceptual comprehension, setting mathematics objectives to focus learning, implementing tasks that enhance inference and problem solving, and using and linking mathematical representations” to a low degree, with arithmetic averages of (1.55, 1.52, 1.44, 1.36, 1.28) respectively. In light of the results of the study, a set of recommendations were presented.
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Alotabi, AbdulAziz Awaad. "Developing the Professional Education Curriculum in Secondary Education Courses System in the Kingdom of Saudi Arabia in the light of the Achieve the Requirements of the Kingdom vision 2030." International Journal of research in Educational Sciences 5, no. 2 (March 15, 2022): 129–84. http://dx.doi.org/10.29009/ijres.5.2.4.
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This study is extracted from thesis, aimed at developing a methodology for vocational education in secondary education, the curriculum system in the light of the systemic approach to achieve the requirements of the vision of the Kingdom of Saudi Arabia 2030, and the study sample consisted of (121) expert specialized in curricula in Saudi universities, and the researcher used the descriptive approach to achieve the goals of the study, using a tool The requirements of the professional education curriculum consisting of (71) words, and the results of the study reached the following: A. The appropriate parts to distribute the of professional education Curriculum requirements to achieve the requirements of the kingdom vision 2030 are the objectives, content, teaching methods and activities, the learning means and the assessment including 71 sentences. B. The availability of professional education curriculum requirements is in low degree against the objective of an arithmetic average of (2,19), the others are in average degree like the learning means (2,62), the content (2,64), the assessment (2,64), the activities (2,73) and the teaching methods (2,84). C. The significance degree of professional education curriculum requirements in developing the Curriculum is high for the parts such as the objectives (3,53), the assessment (3,63), the content (3,67), the activities (3,75), the learning means (3,67) then the teaching methods (3,78). D. The average degree of the continuous scenario on professional education requirements in developing the curriculum whereas the activities (1,34), the assessment (1,43), the learning means (1,51), the objectives (1,51), the content (1,52) but the teaching methods are in average degree in arithmetic average (1,61). E. The high degree of transformation scenario on professional education requirements in developing the curriculum whereas the content (1,68), the objectives (1,71), the learning methods (1,71), the teaching methods (1,86) but the assessment is with an average degree in arithmetic average (1,60).
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Hamde, Elham N. Abu. "The Reality of Educational Supervisors ’Practices for Supervisory Activities from the Point of View of the Public Schools Principals in Aqaba City- Jordan." Modern Applied Science 13, no. 3 (February 26, 2019): 46. http://dx.doi.org/10.5539/mas.v13n3p46.
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The study aimed at defining the reality of the supervisory activities for the educational supervisors from the point of view of the public schools principals in Aqaba city - Jordan. To achieve the study purposes the researcher used the descriptive methodology survey due to its appropriateness for the purposes of the study. The study instrument was built and it contained four domains and was applied on the study sample which consisted of (22) principal(male &Female).The study results indicated that the reality of the educational supervisors practices for supervisory activities from the point of view of the public schools principals obtained an overall arithmetic mean of (3.80) with a high degree. However, on the secondary areas level the human relationships was ranked first with an arithmetic mean of (4.11) which was very high; in the second rank came the field of curriculum and text books with arithmetic mean of(3.98) which was high also; the third rank came the domain of learning and teaching with an arithmetic mean of (3.75) which was also high and in the last rank came the domain of school administration with an arithmetic mean of (3.5) which was medium.
The results of the study indicated that there are no differences between the means of the educational supervisors’ practices for supervisory activities in terms of (sex, qualifications, management experience years). In the light of the study results a number of recommendations were proposed.
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NASRALLAH, lubna, and Mirvat ABU ASABBIGBARIEH. "ATTITUDES OF SECONDARY SCHOOL TEACHES IN EAST JERUSALEM TOWARDS EMPLOYING ALTERNATIVE ASSESSMENT STRATEGIES IN TEACHING." International Journal of Humanities and Educational Research 03, no. 05 (October 1, 2021): 49–66. http://dx.doi.org/10.47832/2757-5403.5-3.5.
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The study aimed to identify the attitudes of secondary school teachers in East Jerusalem towards employing alternative assessment strategies in teaching, according to gender variables, years of service, educational material, and the classes they teach. In order to verify the objectives of the study, the researchers used the descriptive analytical approach by adopting a questionnaire (Bani Khalaf, 2019) with some modifications to be made in line with the current study, and the number of its paragraphs reached (32) paragraphs distributed over three areas. The questionnaire was applied to a sample of (143) teachers male and female, from the study community consisting of (780) male and female teachers. The results of the study concluded that the attitudes of secondary school teachers in East Jerusalem towards employing alternative assessment strategies were positive and to a large extent, with the overall tool obtaining an arithmetic mean of (3.74), as well as the presence of statistically significant differences due to gender variables, years of service, educational material, and grades that were taught. The results showed positive statistical differences in favor of females with the variable of gender and for those with longer experience among teachers of the twelfth grade, The results showed positive statistical differences in favor of females with the variable of gender and for those with longer experience among teachers of the twelfth grade and in favor of teachers of other subjects over teachers of science, mathematics and languages. Keywords: Attitudes, High Schools In East Jerusalem, Alternative Assessment Strategies
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Anaam, Abdulqawi, Kamarulzaman Bin Abdul Ghani, and Ahmad Bin Abdul Rahman. "Istiratijiyyat al-Dzaka’at al-Muta’addadah Ru’yah Jadidah li Tanmiyah al-Tadzawwuq al-Adaby fi al-Marhalah al-Tsanawiyah." Arabiyatuna : Jurnal Bahasa Arab 6, no. 1 (April 11, 2022): 259. http://dx.doi.org/10.29240/jba.v6i1.4146.
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This study aimed to examine the effectiveness of multiple intelligence strategies in developing the literary appreciation of second-year secondary students in Yemen. The study adopted the quasi-experimental approach, deploying a two-group quasi-experimental design, an experimental and a control group. The sample of this study was represented by the second-year students of secondary school at Al-Farouq Primary Secondary School in Taiz governorate. There were 30 students in the experimental group and 29 students in the control group. The data for two correlated and two independent samples were analysed using a statistical program (SPSS, 28) with arithmetic means, standard deviations, and T tests. The results showed a statistically significant difference between the average scores of the experimental group students in the pre- and post-applications of the literary taste test, in favour of the post-application, with a very large effect size, in addition to the superiority of the experimental group over the control group in the post literary taste test. The results portrayed that teaching strategies based on the theory of multiple intelligence effectively developed the literary appreciation skills of second-year secondary students.
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Ceyhan, Busra, and Nurettin Sahin. "How sensitive teachers are in elementary and secondary science classes in terms of technology and environmental ethics." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 38–45. http://dx.doi.org/10.18844/prosoc.v4i9.3040.
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This study aimed to determine the sensitivity of science teachers towards technology and environmental ethics. The study group comprised science teachers and classroom teachers working in the city of Mugla in 2016–2017, and data were collected using a 36 item Likert technology and environmental ethics questionnaire. Cronbach’s alpha reliability coefficient of the questionnaire was calculated as 0.8. For analysis of data, percentages, arithmetic mean, standard deviation, t-test, oneway variance analysis and frequencies were used in the SPSS 20 program package. The responses given to the questionnaire items were analysed in terms of the branches of the participating teachers. The responses given to the items regarding benefits to living things differ significantly in favour of the classroom teachers. The item with which the participating teachers agreed to the highest degree was, ‘Teaching individuals how to utilise resources most effectively by getting to know environment should be a part of education’. Keywords: Ethical sensitivity, teachers, technology ethics, environmental ethics.
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Handayani, D. K. Putri, M. H. Santosa, and I. N. P. Hadi Saputra. "Secondary School English Teachers’ Preception Towards The Use of Flipped Learning in Buleleng Regency." Journal of Education Research and Evaluation 4, no. 2 (May 25, 2020): 171. http://dx.doi.org/10.23887/jere.v4i2.24922.
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This study is aimed at (1) investigating the perception of secondary school English teachers’ perception towards the use of Flipped Learning in Buleleng regency, (2) observing the problems that the teachers encountered during implementing Flipped Learning, and (3) evaluating the solutions that the teachers do to solve the problems. This study was a mixed-method research design which used cross-sectional survey as the method. Purposive sampling was employed to four secondary English teachers who apply Flipped Learning. They came from three public secondary schools in Buleleng regency. This study used a questionnaire and an interview guide as instruments which had been tested for its validity and reliability. The data from the questionnaires were processed by using Arithmetic Statistics in Microsoft Office Excel to calculate the mean score in order to know the qualification level of each perception. The results of data analysis indicated that most of teachers corresponded to very positive perception on the use of Flipped Learning since the mean score was 81.25 which categorized to very high category. The results imply that Flipped Learning is highly recommended to be implemented in the English teaching and learning process.
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Mega Sari Juane Sofiana, Gusti Eva Tavita, Amriani Amir, Asri Mulya Ashari, Warsidah,. "PROFILE OF LEARNING LITERACY AND NUMERACY FOR STUDENTS OF ELEMENTARY SCHOOL THROUGH CAMPUS TEACHING 3 ACTIVITIES." Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) 5, no. 3 (October 31, 2022): 85–89. http://dx.doi.org/10.55215/jppguseda.v5i3.6394.
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Literacy and numeracy are basic human abilities and skills in accessing and understanding everyday life phenomena, including reading, viewing, simple counting, and speaking activities. This study aimed to examine the literacy and numeracy abilities of class 3 students at Elementary School SDN No. 16 North Pontianak through Campus Teaching 3. The research was conducted using a descriptive qualitative method, where primary and secondary data were collected and then described along with factual documentation in the field. We are interviews with the principal and third-grade teachers and students of the KM3 team assigned to the class as primary data. At the beginning of the activity, several students were not fluent in reading and arithmetic. It was caused by online learning at home during the Covid 19 pandemic. The activity's end showed that all 33 students had completed reading and writing skills. They can solve thematic problems through the ability to read, count, write and listen to reading material. They were able to deal with primary operations in math, such as adding, subtracting, dividing, and multiplying numbers.
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Al-Momani, Mufadi. "The Effective of Training Program for the Development of Knowledge about the National Professional Standards among the Teachers of Secondary Vocational Education in Jordan." International Education Studies 11, no. 8 (July 28, 2018): 110. http://dx.doi.org/10.5539/ies.v11n8p110.
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This study aimed to investigate the effective of training program for the development of knowledge about the national professional standards among the teachers of secondary vocational education in Jordan. The researcher prepared an accumulated test about the knowledge of national professional standards, include (42) questions spread over seven areas (education philosophy, teaching planning, teaching implementation, students’ learning assessment, teacher self-growth, profession values and ethics, and academic and technological knowledge) and for each area six paragraphs. Study members consist of (67) vocational schools’ teachers at the directorate of education of Irbid first area, at the first term of the 2015/2016 school year, who were selected at the available way, where the single group design was used by implementing the accumulated test backwards (pilot study) on the study members to identify their weaknesses, build the proposed training program according to the results, and then implement this program on the study members for two weeks, and finally implement the accumulated test forward by using the T-test for single group. The study results showed a statistically significant difference at the level (α = 0.05) between the backward and forward arithmetic means of study members performance on the national professional development standards knowledge improvement test as a whole, and for each area due to the proposed training program, which means the existence of effectiveness for the proposed training program in knowledge development about the national professional development standards at the vocational educational teachers, where this effectiveness ranged between (medium) and (very strong).
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Bairy, Shailaja, and Neeta Inamdar. "The Role of `CLIL Integrated Mental Math Enhancement Technique’ in Mathematical Reasoning Abilities of Secondary School Children." ECS Transactions 107, no. 1 (April 24, 2022): 9517–41. http://dx.doi.org/10.1149/10701.9517ecst.
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This action research is anchored on exploring a teaching method that innovatively blends 'mental math enhancement techniques' with David Marsh's CLIL (Content and Language Integration in Learning) pedagogy. Both these stand as fundamental factors and profoundly influence the quality of mathematics learning. The decline in mathematical reasoning abilities of students has become a growing concern over the years. This research makes an effort towards addressing this by strengthening the basic mathematical concepts with the help of above method. The study aimed at investigating the effectiveness of the program by determining if there is (a) a difference in pre- and post-test scores. (b) significant increase in student attitude towards mathematics, (any change in self-concept and attitude before and after the program) 116 students of Grade 6, 7, and 8, divided into groups through stratified sampling participated in the weekly arithmetic sessions, daily quiz activities, math communications/ number talks, and language integrated CLIL sessions. This `curriculum-integrated research’ employed experimental method using pre-test & post-test experimental group design. The results revealed that the CLIL integrated/ mental math enhancement technique significantly improved the mathematical reasoning abilities in a particular class. The attitudes towards the subject also proved to rely positively on mathematical performance and vice versa.
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Aklilu, Alemu. "Secondary school teachers' perception of quality management practices in Ethiopia: Implications for quality education for all." Emerald Open Research 4 (July 11, 2022): 26. http://dx.doi.org/10.35241/emeraldopenres.14715.1.
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Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250 million students are not learning the basics, most of whom have spent at least four years in school, and this failure is coined the global learning crisis. This study aimed to examine educational quality management practices perceived by secondary school teachers. Methods: The study employed a multilevel mixed-method design. Employing a simple random sampling technique, the researcher selected 251 teachers from 10 secondary schools in the research regions. He collected data through a researcher-designed questionnaire, school standards, and student achievement records from November 2018 to March 2019. He analyzed data from a questionnaire using frequency, percentage, mean, Pearson correlation, and exploratory factor analysis. The document review concerning quality management was analyzed using content analysis to triangulate the quantitative findings. Results: At the school level, the study revealed the impracticality of laboratories. Besides, incompetent and unmotivated teachers and students ran the education business from the input side. At the same level, principals' management practices on staff development and encouraging parents to support their schools were low. The principals' management practices in the teaching-learning process were also undesirable at the classroom level. Overall, the study revealed incredibly insufficient input, process, and output management in the study context. Conclusion: Hence, the study concluded that it is difficult to achieve the very objectives of producing creative, critical, and problem-solving individuals through this type of educational provision and its management. Due to this, it is not easy to achieve quality education for all goals.
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Rottenhofer, Marina, Lisa Kuka, Sandra Leitner, and Sabitzer Sabitzer. "Using Computational Thinking to Facilitate Language Learning: A Survey of Students’ Strategy Use in Austrian Secondary Schools." IAFOR Journal of Education 10, no. 2 (August 27, 2022): 51–70. http://dx.doi.org/10.22492/ije.10.2.03.
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After Jeanette Wing in 2006 described computational thinking (CT) as a fundamental skill for everyone just like reading or arithmetic, it has become a widely discussed topic all over the world. Computational thinking is a problem-solving skill set that is used to tackle problems in computer science. However, these skills, such as pattern recognition, decomposition, abstraction, generalization, and algorithmic thinking, are useful in other domains, as well. This study focuses on the use of CT skills to approach complex linguistic learning tasks in the foreign language classroom. To foster these problem-solving skills, an innovative method is used. The authors take advantage of computer science (CS) models (e.g. Unified Modeling Language – UML) and transform them into a teaching and learning tool. This paper describes the design and implementation of a survey used to detect students’ use of learning strategies that are linked to computational thinking. This survey is an instrument used in a multiple-case study and was administered at the beginning of the interventions. The participants of the study were learners of English and Spanish (n=66) from two secondary schools. Results indicated that the students were medium to low users of learning strategies that demand problem-solving skills related to computational thinking. Differences by gender were also found, with females reporting higher use of learning strategies than males. To conclude, the study showed a low use of strategies among students and highlighted the importance of introducing students to learning strategies and fostering skills needed for future professional life.
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Barańska, Barbara, and Małgorzata Zambrowska. "What do we mean by mean?" Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 13 (December 31, 2021): 5–28. http://dx.doi.org/10.24917/20809751.13.6.
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In order to be successful with a certain concept at school, it is often sufficient to master some types of tasks, without having to be aware of the different perspectives that a concept can be viewed from. It is, however, definitely not enough when the goal is to understand mathematics and become flexible and creative in solving mathematical tasks. Not only school students, but also prospective teachers should be encouraged to reflect on what particular concepts actually mean and how they can be thought of.
In this article we focus our attention on the concept of mean. In the introduction we outline the gaps that our paper partially fills. Then we provide a brief review of how the Polish core curriculum and two very popular mathematics textbook series (one each for primary and secondary school) treat the topic of means. Next, we present results from a study conducted on a group of first-year students of mathematics and a group of teachers undertaking postgraduate studies qualifying for teaching mathematics as a second subject. We show the results obtained in two tasks concerning the arithmetic and geometric mean. The paper ends with several teaching suggestions and recommendations for mathematics teachers’ educators.
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Döş, Bülent, and Gülay Özdemir Doğan. "Determining the secondary school teachers’ self-efficacy beliefs about teaching professionOrtaokullarda görev yapan öğretmenlerin öğretmenlik mesleğine yönelik öz yeterlik algilarinin incelenmesi." Journal of Human Sciences 13, no. 2 (May 10, 2016): 2488. http://dx.doi.org/10.14687/jhs.v13i2.3609.
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Self-efficacy refers to beliefs about one’s capabilities to learn or perform behaviors at designated levels (Bandura, 1997). The main aim of this study is to determine the self-efficacy beliefs of teachers about teaching profession. The research was designed based on a descriptive survey method. The research group comprised 217 secondary school teachers working in 22 schools in Gaziantep city center in Turkey. The data were collected using the Teachers’ Sense of Efficacy Scale originally developed by Tschannen-Moran ve Woolfolk Hoy (2001) and adapted to Turkish by Çapa, Çakıroğlu, Sarıkaya (2005). The data were analyzed using basic descriptive statistics (arithmetic means and standard deviations), independent samples t test and one way Anova analysis.As a result of the study it was concluded that participating secondary school teachers had favorable beliefs of self-efficacy in terms of teaching profession. We can conclude that gender is not effective according to the context of the self-efficacy. Subjects taught are not related with self-efficacy in this study. Finally this study showed that reward and punishment is very important for the self-efficacy beliefs of the secondary teachers. Because self-efficacy influences academic motivation some activities can be done to increase the self-efficacy beliefs of the teachers by providing different reward system. ÖzetÖz-yeterlik bireylerin herhangi bir performansa yönelik kendileri hakkında algıları şeklinde tanımlanmaktadır. Öğretmenlerin mesleklerine ilişkin öz-yeterlik algıları öğretimin kalitesini doğrudan etkileyen faktörlerden birisidir. Ortaokul öğretmenlerinin öğretmenlik mesleğine yönelik öz yeterlik algılarının araştırıldığı bu çalışma betimsel bir tarama çalışmasıdır. Araştırma 2013–2014 eğitim-öğretim yılında Gaziantep İl Milli Eğitim Müdürlüğüne bağlı olan 22 ortaokulda görev yapan 217 öğretmenle gerçekleştirilmiştir. Araştırmada veriler orjinali Tschannen-Moran ve Woolfolk Hoy (2001) tarafından geliştirilen ve Türkçeye adaptasyonu Çapa, Çakıroğlu, Sarıkaya (2005) tarafından yapılan “Öğretmen Öz-yeterlik” ölçeği kullanılmıştır. Veriler SPSS programı ile, frekans, yüzde, varyans analizi, bağımsız gruplar t-testi gibi tekniklerle analiz edilmiştir. Araştırmadan elde sonuçlara göre öğretmenlerin mesleklerine yönelik öz-yeterlik algıları yüksektir, cinsiyete, branşa ve sınıf mevcuduna göre değişmemektedir. Ancak öğretmenlerin öz-yeterlik algıları almış oldukları disiplin cezalara ve ödüllere göre değişiklik göstermektedir. Araştırmadan elde edilen sonuçlar ışığında öğretmenlerin öz-yeterliklerini artırıcı ödül uygulamaları ve öz-yeterliğe etkisi zayıf ceza uygulamalarının geliştirilmesi önerilmektedir.
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Grabauskienė, Vaiva, and Ada Zabulionytė. "The Employment of Verbal and Visual Information for 3rd Grade Deaf Students in Arithmetic Story Problem Solving." Pedagogika 129, no. 1 (April 25, 2018): 171–86. http://dx.doi.org/10.15823/p.2018.12.
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The scientific studies have shown that deaf students in comparison to their hearing peers find mathematical word tasks much more difficult to solve. Following this finding, in our article we are discussing how Lithuanian oral/written and Sign languages (LSL) supported by illustrations might assist deaf students solving mathematical word problems.
The analytical part of this article is based on results from a small field survey – deaf students were asked to take math word problems followed by discussions with the same students (performed in LSL) about their (un)success. The following methods have been applied: instrumental case study, written survey, observation, and qualitative content analysis. Due to the specifics of schools for deaf children we have chosen a small sample group consisting of six deaf 3rd grade students.
Study results show that it was quite difficult for deaf students to understand what exactly the mathematical word problem has been asking for. This observation leads to the assumption that it would be useful making wording of math problems shorter and at the same time more friendly to the mindset of the deaf students. On top of that, the wording and written language constructions used in mathematical word tasks should be at the level of overall language comprehension of deaf students at that age level. This approach would lead to more rational teaching strategies to be used for deaf students - enabling them to recognize the key message in the task by separating it from the less important secondary information. The results also show that deaf students very rarely use illustrations as a supporting tool while resolving mathematical word tasks (though it might be some exceptions if students are asked to solve tasks that are more complex). This observation supports the idea, that it would be useful to apply proper illustrations helping to enhance the understanding and strengthen the ability to overcome the low comprehension of verbal information. In that case, the key objective in teaching deaf students would be in how to extract the required mathematical information from the illustrations presented and connect it with the word task itself. It has been noticed also that deaf students usually ask for help and support in Lithuanian Sign language. This underlines the importance of having the teacher able to communicate in their preferable way (using LSL) on a constant basis.
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Scarfe, N. V. "La géographie dans le programme d’enseignement des sciences sociales au niveau primaire et secondaire." Cahiers de géographie du Québec 2, no. 3 (April 12, 2005): 107–10. http://dx.doi.org/10.7202/020065ar.
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Geography, being one of the social studies, has a unique contribution, a particular point of view to bring to bear in understanding Society. Its specific Junction is to train future citizens to imagine the conditions of the great world stage and so help them to think sanely about political and social conditions in the world around. Geography is the only subject that deals directly and fully with the influence of the physical environment upon human action and life. The author stresses the point that History and Geography are equally important and need to be given the same amount of time in the curriculum. But History and Geography are note the same : both are different ways of interpreting facts. In stressing the distinction between History and Geography, the author wishes to improve the teaching of both History and Geography, but as different disciplines. Finally the author points out that Geography progresses in difficulty and sequence, like arithmetic, so that one year is a prerequisite of the geographical concepts to be introduced in the next year of study. Geography is more appealing and more real to children than many other social sciences and so more stimulating to intellectual effort.
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Santafé Rodríguez, Yajaira Amparo. "Fortalecimiento de competencias científicas en la asignatura de física para estudiantes de undécimo grado en Colombia." ECOMATEMATICO 8, no. 1 (January 1, 2017): 34–42. http://dx.doi.org/10.22463/17948231.1473.
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Resumen: El área de ciencias naturales debe ser abordada desde una perspectiva elemental para el estudiante, ya que la misma tiene como objetivo el estudio de la naturaleza, a través del uso del método científico, específicamente el método experimental, utilizando como base el razonamiento lógico y el cálculo aritmético. Por lo tanto, el estudiante durante su estudio debe desarrollar competencias científicas para construir un aprendizaje significativo que le servirán en su vida diaria. En el presente artículo, su autora presenta diversas alternativas para fortalecer tales competencias estudiantiles, producto de un análisis situacional con aplicación de la investigación científica la cual se encuentra en proceso, para que las mismas sean aportes a la enseñanza de las ciencias naturales, en este caso de la física para el nivel de educación media técnica en Colombia.Palabras clave Competencias Científicas, Física, Estudiantes.Abstract: The area of natural sciences should be approached from an elementary perspective for the student, since it aims at the study of nature, through the use of the scientific method, specifically the experimental method, using as a basis the logical reasoning and the arithmetic calculation Therefore, the student during his study, must develop scientific skills to build meaningful learning that will serve him in his daily life. In the present article, the author presents various alternatives to strengthen such student competencies, product of a situation analysis with application of scientific research which is in process, so that they are contributions to the teaching of natural sciences, in this case of physics for the level of secondary education in ColombiaKeywords Scientific Competences, Physics, Students.
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Elkjær, Morten, and Uffe Thomas Jankvist. "Designing Tasks for a Dynamic Online Environment: Applying Research into Students’ Difficulties with Linear Equations." Mathematics 9, no. 5 (March 6, 2021): 557. http://dx.doi.org/10.3390/math9050557.
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Despite almost half a century of research into students’ difficulties with solving linear equations, these difficulties persist in everyday mathematics classes around the world. Furthermore, the difficulties reported decades ago are the same ones that persist today. With the immense number of dynamic online environments for mathematics teaching and learning that are emerging today, we are presented with a perhaps unique opportunity to do something about this. This study sets out to apply the research on lower secondary school students’ difficulties with equation solving, in order to eventually inform students’ personalised learning through a specific task design in a particular dynamic online environment (matematikfessor.dk). In doing so, task design theory is applied, particularly variation theory. The final design we present consists of eleven general equation types—ten types of arithmetical equations and one type of algebraic equation—and a broad range of variations of these, embedded in a potential learning-trajectory-tree structure. Besides establishing this tree structure, the main theoretical contribution of the study and the task design we present is the detailed treatment of the category of arithmetical equations, which also involves a new distinction between simplified and non-simplified arithmetical equations.
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Smirnov, Eugeny I., Anna Yu Skornyakova, and Sergey A. Tikhomirov. "Case tests as a tool for identifying of teacher’s professional deficits in the interpretation of complex knowledge." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 557–77. http://dx.doi.org/10.32744/pse.2022.4.33.
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Introduction. The formation of functional (mathematical) literacy of students has been the basic trend of mathematical education in secondary school in recent years in connection with the results of the international PISA testing. Pedagogical experience, theory and practice, requests and challenges of real life show that fundamental mathematical abilities and situations of overcoming difficulties in mastering complex knowledge play a central role in various levels determining in the formation of mathematical literacy success. The purpose of the study is to identify the subject and methodological deficiencies of teachers in the interpretation of complex knowledge as a factor in the formation of mathematical literacy of students, using the original competence meters in case tests e form and using Google Forms. Materials and methods. Materials: diagnostic case-tests; online service Google Forms. Methods of descriptive statistics: arithmetic mean, standard deviation, etc. Results. It was revealed that teacher’s majority of (80%) adequately assesses their scientific and methodological potential, are tolerant of innovations in didactics. Low average results of teachers (43.7%) are shown, indicating the presence of subject deficits in mathematics teachers in the field of applying mathematical knowledge in solving practice-oriented tasks. The average results of teachers' methodological deficits (62.3%) indicate the teacher's readiness for professional self-development, the ability to adapt and knowledge using of science’s modern problems in solving practice-oriented tasks with student’s motivation and self-organization effects. Conclusions. The subject and methodological competencies of a teacher should cover the content and ways of complex knowledge adapting (modern achievements in science) to school mathematics, the variability of forms and means of generalized constructs presenting, knowledge of mathematical and computer modeling methods, knowledge of samples and standards of popular applications of complex knowledge to real life, technologies and industries. Practice-oriented tasks arise in teaching mathematics at the same time as a component of student’s project and research activities.
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Kotsiuk, Lesia, Oksana Kostiuk, Inna Kovalchuk, Viktoria Polishchuk, and Vadym Bobkov. "The Formation and Development of Women’s Secondary Education in Volyn in the 19th–the Beginning of the 20th Century." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 227–40. http://dx.doi.org/10.15503/jecs2021.2.227.240.
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Aim. The article aims to analyse the formation and development of women’s secondary education in Volyn in the 19th-early 20th centuries under historical, sociocultural, and religious factors. Methods. The authors describe the historical, sociocultural, and religious situation in Volyn of the late 19th-early 20th centuries and apply comparative diachronic and synchronous analyses of the charters of the educational institutions for girls, their curricula and weekly workload. Systematised pedagogical approaches to teaching and testing students of the analysed schools are used. Results and conclusion. The formation and development of women’s education in Volyn in the 19th-early 20th centuries represents a natural, consistent change in the content and structure of educational processes under certain specific historical conditions. Due to subordination changes in the region, private Orthodox boarding houses for noble girls became widespread in Volyn. Ostroh Women’s Specialised School, founded by Countess Antonina Bludova, underwent a qualitative and structural transformation under the influence of specific historical events. Both Women Count D. Bludov Specialised School and the Bratsvo School aimed to raise a certified woman who can teach children at home and other educational institutions. Analysis of the statutes of educational institutions, programmes of academic disciplines, and weekly workload indicates following the educational sequence principle. In Women Count D. Bludov Specialised School, attention was paid to general disciplines in the first years of study (arithmetics, languages, geography, general history etc.). At the last stage (4th grade), students were taught pedagogy (methodology) directly related to their future profession.
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Horton, Bob. "Sharing Teaching Ideas: Making Connections between Sequences and Mathematical Models." Mathematics Teacher 93, no. 5 (May 2000): 434–36. http://dx.doi.org/10.5951/mt.93.5.0434.
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Almost all secondary mathematics curricula include linear and exponential models. More and more programs also include arithmetic and geometric sequences, as well. These topics are linked, but students often do not make the connections.
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Weber, Keith. "Connecting Research to Teaching: Teaching Trigonometric Functions: Lessons Learned from Research." Mathematics Teacher 102, no. 2 (September 2008): 144–50. http://dx.doi.org/10.5951/mt.102.2.0144.
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Trigonometry is an important subject in the high school mathematics curriculum. As one of the secondary mathematics topics that are taught early and that link algebraic, geometric, and graphical reasoning, trigonometry can serve as an important precursor to calculus as well as collegelevel courses relating to Newtonian physics, architecture, surveying, and engineering. Unfortunately, many high school students are not accustomed to these types of reasoning (Blackett and Tall 1991), and learning about trigonometric functions is initially fraught with difficulty. Trigonometry presents many first-time challenges for students: It requires students to relate diagrams of triangles to numerical relationships and manipulate the symbols involved in such relationships. Further, trigonometric functions are typically among the first functions that students cannot evaluate directly by performing arithmetic operations.
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Weber, Keith. "Connecting Research to Teaching: Teaching Trigonometric Functions: Lessons Learned from Research." Mathematics Teacher 102, no. 2 (September 2008): 144–50. http://dx.doi.org/10.5951/mt.102.2.0144.
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Trigonometry is an important subject in the high school mathematics curriculum. As one of the secondary mathematics topics that are taught early and that link algebraic, geometric, and graphical reasoning, trigonometry can serve as an important precursor to calculus as well as collegelevel courses relating to Newtonian physics, architecture, surveying, and engineering. Unfortunately, many high school students are not accustomed to these types of reasoning (Blackett and Tall 1991), and learning about trigonometric functions is initially fraught with difficulty. Trigonometry presents many first-time challenges for students: It requires students to relate diagrams of triangles to numerical relationships and manipulate the symbols involved in such relationships. Further, trigonometric functions are typically among the first functions that students cannot evaluate directly by performing arithmetic operations.
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Wood, Eric F. "Applications: Self-Checking Codes—An Application of Modular Arithmetic." Mathematics Teacher 80, no. 4 (April 1987): 312–16. http://dx.doi.org/10.5951/mt.80.4.0312.
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In the teaching of mathematics or computer science in secondary school, it is sometimes difficult to find material to present to the students that is interesting, comprehensible, and, at the same time, representative of modern achievement in the discipline. In this article I present two very relevant applications of mathematics and computer science that all students can relate to: International Standard Book Numbers (ISBN) that appear in textbooks and universal product codes that appear on grocery products.
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McMullen, Jake, Kaisa Kanerva, Erno Lehtinen, Minna M. Hannula-Sormunen, and Noona Kiuru. "Adaptive number knowledge in secondary school students: Profiles and antecedents." Journal of Numerical Cognition 5, no. 3 (December 20, 2019): 283–300. http://dx.doi.org/10.5964/jnc.v5i3.201.
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The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.
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Pinto, Helder, and Teresa Costa Clain. "História dos Descobrimentos e História da Matemática, uma interseção na sala de aula." História da Ciência e Ensino: construindo interfaces 20 (December 29, 2019): 467–83. http://dx.doi.org/10.23925/2178-2911.2019v20espp467-483.
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ResumoUm dos temas mais atuais no ensino é a interdisciplinaridade entre diferentes disciplinas do currículo escolar. O programa de Matemática faz referência explícita a esta questão: “o domínio de certos instrumentos matemáticos revela-se essencial ao estudo de fenómenos que constituem objeto de atenção em outras disciplinas do currículo do Ensino Básico”. Neste trabalho propomos apresentar vários tópicos de História da Matemática que podem ser introduzidos no contexto educativo a propósito dos Descobrimentos, tema essencial e central na História de Portugal. Em particular, abordaremos a aritmética comercial portuguesa daquela época, bem como o matemático Pedro Nunes e um dos seus instrumentos para a navegação astronómica. Neste texto mostraremos várias atividades práticas que têm sido implementadas pelos autores em diversas escolas básicas e secundárias, bem como o projeto «Biblioteca Escolar» da Universidade de Aveiro onde diversos tópicos de História da Ciência têm sido levados a várias escolas, geralmente da região de Aveiro. Note-se que esta abordagem multidisciplinar tem o potencial de ser benéfica para ambas as disciplinas: por um lado humaniza a disciplina de Matemática mostrando um lado mais prático e de resolução de problemas reais ao longo dos tempos e, por outro lado, apresenta uma outra faceta dos Descobrimentos, onde se mostra que também foi necessário um desenvolvimento científico e comercial substancial que acompanhasse a expansão territorial daquela época.Palavras-chave: História da Matemática, Matemática, Descobrimentos.Abstract One of the most current topics in teaching is the interdisciplinarity between different disciplines of the curricula. The program of Mathematics makes explicit reference to this question: "The knowledge of some mathematical instruments is essential to the study of certain phenomena that are object of attention in other disciplines of the curriculum of Basic Education." In this work we propose to present several topics of History of Mathematics that can be introduced in the educational context about the Portuguese Discoveries, a central theme in Portuguese History. We will show, in particular, the Portuguese commercial arithmetic of that time, as well as the mathematician Pedro Nunes and one of his instruments to help the astronomical navigation. In this presentation we will show several practical activities that have been implemented by the authors in several primary and secondary schools, as well as the project «Biblioteca Escolar» of the University of Aveiro where several topics of History of Science have been taken to several schools, usually in the Aveiro region. It should be noted that this multidisciplinary approach has the potential to be beneficial to both disciplines: on one hand it humanizes the Mathematics discipline by showing a more practical and real problem-solving side through the ages and, on the other hand, presents another view of the Discoveries, which shows that a substantial scientific and commercial development was necessary to attend the territorial expansion of that time. Keywords: History of Mathematics, Mathematics, Portuguese Discoveries.
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Beisenherz, Paul C., and Marylou Dantonio. "Preparing secondary teachers to study science teaching." Journal of Science Teacher Education 2, no. 2 (June 1991): 40–44. http://dx.doi.org/10.1007/bf02962851.
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Duque de Blas, Gonzalo, Isabel Gómez-Veiga, and Juan A. García-Madruga. "Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School." Education Sciences 11, no. 4 (March 30, 2021): 155. http://dx.doi.org/10.3390/educsci11040155.
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Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual–spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography (β = 0.25) and Mathematics (β = 0.23).
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Zaurebekov, N. S., and А. М. Bodyk. "MAPLE AND MATHCAD PROGRAMMING METHODS FOR SOLVING MATH PROBLEMS." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 333–39. http://dx.doi.org/10.51889/2020-1.1728-7901.59.
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The article discusses the features of teaching computer science and mathematics in secondary schools based on interdisciplinary communication. Integration of mathematics and computer science contributes to the algorithmic thinking of students in the process of solving logical, textual, arithmetic, geometric problems. The main didactic task of interdisciplinary communication is to establish a connection between the educational, educational, developing nature of the educational process. The use of computer programs to solve problems related to mathematics, the use of computers to accelerate student learning and teaching them to work independently. His interest in the subject is growing, his talent and personal abilities are developing, as well as the quality of teaching, the speed of the educational process is increasing.
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León Corredor, Olga Lucía, and Dora Inés Calderón. "Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School." Colombian Applied Linguistics Journal 12, no. 2 (April 11, 2011): 9. http://dx.doi.org/10.14483/22487085.80.
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This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language) is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.
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Kolesnikova, Yu V. "Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASD." Autism and Developmental Disorders 71, no. 2 (2021): 52–58. http://dx.doi.org/10.17759/autdd.2021710206.
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Within the framework of the applied behavior analysis, a comparison of the effectiveness of the direct and the generalized reinforcement was made during the teaching the skill of distinguishing arithmetic operations in mathematical problems. The study was conducted in two phases over two weeks with a 9-year-old girl with autism spectrum disorder (ASD). The first phase included training of multiplication and addition tasks, using tangible reinforcement, compared to the training of the arithmetic performance in division and subtraction tasks, using generalized reinforcement. The second phase included the training of discrimination between different arithmetic operations, but tangible and generalized reinforcements were used in variable mode. The results showed no differences in the effectiveness of both generalized and tangible reinforcements in the teaching process. The participant successfully learned to discriminate between different arithmetic operations as addition, multiplication, subtraction and division in single-component tasks.
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Espinoza, Lorena, Joaquín Barbé, and Grecia Gálvez. "A study of didactics phenomena related to arithmetic teaching in Chilean primary school." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 27, no. 2 (June 9, 2009): 157. http://dx.doi.org/10.5565/rev/ensciencias.3728.
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Nu’man, Mulin. "Pengembangan Bahan Ajar Matematika Berbasis Ekonomi Syariah Untuk Madrasah Tsanawiyah." Jurnal Fourier 4, no. 2 (October 1, 2015): 123. http://dx.doi.org/10.14421/fourier.2015.42.123-134.
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This research aims to develop mathematical teaching materials based on sharia economy for madrasah tsanawiyah students with good quality. The method used in the study is the development model adapted from Borg & Gall is the preliminary stage, development, and validation. The preliminary stage includes literature studies, analysis of the needs and characteristics of students, and to plan and choose the design of teaching materials. The development phase includes determining the competence standard, basic competence, indicators, and the subject matter, compiling teaching materials math, and prepare research instruments. The validation phase includes validation expert and revisions. Results of the study are social arithmetic teaching materials based on sharia economy. Each material begins with the problem of economic comparison of Islamic and conventional. The feasibility of the value of teaching materials is Very Good for aspects of the look and Very Good for the material aspects. With these criteria very well, teaching materials are feasible for use in the learning of mathematics in the social arithmetic material.
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Bocharov, Alexey, and Ivan Aladyshkin. "Activities of the naval department of the Russian Empire in teaching literacy and arithmetic to sailors of the navy in the 1850s–1870s." OOO "Zhurnal "Voprosy Istorii" 2021, no. 02 (February 1, 2021): 197–204. http://dx.doi.org/10.31166/voprosyistorii202102statyi24.
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The article examines the activities of the Russian naval department in teaching literacy and arithmetic to sailors of the navy in the 50s — 70s of the XIX century. The measures of the naval command for training sailors are considered. The role of the officers who showed enthusiasm in the training of sailors was noted. Shown are statistical data on the number of literate and arithmetic sailors in the study period. The question is raised about the degree of literacy and reading circle of sailors. It is noted that teaching sailors to read and write and arithmetic improved the quality of the fleet personnel. The connection between the activities of the naval department in training sailors and the influence of the reforms of the 1860s — 70s is shown.
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Engvall, Margareta, Joakim Samuelsson, and Rickard Östergren. "THE EFFECT ON STUDENTS’ ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS." Problems of Education in the 21st Century 78, no. 2 (April 15, 2020): 167–95. http://dx.doi.org/10.33225/pec/20.78.167.
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Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students’ procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students' conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm. Keywords: arithmetic skills, decomposition method, intervention study, mathematics education, traditional algorithm, written calculation.
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Astari, Sharli Yunita, Nila Kesumawati, and Misdalina Misdalina. "Development of Social Arithmetic Teaching Materials Using IT-Based PMRI Approach for SMP Students." Jurnal Pendidikan Matematika 15, no. 2 (June 30, 2021): 191–202. http://dx.doi.org/10.22342/jpm.15.2.13022.191-202.
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This study aimed to develop teaching materials using an IT-based PMRI approach for junior high school students. The type of this research was a research and development model. This study employed the ADDIE development model consisting of five stages: analysis, design, development, implementation, and evaluation. The teaching materials were validated by material experts and media experts before being tested. In addition, this study involved a student response questionnaire investigating the IT-based teaching materials. The validity of teaching materials revealed an average score of 4.40 determined by the results of the teaching material assessment conducted by two expert lecturers, and an average score of 4.80, determined by the results of the teaching material assessment conducted by mathematics teachers at SMP Negeri 56 Palembang. The practicality of teaching materials (student books) had an average score of 4.27 determined by the students' responses to teaching materials. The results of validating material experts, media experts, subject teachers, and student response questionnaires indicated that the teaching materials developed were valid and practical. Overall, this study has shown that the teaching materials developed are very suitable for learning. In addition, the teaching materials developed can improve student learning outcomes on arithmetics materials.
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Lin, Xi. "Difficulties in Learning and Teaching Numbers: A Literature Review on the Obstacles and Misconceptions of Learners and Instructors." Journal of Contemporary Educational Research 6, no. 6 (June 23, 2022): 111–18. http://dx.doi.org/10.26689/jcer.v6i6.4073.
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This paper attempts to summarize a number of research studies on numbers. The purpose of this study was to investigate and identify the obstacles encountered by students when they are dealing with number reasoning (whole numbers, integers, and rational numbers) and the difficulties faced by pre-service teachers in teaching arithmetic, including their misconceptions and weaknesses when they teach arithmetic and operations. There are two main sections in this paper: students’ cognitive obstacles for number reasoning, and pre-service teachers’ misconceptions of arithmetic. With the summarized misconceptions and obstacles of both, students and teachers, this paper provides efficient and effective thinking strategies that may help both, learners and instructors overcome obstacles, revise misconceptions, and strengthen their understanding, in order to develop proficiency in number reasoning and arithmetic operations.
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Badeah Ali Rashid, Badeah Ali Rashid. "The degree of application of government secondary school principals in Deir Alla district in Jordan to the strategy of self-management and its relationship to administrative creativity from the point of view of teachers: درجة تطبيق مديري المدارس الثانوية الحكومية في لواء دير علا بالأردن لاستراتيجية الإدارة الذاتية وعلاقتها بالإبداع الإداري من وجهة نظر المعلمين." مجلة العلوم التربوية و النفسية 6, no. 13 (March 29, 2022): 1–24. http://dx.doi.org/10.26389/ajsrp.s140921.
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The study aimed to identify the degree of application of government secondary school principals in Deir Alla district in Jordan to the self-management strategy and its relationship to administrative creativity from the teachers' point of view. This study used the descriptive associative method. Where a questionnaire was prepared in order to measure the degree of application of the self-management strategy. The study population consisted of all secondary school teachers in the Directorate of Education in Deir Allah (2019/2020). The study sample was chosen by stratified random method, and the results of the study showed that the arithmetic averages of the study sample’s estimates for each dimension of the field of self-management ranged between (3.87-3.96) with a high evaluation degree for all dimensions, where the “follow-up and evaluation” dimension came in first place. With an arithmetic average (3.96), it came in second place after "delegating authority" with a arithmetic mean (3.89), and ranked third and last after "professional growth" with an arithmetic mean (3.87), and the arithmetic average for the field as a whole was (3.90) with a high evaluation score as well, and there is a relationship Positive correlation between strategy. Self-management and application of administrative creativity skills for secondary school principals in Deir Alla Education Directorate. In light of these results, the study recommends spreading the organizational culture to implement the self-management strategy. The directorates of education must provide the requirements for implementing the self-management strategy and pay attention to the school’s infrastructure and technology to improve administrative, technical and social communication so that it can practice self-management for this and the skills of administrative creativity.
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Bayan Flaih Alghuwairi, Bayan Flaih Alghuwairi. "Directions of using Visual resources in teaching for a student specializing in art education teacher at the Hashemite University: اتجاهات اسْتخدَام المَصادر البَصريَة في التدريس لدى طَلَبْة تَخْصص مُعلم التربية الفنية في الجامعة الهاشمية." مجلة العلوم التربوية و النفسية 5, no. 35 (September 30, 2021): 95–78. http://dx.doi.org/10.26389/ajsrp.n070421.
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This study targeted to uncover the trends of using of visual sources in the teaching process, Art Education at the Hashemite University was devoted to and identify the effect of both gender and experience on visual sources. The sample consisted of field training students in the fourth year art education major in the College of Science Pedagogical Among the students of the Hashemite University for the academic year 2019/2020, and they were chosen in an intentional way and were developed to measure these trends and were of sufficient validity and stability for the purposes of this study, and the study tool was distributed to all students, as their number reached (583)Male and female students The study found the following results: The results of the study revealed positive trends for me Students, Towards the use of visual sources in a process Teaching, there were statistically significant differences attributed to sex and that in favor of females Where I got an arithmetic mean (3.49), while males got a mean (3.30), and the difference was statistically significant at the level of (α=0.05). While there were also statistically significant differences attributed to the experience in visual sources and equipment, in favor of the average experiences, as they got an arithmetic average (3.54), while the large experiences got an arithmetic average (3.53), and the few experiences got an arithmetic mean (3.41), and the difference was statistically significant at the level of (α=0.05). It yielded search results The researcher presented a number of recommendations About The use of visual sources in the teaching process.
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Svitek, Szilárd, Norbert Annuš, and Ferdinánd Filip. "Math Can Be Visual—Teaching and Understanding Arithmetical Functions through Visualization." Mathematics 10, no. 15 (July 28, 2022): 2656. http://dx.doi.org/10.3390/math10152656.
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Number theory is an area of mathematics not unknown to students majoring in mathematics teaching. As early as in junior high, they may encounter basic number theory concepts such as prime numbers, multiples, divisors, or even the fundamental theorem of arithmetic—the proof of which, however, will only be included in the university curriculum of mathematics teacher students. When teaching number theory, in addition to inspiring and motivating students, it is important to have them ask the right questions. Proofs are important, but so is the proper formulation of mathematical conjectures, not to mention intuitions regarding mathematical properties and relationships. These processes are facilitated by the software used, developed to visualize functions related to number theory. Our study aims to assess the relevance of visualization in the teaching and understanding of certain arithmetic functions among mathematics teacher students. Furthermore, we aim to investigate the practical usability of our visualization software, relying on student feedback. According to our results, students found the software useful, as it helped them to discover previously unknown relationships in the examined arithmetic functions. We may conclude our software fills a niche, with student feedback indicating its usefulness.
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Hom Kumari Adhikari. "Gender Perspectives on Mathematical Content Preferences at Secondary Level." Interdisciplinary Research in Education 6, no. 2 (December 31, 2021): 43–52. http://dx.doi.org/10.3126/ire.v6i2.43537.
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This study was conducted to examinestudent’spreferences on mathematical content area and contents within each content area at secondary level. The respondent were 60 students, including 33 girls and 27 boys, who were selected using stratified random sampling method. Descriptive survey design was used with the help of survey questionnaire. Data were analyzed using descriptive statistics (Mean and Std.) and inferential statistics (t-test). The result of the study revealed that Set was the most preferable content area in mathematics in compare to other area for both boys and girls. Whereas, boys least preferableand difficult area was Geometry, while girls was Probability. Most important contents for their future life were Arithmetic related contents in comparison to other contents within content area. Likewise, the study found that the mean difference between boys and girls was not statistically significant with preferences in overall mathematical content area and overall contents within content area. Similarly, there was not significant differences exist between boys and girls with preferences in each content area and every contents within each content area except one content of Arithmetic.
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Das, Sijila, and Nalinilatha M. "A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 508–13. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2063.
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The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.
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Zahro, Umi Chabibatus, Sofri Rizka Amalia, and Nur Fadilah Amin. "The Effectiveness of Direct Method in Arabic Language Learning." Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 12, no. 1 (May 31, 2020): 149–64. http://dx.doi.org/10.24042/albayan.v12i1.5775.
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Understanding of arithmetic students in Arabic learning is still low. This study aims to determine the effectiveness of the Direct Method in learning Arabic number material in Arabic understanding Arithmetic Students. The approach used is experimental research approach with Posttest-Only Control Design. The population and sample of the study were determined through the Random Sampling technique. Analysis of the data used included normality test, homogeneity test, average similarity test, completeness test, and comparative test. (1) the arithmetic understanding of students taught by the Direct Method in learning ‘Adad dan Ma’dud material can exceed the Standard of Minimum Mastery (KKM) of 76,87, (2) the arithmetic understanding of students taught by the Direct Method is 76,87 higher than from the conventional models 65,32. Then it can be concluded that the Direct Method is effective in understanding arithmetic in learning ‘Adad dan Ma’dud material. The novelty of this research is that using the Direct Method can facilitate a direct understanding of 'adad and ma'dud.This research contributes in Arabic teaching by using the Direct Method in the material 'Adad and Ma'dud to improve students' arithmetic understanding.
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Nada Mohammed Al-Meziraee, Rehab Mohamed Al-Abed, Nada Mohammed Al-Meziraee, Rehab Mohamed Al-Abed. "A Suggested Proposal of a Vocational Program in the Light of the National Professional Standards for Developing Art Education Primary Teachers' Teaching Skills: تصور مقترح لبرنامج مهني في ضوء المعايير المهنية الوطنية لتنمية المهارات التدريسية لمعلمات التربية الفنية بالمرحلة الابتدائية." مجلة العلوم التربوية و النفسية 5, no. 42 (November 27, 2021): 135–09. http://dx.doi.org/10.26389/ajsrp.d300521.
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The current study aimed at defining the teaching skills required to be developed by art education female teachers in primary schools in light of the national professional standards for art education teachers, then defining the level of teaching performance of art education female teachers in primary schools in light of the targeted skills, And providing a suggested proposal for a professional program in light of the national professional standards to develop the teaching skills targeted for art education female teachers. To achieve the objectives of the study, the descriptive approach was used, and the researcher prepared a questionnaire to determine the teaching skills needed to be developed among art education female teachers, and the study used the observation card as a tool for data collection. It also prepared a suggested vision for a professional program in light of the national professional standards to develop the teaching skills targeted for art education female teachers. After ensuring the validity and reliability of the study tools, they were applied to a random sample of art education female teachers in primary schools in Buraidah, of (18) female teachers. The main results of the study: - The level of teaching performance of art education female teachers in light of the performance indicators related to the national professional standards is weak; as the arithmetic mean of the total scores in the observation card was (1.60) with a standard deviation of (0.198), and the performance level was (53.3%). - One of the standards came with a (high) degree; as the arithmetic mean was from (2.34 to 3.00). - Four of the standards came with a medium degree, as the arithmetic mean was from (1.67 to less than 2.34). - Seven of the standards came with (weak) degree; as the arithmetic mean was from (1.00 to less than 1.67). In light of the previous results, the study recommended to take advantage of the suggested proposal for the professional program prepared by the study in the training of female and male art education teachers during service to develop their specialized teaching skills in light of the national professional standards, and to take advantage of the observation card by the educational supervisors, when doing class visits for art education female teachers; in order to track the teaching performance, and by the female teachers to evaluate their level of performance. And to reconsider the pre-service preparation programs for art education female teachers and developing them to be built in light of the national professional standards for art education teachers.
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Purnamasari, Anggun, Widiawati Widiawati, and Indah Widyaningrum. "Pengaruh Model Pembelajaran Discovery Learning Menggunakan Alat Peraga Jam Baretika terhadap Pemahaman Konsep Siswa pada Materi Barisan dan Deret Aritmetika." ARITHMETIC: Academic Journal of Math 2, no. 2 (December 31, 2020): 179. http://dx.doi.org/10.29240/ja.v2i2.1922.
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The purpose of this study was to determine the effects of the discovery learning model using Baretic Clock teaching aids on students' understanding of the concept of arithmetic sequences and arithmetic series in class XI SMA Negeri 4 Kota Pagar Alam for the 2019/2020 academic year. The research method used in this research is the experimental method in the category of Pre-Test Post-Test Only Control Design. The population in this study were students of class XI MIPA at SMA Negeri 4 Kota Pagar Alam. Meanwhile, the samples in this study were students of class XI MIPA 4 and XI MIPA 6, respectively 34 and 33 students. Data collection using documentation and test methods. After the data is collected, the normality and homogeneity test is carried out to find out the data to be analyzed comes from data that is normally distributed and homogeneous. From the results of this analysis, the data were processed based on the conceptual understanding indicator to determine the effect of the Discovery Learning model using baretic clock teaching aids on students' conceptual understanding. So the results of the study show that there is an effect of the Discovery Learning model using baretic clock teaching aids on students' conceptual understanding of the arithmetic sequence and series material for class XI SMA Negeri 4 Kota Pagar Alam for the 2019/2020 academic year
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Kim, ShinYoung. "An Evaluation Study on Teaching Practicum in Secondary Schools." Korean Society for Educational Evaluation 31, no. 4 (December 30, 2018): 831–63. http://dx.doi.org/10.31158/jeev.2018.31.4.831.
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Bolden, Benjamin. "Teaching composing in secondary school: a case study analysis." British Journal of Music Education 26, no. 2 (June 3, 2009): 137–52. http://dx.doi.org/10.1017/s0265051709008407.
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This article reports a case study of an experienced teacher of composing working with secondary school students in a large urban centre in Ontario, Canada. Results suggest authentic assignments connect student composing to the ‘real world’, and so have meaning and life beyond the music classroom. Teachers can facilitate the development of theoretical music knowledge by supporting and enhancing the experiential learning that students accomplish on their own, through composing. Offering suggestions for change to compositions-in-progress, and cultivating a classroom ethos where students exchange this service amongst themselves, serves to enhance composing potential. By helping students infuse their work with personal knowledge, experiences, and interests, teachers can increase students’ meaningful involvement in classroom composing.
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SUGIYAMA, Sarina, and Yukinori UTSUMI. "Study on STEM Teaching Materials in Australian Secondary Schools." Journal of Research in Science Education 63, no. 2 (November 30, 2022): 311–22. http://dx.doi.org/10.11639/sjst.22005.
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Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali, and Nor Aniza Ahmad. "The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools." International Journal of Human Resource Studies 11, no. 4S (November 25, 2021): 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.
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This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.
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Posamentier, Alfred S. "Soundoff: Geometry: A Remedy for the Malaise of Middle School Mathematics." Mathematics Teacher 82, no. 9 (December 1989): 678–80. http://dx.doi.org/10.5951/mt.82.9.0678.
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Many mathematics educators perceive that the weakest part of the precollege mathematics curriculum is at the middle school level, more specifically, the years immediately preceding the study of algebra. It seems that in the middle grades the development of mathematics has been put into a “holding pattern.” A quick glance at the curriculum for seventh and eighth grades—or in some cases sixth and seventh gradesshows that much arithmetic is still being taught. Haven't we, or shouldn't we have, completed teaching arithmetic in the previous five or six years? Indeed, how much arithmetic teaching do we need to do in an age of ever-improving calculators (Heid 1988)? Very often students greet a unit in these grades with the now famous comment, “Oh, I had this already.” “Sure,” thinks the teacher, “you may have had it, but have you learned it?” It is clear to many educators that these middle grades are key to turning a student “on” to or “off” from mathematics.