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1
Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.
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Abstract
In a charter school in the Southwest United States, elementary students were struggling to
attain proficiency in math and have been failing to meet the standards in math on the
Arizona Instrument to Measure Standards test. As a result, these students may not have
been prepared for more advanced math courses as they continued their schooling, and this
failure to attain proficiency in math may continue to impact the school's ability to make
adequate yearly progress. The purpose of this explanatory case study was to explore the
perspectives of elementary math teachers toward teaching math, their preparation to teach
math, and the possible influences they may have on their students' math skills
development. The theoretical framework was self-efficacy theory. Data were gathered
through questionnaires completed by 5 participants teaching kindergarten through 5th
grade and through the investigation of archival data of their students' achievement test
scores. Emerging themes were coded to record and organize relevant information. The
participants indicated that they did not feel prepared to teach elementary math when
entering the classroom after their teacher preparation programs and that they want to gain
more content knowledge and learn more strategies to teach math. Social change may
occur as the elementary math teachers are given a voice concerning the teaching of math,
and this voice could be used in producing staff development and improving instruction.
2
McBryde, Joan Horton. "Assisting the learning disabled through the use of math manipulatives." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/670.
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Jones, Nicole P. "Teachers' Theories of Teaching and Learning and the Use of Math Interventions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3788.
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Despite the academic gap between students with learning disabilities (LD) and their nondisabled peers, schools continue to educate students with LD in regular education classrooms. In secondary math classes, such as Algebra 1, students with LD have high percentages of failure. The purpose of this cross-sectional study was to examine the relationship between teachers' personal theories of teaching and learning and their use of math interventions. Fox's (1983) theoretical framework of teaching and learning was used as a conceptual lens. Surveys were administered to 20 high school math teachers in an urban Northeastern U.S. school district. An ordinal logistic regression statistical test was used to analyze relationships between teachers' personal theories of teaching and learning and their use of math interventions, years of experience, gender, ethnicity, and age. A statistically significant relationship was found between teachers' years of experience and their use of math interventions, p = .031. Teachers with 6 or more years of teaching experience self-reported using math interventions more frequently than did teachers with 5 or fewer years of teaching experience. Recommendations for future research include examining why teachers with more years of teaching self-reported using math interventions more than did less experienced teachers and the impact, if any, of the use of math interventions on students with LD's academic performance in Algebra 1. This study can lead to positive social change by providing college and university secondary math candidates with training on how to use math intervention to teach algebra to students with LD.
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Strohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.
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Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the Midwest participated. Seven students participated in interviews, and nine students participated in two focus group discussions. Data analysis involved in vivo coding of transcribed interviews and focus groups. Key results included students' perceptions of increased engagement and interactions, as well as more in-depth learning in flipped environments. Increased critical thinking was related to both instructional strategies employed and students' ability to self-regulate learning. Concepts of peer collaboration shifted as students viewed learning environments and sources of expertise as more extensive in the flipped environment. This study contributes to positive social change by providing educators and researchers with a deeper understanding of the importance of ensuring students are competent in using social technology tools that encourage students to interact both socially and academically in order to help them become more self-directed learners.
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George, John H. "Preparing Math Deficient University Students for STEM Achievement and Sustainable Learning." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369580586.
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Zhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.
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Unobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.
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Thesis advisor: Robert J. StarrattOften educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect each other's approach; when they do disagree, they focus briefly on ideological differences and then move on to another topic before identifying the specific instructional techniques that work. This dynamic persists in all schools, but particularly in high performing schools in which most students are succeeding, teachers choose to avoid these difficult conversations and thus avoid close examination of their practices. This study examines a leadership project that strove to draw teachers into fruitful conversations about best practice by diminishing competitiveness within the group. Rather than asking them to compare student performance on common assessments, and identify the teacher whose students did the best, the Principal/Researcher focused teachers on the goal of establishing a common approach to teaching certain math topics. In order to find this common approach, teachers had to examine their practices very closely, adopting some new ones but keeping the ones that worked. Rather than the work of one teacher, the "best practice" that the group members chose was a synthesis of strong teaching methods from all members of the group
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
8
Crespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.
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Monye, Joseph Ifeanyi. "Effects of Direct Instruction Common Core Math on Students With Learning Disabilities." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251535.
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U.S. students with learning disabilities’ math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson’s theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4-group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pre-testing and intervention. Results of ANOVAs were significant at the α-levels of .05 (F (1,78) = 233.66 p < .001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students’ graduation rates and promoting students’ engagement in school and beyond.
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Vacaretu, Ariana-Stanca. "Teaching and learning high school mathematics through an interdisciplinary approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83141.
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Greene, Sunny. "Community College Basic Skills Math Instructors" Experiences With Universal Design for Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2353.
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Multiple approaches have been used in U.S. community colleges to address the learning needs of postsecondary students who are underprepared in basic skills math. The purpose of this exploratory interview study was to gain a deeper understanding of community college basic skills math learning through instructors' lived experiences using the Universal Design for Learning (UDL) approach and its technology tool, a computerized pen. The conceptual framework for this study used Knowles's adult learning and Kolb's experiential learning theories with UDL principles. The central research questions investigated the professional development and teaching experiences of community college basic skills math instructors in their basic skills math curriculum in the California Community College system using a Smartpen. Interviews were conducted with 4 instructors, 2 of whom also participated in the 2011-2012 community college pilot project of the approach. The analysis consisted of coding and theme development in relation to the experiential learning process and the instructors' andragogy practices. This study identified 4 themes for use in understanding the instructors' experiences teaching with a Smartpen: instructor preparation, technology use and savvy, student needs, and instructor flexibility/adaptability. The study findings are of interest to community college basic math skills instructors, who can use these findings to inform their teaching preparation and teaching approaches, improving pedagogy and helping their students successfully complete their math courses.
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Okundaye, Moriamo. "Measuring Community College Math Students Self-Report of Learning Engagement when Interactive Whiteboards Are Used in Classroom Teaching." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685901.
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Technology is becoming an important tool in the field of education, especially in post-secondary studies. Higher education in the 21st century age of technology is impacted greatly by instructional technology. The problem addressed in this study was the integration of technology as a teaching tool in community college math classrooms is not yet being fully embraced and funded despite the vital tool technology has become in mathematics. The purpose of this quantitative study was to gather data on community college math students’ degree of learning engagement when interactive whiteboards are used in the classroom. The sample used in the study was a convenience non-probability sample of approximately n = 100 community college students selected from four classrooms of two different math courses at the study site where smart boards are used in the math classes. The quantitative data collection method used in the study was a 13-item survey with a 4-point Likert scale ranging from strongly agrees to strongly disagree. Surveys were collected and an analysis was conducted to determine the degree, if any, of math students’ self-report of learning engagement when whiteboards are used in the classroom. The results of this study showed that the respondents self- reported an increase in learning engagement in classrooms equipped with interactive whiteboard technology. In addition, this study revealed no significant differences in the findings from two separate independent groups. The findings propose the indications for further practice is the use of interactive whiteboard in math courses. The study findings also indicate a need for future research investigating the research question in other settings. Further, the need for research to investigate methods to increase professional development for instructor’s usage was also indicated.
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Lu, Yaomingxin. "A Comparison of Math Teaching and Learning in China and the United States -: Problem Solving Skills in Geometry of Chinese and U.S. Students." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461285925.
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Gromilovitz, Kathleen. "Perceptions of Faculty Using MyMathLab in Traditional, In-Seat Math Classes." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6209.
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MyMathLab, an online interactive and educational system by Pearson Publisher, was implemented in 2 lower-level, traditional in-seat algebra courses to provide supplemental, instructional support to students in the fall of 2015 at the college under study. After the first year of use, no significant change in student success was reported, although more students passed intermediate algebra without first taking elementary algebra. The problem addressed in this study was that student results suggested there might be benefits to using MyMathLab that should be investigated. Knowles' theory of andragogy was used in this qualitative case study to gather perceptions of 7 2016-2017 faculty selected through stratified purposeful sampling. The research questions explored the benefits and challenges of using MyMathLab to support students in understanding math concepts and the effect on classroom time for instruction. The 3 major themes that resulted from analysis of the data collected through semistructured interviews were additional practice, immediate feedback, and ownership. Student data were used to triangulate and substantiate the findings. The resulting project was a professional development program for faculty using available resources in MyMathLab. Formative and summative evaluations were recommended to collect feedback from participants. The project contributes to positive social change by increasing faculty confidence in using the product to improve student success and increase student graduation rates. The findings of this study may also contribute to positive social change by supporting existing results from previous studies on the use of digital technology in traditional, in-seat math courses.
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Blackner, Deborah Martin. "Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2540/.
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The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction (CAI) in an on-campus setting, and CAI in a distance education setting) for developmental mathematics classes at the community college level. Locus of control, math anxiety and learning style were the individual differences examined. Final grade, final exam score and persistence were the indicators of success. The literature review focused on developmental mathematics, pedagogical techniques and variables contributing to academic performance. Two parallel research populations consisted of 135 Beginning Algebra students and 113 Intermediate Algebra students. The Rotter I-E Locus of Control Scale, the Abbreviated Mathematics Anxiety Rating Scale, the 4MAT Learning Type Measure, and an instrument to gather demographic data were used.
It was the conclusion of this study that the instructional methods were not equal with respect to achievement. In Beginning Algebra, the CAI students received significantly higher final grades than did the traditionally taught students. In Intermediate Algebra traditional students scored significantly higher on the final exam than did the CBI students. There were more students persisting than expected in traditionally taught Beginning Algebra and no significant difference in attrition in Intermediate Algebra.
There was no significant prediction of achievement in Beginning Algebra. For Intermediate Algebra math anxiety was a significant predictor for final exam percentage and locus of control was a significant predictor for final grade percentage. Only the instructional method contributed significantly to the prediction of attrition.
While these findings are statistically significant, they account for only a small part of student success. However, the results had implications for the future. In particular, further study should be given to the question of whether CAI, and its associated expenses, is prudent for developmental mathematics instruction.
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Marks, Lori J., Mollie E. Bellows, and Tina M. Hudson. "Take the Route to Effective Instruction: Evidence-Based Practices in Math Education for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3520.
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Sessoms, Carolyn Jones. "Teachers' Perspectives: Face-to-Face and Computer-Based Instruction in Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2886.
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Differentiated instruction offers opportunities to improve student academic performance, specifically in students with learning disabilities. However, teachers' perceptions of which differentiated-instruction program works best to support differently abled students were unknown. The purpose of this qualitative case study was to explore teachers' perceptions on whether face-to-face instruction using response to intervention or computer-based learning using TenMarks works best in improving the academic performance of students who are differently abled in mathematics, specifically geometry. Constructivism, social disability theory, and Bandura's social learning theory formed the study's theoretical framework. Research questions guiding the study focused on teachers' perceptions of the advantages and challenges of traditional face-to-face instruction versus TenMarks when educating differently abled students. Data were collected through one-on-one interviews and member checking using a purposeful sample with six high school mathematic teachers. Thematic data analysis followed an open coding process to identify emergent themes. The findings showed that teachers perceived advantages and challenges with both instructional models. Further, teachers believed combining the two approaches would be most beneficial as the strengths and weaknesses of the two approaches are complementary, which correlates with disability's social and critical models. This study contributes to positive social change through school administrators and teachers in guiding school policies and practices related to differentiated-instruction approaches in classrooms that include differently abled students.
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Figueiredo, Carlos Manuel da Silva. "E-learning Imersivo - Atividades na perspetiva da primeira pessoa." Master's thesis, Universidade de Évora, 2022. http://hdl.handle.net/10174/31202.
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Este trabalho explora a possibilidade técnica de definir certos conteúdos pedagógicos em ambientes de
realidade virtual.
O ensino à distância baseado em canais digitais (E-learning) é uma necessidade crescente, dado que
contribui para a redução de barreiras económicas, geográficas ou sociais. Por outro lado, a manipulação
direta de objetos ou a interação com cenários é uma importante forma de aprendizagem, por exemplo,
de conceitos geométricos ou espaciais. Esta tese existe na intersecção entre os temas de RV (Realidade
Virtual) e de E-learning.
O desenvolvimento principal deste texto consiste na descrição dos aspectos técnicos de um sistema informático
para a construção de um ambiente RV interativo. Este ambiente pode ser visitado através de um
computador ou com óculos de RV simples, como o Google Cardboard. Neste, o utilizador pode caminhar
num percurso entre vários exercícios de escolha múltipla, dependendo da resposta a cada pergunta; Abstract:
Immersive E-learning
Activities in a first-person perspective
This work explores the possibility of defining certain pedagogic contents in a virtual reality environment.
Distance learning based on digital channels (E-Learning) is a rising necessity, given that it contributes to
the reduction of economic, geographical or social barriers. On the other hand the direct manipulation of
objects or the direct interaction with certain scenarios is an important way of learning, for example, spacial
or geometrical concepts. This thesis exists in the intersection between the themes of VR and E-Learning.
The main development of this text consists in the description of several technical aspects of a digital system
for the construction of an interactive VR environment. This environment can be visited through a computer
or with the use of simple VR glasses, such as Google Cardboard. In this, the user can travel a set path
between several multiple choice exercises, this path being defined by the answer to each question.
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Marzilli, Michael Dean, and Michael Howard Minier. "The use of manipulatives and thematic units to aid with learning, to create interest, and to increase involvement for at-risk students in consumer math." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1473.
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Johansson, Rebecka. "Räkna med ångest : Systematisk litteraturstudie, en kartläggning av faktorer som påverkar personers negativa känslor inför matematik Rebecka Johansson." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51569.
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Att höra någon uttrycka att den ogillar matematik är inte ovanligt. I detta arbete undersöks vilka faktorer som påverkar personers negativa känslor inför matematik. Inledningsvis beskrivs fenomenet matematikångest samt olika perspektiv på lärande. Därefter presenteras studiens resultat. Data har insamlats genom systematiska litteraturstudier. Materialet har sedan analyserats med hjälp av en innehållsanalys. Denna studie är kartläggande, och resultatet presenteras både i tabellform och i löpande text. Upptäckta påverkansfaktorer har kategoriserats i sex olika grupper vilka är: kognitiva processer, lärare, föräldrar, genetik, socialt kön samt känslor kopplade till självbild. Resultatet pekar på att det inte går att bestämma en enskild faktor som ensam påverkar personers negativa känslor inför matematik. Snarare rör det sig om samverkan mellan flera faktorer. Avslutningsvis diskuteras vilka konsekvenser resultatet får för undervisning, och förslag ges på områden för vidare forskning.To hear someone expressing their dislike for math isn’t uncommon. In this paper different factors influencing peoples’ negative emotions related to mathematics are examined. First, the phenomena math anxiety, and different perspectives on learning, is described. Then, this study’s results are presented. Data was collected through a systematic literature review. The material was then analysed by a content analysis. This study is a survey, and the results are presented both in a table and in textual form. The discovered affective factors were categorized into six different groups, which are: cognitive processes, teachers, parents, genetics, gender and emotions connected to self-image. The results show that it’s impossible to point out one single factor that alone affect people’s negative emotions related to mathematics. Rather, it’s a co-operation between many factors. To conclude, the consequences on teaching are discussed, and suggestions on areas for further studies are given.
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LoPresto, Kevin Daniel. "Storied Beliefs| Looking at novice elementary teachers' beliefs about teaching and learning mathematics through two different sources, math stories and the IMAP survey." Thesis, The University of Texas at Austin, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684163.
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This study examined the relationship between beliefs found using the Integrated Mathematics and Pedagogy (IMAP) project beliefs survey and the beliefs found in math stories of eight novice (less than two years teaching) elementary school teachers. The stories were coded for the same beliefs used in the IMAP survey. As in the IMAP survey, the strength of evidence of the belief was assigned numerical values, zero through three, indicating virtually no evidence to very strong evidence respectively. Results showed that specific beliefs could be found in math stories, yet not always at the same level of strength as the IMAP survey. This indicates that each conveys differing views on the teachers' beliefs, and thus provides more detailed pictures of the teachers' beliefs. The details include a sense of the trajectory of development of teachers' beliefs from student to teacher that the IMAP survey does not. The math stories also provide evidence of the role of emotion in the formation and entrenchment of beliefs.
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Simsek, Orhan. "Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6390.
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The aim of this study was to investigate the effectiveness of a game-based app (Motion Math: Fraction) to help students with Mathematics Learning Disabilities (MLD) to gain fraction skills including comparison, estimation, and word problem solving in an after school program. The researcher used multiple baseline design by extending with follow-up phase to determine whether students retained the knowledge they learned while engaging with the app. Even though six students participated to the study, the researcher withdrew two of them and analyzed data came from four students. The result o the study showed that all of the students improved their fractions skills after engaging with Motion Math: Fraction and maintained the knowledge after no longer playing. The researcher presented recommendations for further studies, for implementation into classroom, and recommend for app developers to increase app efficiency for students who have different learning profiles, and needs variety learning materials while learning the content matters.
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Patrick, Linda Denise. "Professional Learning Community Dimensions in a North Texas Elementary School’s Culture and Their Impact on Reading and Math Student Growth Scores." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801961/.
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The purpose of this mixed methods study was to determine which dimensions, as represented by the Professional Learning Community Assessment – Revised dimensions, are present in the environment of North Texas elementary schools and their impact on student growth. A survey design was utilized in which elementary principals and teachers in a selected school district completed the Professional Learning Community – Revised survey developed by Hipp and Huffman (2009), to gather perceptions of PLC implementation within their school environments as well as reflect strengths and needs regarding each dimension. The results of the survey were analyzed and one-to-one interviews were completed to clarify and support survey results. Bivariate and multiple regression analysis were used to determine correlations between dimensions present in a school’s environment and their impact on student growth. The study found a statistically significant relationship between the dimensions of shared values and vision and shared personal practice and math growth. Although PLCA-R dimensions were not found to be statistically significant in predicting reading and math growth, the effect sizes were notable at 22.4% for reading growth and 15.8% for math growth. This study’s findings provide important information which educators can use to implement practical application of Professional Learning Communities within their schools and districts. By understanding which dimensions are present within a school’s environment as well as their impact on student growth, educators can continue to increase knowledge and develop a focused plan for implementing strategies which are effective in strengthening teaching and learning in order to increase student achievement.
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White, Wendee B. Mrs. "The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2554.
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This study explores the relationship between an Affective Instructional Design (AID), children’s attitudes toward math, and math learning. Participants included 15 kindergarten children at a university K-12 laboratory school located in East Tennessee. This quasi-experimental study employed a pretest-intervention (AID)-posttest design. Data, including pretest/posttest attitude surveys, and baseline and intervention non-participant video observations of math learning and math attitudes, during 13 math lessons were coded and analyzed. As hypothesized, a significant positive correlation (r = 0.936, p = 0.000) was found between attitude and math learning. Additionally significant differences were found between the baseline (pre-intervention) mean score and the final intervention lesson for both math attitude, t(14) = -12.39, p = 0.008, and math learning, t(14) = -8.40, p = 0.002.These findings suggest AID could be one route to supporting educators in establishing quality learning environments that promote positive attitudes and meaningful learning in mathematics.
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Butler, Mark D. "THE EFFECTS OF EMBEDDING FORMATIVE ASSESSMENT MEASURES IN A PROBLEM--BASED LEARNING MATHEMATICS CURRICULUM FOR MIDDLE SCHOOL STUDENTS." UKnowledge, 2014. http://uknowledge.uky.edu/edsrc_etds/11.
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Student performance in the area of mathematics is a topic of national concern in the United States, with several reports documenting the need for effective instruction to boost student achievement. However, what type of math instruction will most effectively raise student achievement for students with disabilities (SWD) remains a matter of debate. Problem-based learning (PBL) is a promising methodology for engaging and motivating students’ learning while increasing their math skills. Enhanced Anchored Instruction (EAI) is a form of problem-based learning, rooted in a constructivist framework, which guides students through complex problems through video anchors and context rich environments that has been shown to significantly improve math performance of SWD. Assessing student performance during PBL units is often difficult. Formative assessments supplement curriculum by allowing teachers to gather information and assess student learning during the course of instruction. However, despite the rise in formative assessment use, the effects of formative assessment in PBL curricula are rarely addressed. This study examined the effect of embedding formative assessments in the EAI curriculum on academic outcomes in middle school math classrooms. Results showed that problem solving performance did not improve with the addition of formative assessment and gains on computation performance were mixed.
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Pereira, Priscilla Régia de Castro. "Os problemas no ensino-aprendizagem dos conteúdos de cartografia com bases matemáticas: uma avaliação no âmbito da disciplina de geografia do 6º ano na rede pública de ensino de Anápolis, Goiás." Universidade Federal de Goiás, 2012. http://repositorio.bc.ufg.br/tede/handle/tede/3158.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The difficulty on teaching-learning of Cartography is already a proven fact, by the multiples scientific works developed in the area. However we noticed that face of these difficulties, there was a featured point: The math’s influence on learning of some primordial contents of Cartography (World-Time, Geographic Coordinates and Scale). Understanding how actually this influence occurred was the guiding principle of the search. Lots of inquiries surround this problem. Why the students - as much of Basic Education as Superior - show so much difficulty on learning these contents of own Cartography which are present on Geography? In which time of the process of learning this problem occurs? What occurs on math teaching that make the students to acquire a certain aversion for this area of knowledge? Why the teachers of Basic Education face difficulties to teach that contents? Is the way those contents have been given a significant factor in the genesis of the problem? Are there methods that can minimize this difficulty faced by Teachers and Students? To answer these questions we proposed as general objective the investigation of the causes of the difficulties of teaching-learning of the contents of Cartography, linked to Math (Scale, World-Time and Geographic Coordinates) in the 6º year of Basic Education. And we define the following specific objectives: Identify the main difficulties faced by the teachers of Geography from Public Schools of the 6º year of Basic Education in Anápolis (GO) on teaching the contents of Cartography with Math basis; verify the causes of the limited learning of these contents by the students of 6º year of Basic Education from Public Schools of Anápolis (GO); to diagnose e evaluate the present contents of Cartography in the didactic books of Geography adopted by the scholar unities that were part of the search and show action proposes to alleviate the problems that generate the limitation on learning the contents of Cartography with Math basis. To meet all the proposed objectives, we used the following methodologies: bibliographic searching, interviews, application of questionnaires, systematic observation of classes, analysis of didactic books and application of a course. We concluded that there is in fact a difficulty on teaching-learning of the cartographic contents linked to Math and this difficulty is linked not only to the unpreparedness of teachers of Geography with Cartography and Mathematics contents but also in the limited basis of the students related to Math which is associated to work developed in classroom in past years that reflect on Cartography. Lastly we accomplished the aim of the work: inquires to the real causes of the problem, opening the ways for methods that can alleviate them, like the application of courses to the teachers like a way of professional improvement.
A dificuldade havida no processo de ensino-aprendizagem da Cartografia já é um fato comprovado mediante os vários trabalhos desenvolvidos na área. Porém notamos que, em face dessas dificuldades, havia um ponto que se destacava: a influência da Matemática no aprendizado de alguns conteúdos primordiais da Cartografia (fuso horário, coordenadas geográficas e escala). Entender como, de fato, essa influência ocorria foi o princípio norteador da pesquisa. Muitos questionamentos rondam esse problema. Por que os alunos — tanto da Educação Básica quanto do Ensino Superior — demonstram tanta dificuldade na aprendizagem desses conteúdos próprios da Cartografia presentes na Geografia? Em que momento do processo de ensino esse problema sucede? O que ocorre no ensino da Matemática que leva os alunos a adquirirem certa aversão a tal área do conhecimento? Por que os professores da Educação Básica enfrentam dificuldades em ensinar tais conteúdos? A forma como esses conteúdos têm sido ministrados é um fator relevante na gênese do problema? Existem métodos que possam minimizar a dificuldade enfrentada por professores e alunos? Para que esses questionamentos fossem respondidos, propusemos como objetivo geral a investigação das causas das dificuldades de ensino-aprendizagem dos conteúdos de Cartografia, ligados à Matemática (escala, fuso horário e coordenadas geográficas), no 6º ano do Ensino Fundamental. E definimos os seguintes objetivos específicos: identificar as principais dificuldades enfrentadas pelos professores de Geografia de escolas públicas do 6º ano, da rede pública de Anápolis (GO), em ensinar os conteúdos de Cartografia com base matemática; verificar as causas da deficiente aprendizagem desses conteúdos pelos alunos do 6º ano das escolas públicas de Anápolis; diagnosticar e avaliar os conteúdos de Cartografia presentes nos livros didáticos de Geografia adotados pelas unidades escolares participantes da pesquisa e apresentar proposta de ações para minorar os problemas que acarretam a deficiência na aprendizagem dos conteúdos de Cartografia com bases matemáticas. A fim de que fossem cumpridos todos os objetivos propostos, utilizamos das seguintes metodologias: levantamento bibliográfico, entrevistas, aplicação de questionários, observação sistemática de aulas, análise de livros didáticos e aplicação de um curso. Conclui-se que, com efeito, há uma dificuldade no ensino-aprendizagem dos conteúdos cartográficos ligados à Matemática e que ela está ligada não somente ao despreparo dos professores de Geografia quanto à Cartografia e à Matemática, mas também à falta de base dos alunos em relação à Matemática, o que está associado ao trabalho desenvolvido em sala de aula nos anos anteriores e que acaba refletindo na Cartografia. Por fim, cumprimos o intuito do trabalho: inquirirem-se as reais causas do problema, abrindo caminhos para métodos que possam abrandá-lo, como a aplicação de cursos aos professores como forma de aprimoramento profissional.
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Townsend, Andrea. "A Program Evaluation of My MathTM: Improving Student Computational Fluency Through Inquiry-Based Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/313.
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This program evaluation study addressed a critical deficiency in early childhood math proficiency for a local urban school district. To strengthen students' skills in mathematics, the district adopted the Common Core State Standards and piloted an inquiry-based instructional program called My Math. The purpose of this project study was to determine the extent to which My Math met the goals of improving Grades K-2 students' math proficiency. The conceptual framework was based on theories of multiple intelligences, social learning, and foundations of social development. The National Program Evaluation Standards were used to guide the program evaluation. The research questions centered on the implementation of My Math in terms of usability, lesson coherence, support provided by program materials and effectiveness of materials in enhancing students' mathematical processes based on teachers' perspectives. Data were collected from 57 teachers who completed an electronic survey and from 6 teachers who participated in focus groups and interviews. Survey data were descriptively analyzed and interview and focus group data were coded for development of common themes. Teacher participants reported gains in students' mathematical processes after using the My Math program. The program evaluation report reflected support for My Math as an effective instructional program for Grades K-2 along with recommendations for supplementation of the program with additional resources to address individual needs among students. Positive social change at the local level includes enhancing students' learning and achievement in mathematics, and assisting other districts in understanding the benefits of the My Math program on student achievement for early childhood students.
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Tee, Andrew. "Chinese whispers : an investigation into the language of the mathematics classroom." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365091.
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Kofa, Linda. "Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4645.
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Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in traditional schools. However, researchers had not compared Montessori and traditional teachers' perceptions of teaching elementary mathematics. The purpose of this qualitative case study was to explore the perceptions of traditional and Montessori teachers regarding teaching basic problem solving skills in mathematics. Koehler and Grouws' model provided the theoretical framework. Data collection included semistructured interviews with 6 traditional and 4 Montessori elementary teachers, field notes, and journaling. Data were analyzed using a coding scheme that incorporated the theoretical model's categories. Findings indicated that both groups of teachers reported that concrete (manipulatives) to abstract (pen and paper) learning was an effective approach to teaching basic math concepts and problem-solving skills. Social change will be realized when struggling elementary students in both Montessori and traditional settings begin to meet proficiency levels in mathematics and benefit from instruction that balances concrete and abstract learning skills. As such, students will be able to explore, develop, and become more actively engaged in learning math and problem solving in all elementary grades. The project deliverable, a position paper supporting the principal theme of concrete to abstract learning, may be used to promote effective instructional practices in mathematics, hence, positive social change.
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Cannaday, Billy K. "A comparative study of the relative effectiveness of computer assisted instruction, cooperative learning and teacher directed instruction on improving math performance of low achieving students." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/74782.
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This study compared three instructional approaches-- computer assisted instruction, cooperative learning, and teacher directed instruction--to determine their relative effectiveness in improving math performance of low achieving students. Additional information was collected on student time on task behavior to determine the relative impact of these treatments on this variable.
An experimental research design was used. Ninety-nine rising sixth grade students were randomly assigned to one of the three instructional delivery groups for a five week summer remediation program. Classroom teachers self selected the treatment approach they used based on interest and personal experience. Additional training in the use of these strategies was provided prior to the beginning of summer school. Fourth grade students' scores on the math subtest Iowa Test of Basic Skills (ITBS) served as the baseline data for assigning students to one of the treatment groups. A subsequent ITBS math score was obtained on the same students as fifth graders with the latter score serving as the pretest measure. At the end of the summer program the ITBS math subtest was readministered to students to obtain posttest dependent measures on math concepts, math problems, math computations and math total. These data were analyzed with an ANCOVA with the fifth grade ITBS math total score serving as the covariate.
While substantial academic growth was reported for all groups on the math total measure, it was found that no significant difference existed between the three groups on improving student performance on math concepts, math problems, math computations, or math total. On the time on task measure, students’ off task behavior observed was minimal and differences reported were not found to be significant.Ed. D.
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Lolli, Melanie G. "The Views of High School Geometry Teachers regarding the Effect of Technology on Student Learning." Ohio Dominican University Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1336410657.
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Sylne, Vladimir. "Impact of Inclusion Teachers' Mathematics Anxiety and Mathematics Self-Efficacy on the Mathematics Achievement of Learning Disabled Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1804.
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Learning disabled (LD) students are put in inclusion classrooms in order to experience the mainstream environment and to receive the same level of education as their regular education counterparts. Unfortunately, LD students do not always get the mathematics education that they deserve because inclusion mathematics teachers are not required to be highly qualified in mathematics. The focus of this study was on the relationship between mathematics anxiety and self-efficacy of inclusion teachers and the academic achievement of the LD students they serve. The theoretical framework of this study involved the concepts of student achievement, teacher efficacy, mathematics anxiety, and best practices in teaching. The research questions of this study involved understanding the impact of inclusion teachers' mathematics anxiety and mathematics self-efficacy on the mathematics achievement of LD students. A quantitative survey design was used, and data were collected from 15 volunteered participating inclusion math teachers using the Learning Mathematics Anxiety subscale; the Personal Mathematics Teaching Efficacy subscale; a demographic questionnaire; and students' school level state standardized test scores and end-of-course final average in Geometry, Trigonometry, Algebra I, or Algebra II. Regression analyses were used to evaluate the relationship between the variables of mathematics teachers' anxiety, mathematics teachers' self-efficacy, and student achievement. The findings of this study revealed that inclusion teachers' mathematics anxiety and teaching efficacy did not significantly predict mathematics achievement of LD students. The implication for social change is that further research that includes variables other than teacher mathematics anxiety and teaching efficacy is needed to understand mathematics performance of learning disabled students.
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Silva, Jozeildo José da. "O software régua e compasso como recurso metodológico para o ensino de geometria dinâmica." Universidade Estadual da Paraíba, 2011. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1702.
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Previous issue date: 2011-10-24This dissertation aims to investigate the use of software Ruler and Compass as a methodological resource for teaching geometry. The study was on theoretical base the Van Hielle‟s Model, the Meaningful Learning Theory (AUSUBEL, 2003) and the Construcionist Theory (PAPERT, 1994) linked to studies on the Dynamic Geometry (ZULATTO, 2002; GRAVINA, 1996, Cowper, 1994). The research was based on the difficulty of identifying and exploiting these properties in geometric patterns observed in static printed material such as textbooks. The research universe was formed for two public schools and one of these schools the research was conducted with students and in other school the research was conducted with teachers. The research involved a multiple case study using participant observation was conducted in two stages. The target audience of the research was formed by students of the 7th year of elementary school and teachers math of public schools. The results of the research show that there is an enormous need regarding the teaching of geometry founded on the manipulation of geometric figures to explore their properties and elements. The research also revealed that from the use of the software Ruler and Compass students have become more interactive and that during use they were challenged to conjecture, validate hypothesis and verify properties present in geometric figures. The study allowed us to observe that most of the teachers participating in the research are considered prepared for the use of new technologies in teaching mathematics, but that the school needs to adapt to such developments.
Esta dissertação tem como objetivo investigar o uso do software Règua e compasso , como recurso metodológico para o ensino de Geometria. O estudo teve como base teórica o Modelo de Van Hielle, a Teoria da Aprendizagem Significativa (AUSUBEL, 2003) e a Teoria Construcionista (PAPERT, 1994), atreladas aos estudos sobre a Geometria Dinâmica (ZULATTO, 2002; GRAVINA, 1996; COWPER, 1994). A pesquisa partiu da dificuldade de identificar e explorar as propriedades presentes em figuras geométricas estáticas, observadas em material impresso, como os livros didáticos. O universo da pesquisa foi constituído por duas escolas públicas. Em uma delas, a pesquisa foi realizada com alunos, e na outra, com professores, e englobou um estudo de caso múltiplo, com observação participante, realizada em duas etapas. Seu público alvo foi constituído por alunos do 7º ano do Ensino Fundamental e professores de Matemática de escolas públicas. Os resultados da pesquisa apontaram que há uma grande necessidade, no que tange ao ensino de geometria, pautado na manipulação de figuras geométricas para exploração de suas propriedades e elementos. A pesquisa ainda revelou que, por meio do uso do software Règua e compasso , os alunos se tornaram mais interativos e foram desafiados a conjecturar, validar hipóteses e verificar propriedades presentes em figuras geométricas. O estudo permitiu observar que grande parte dos professores participantes da pesquisa se considera preparada para o uso de novas tecnologias no ensino de matemática, mas que a escola precisa se adequar a tais avanços.
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Pausigere, Peter. "CHALLENGES AND POSSIBILITIES IN EMERGENCY EDUCATION: INSIGHTS FOR MATHS TEACHING AND LEARNING AT A JOHANNESBURG REFUGEE SCHOOL." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82956.
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Austin, Pamela Winifred. "The family maths programme: facilitators' ability to implement inquiry-based teaching and learning with learners and parents." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/471.
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Despite the fact that the facilitation of inquiry learning is a core methodology in the General Education and Training (GET) band of the South African National Curriculum Statement, rote learning and memorization of algorithms remains common practice in many mathematics classrooms. The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which the Family Maths professional development programme develops facilitators’ ability to implement inquiry-based learning. It also seeks to explore which aspects of the programme are effective in developing an inquiry-based approach. The research undertaken is an empirical study of 39 facilitators and uses both qualitative and quantitative methods. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. As the ‘teacher as facilitator of inquiry-based teaching and learning’ is a requirement of all South African teachers, the findings of this research should make a meaningful contribution to the field of mathematics teacher education in the South African context.
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Colaço, Walber Santiago. "Movimento da matemática moderna aos tempos atuais: uma análise de livros didáticos sobre explicitação e exploração das propriedades das operações." Universidade Estadual da Paraíba, 2010. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1651.
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Previous issue date: 2010-12-13This research work analyzed six collection of text books, three of them from the time of Modern Mathematics Movement and the other three from nowadays. We seek to analyze the most used text books of both times. The analyzes was based in concepts and argumentation as cathegories of analysis on operation proprieties. Some of the findings have shown that in the time of Modern Mathematics Movement there was more explication of the operation proprieties in the text books, by making the student to be aware of them, avoiding then a comprehension without mathematical foundation. On the other hand, the nowadays text books have shown lack, most of the time all, of mathematical explication for the student to be aware of, and understand mathematically speaking, why of certain mathematical steps in problem solving which involve operation proprieties. The research findings lead us to suggest that History of Modern Mathematics Movement be taken in Initial Mathematics Teacher Education as nowadays teachers are not aware of this Movement. This suggestion is based in our belief of the need of mathematical formality, along with content contextualization present today, for a stronger mathematical education.
Esta pesquisa de mestrado consiste em analisar seis coleções de livros didáticos, sendo três deles da época do Movimento da Matemática Moderna e outros três dos tempos atuais. Procuramos analisar livros didáticos os mais usados em ambas as épocas. A análise dos mesmos está baseada em conceitos e argumentações como categorias de análise sobre as propriedades das operações. Alguns dos resultados mostram que na época do Movimento da Matemática Moderna havia uma maior explicação das propriedades nos livros, fazendo com que o aluno se apercebesse das propriedades das operações, evitando assim uma compreensão sem fundamento matemático. Já livros didáticos dos tempos atuais têm mostrado ausência, por muitas vezes completa, de explicações de teor matemático para que o aluno esteja a par, e entenda matematicamente, o porquê de certas passagens matemáticas na resolução de problemas que envolvam propriedades das operações. Os resultados obtidos nos levam a sugerir que seja inserida a história do Movimento da Matemática Moderna nos cursos de Licenciatura em Matemática, pois professores da atualidade não conhecem esse Movimento. Tal inserção baseia-se em nossa crença sobre a necessidade da formalidade matemática, juntamente com a contextualização dos conteúdos hoje presentes, para uma educação matemática fortalecida.
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Lucion, Paula. "A ORGANIZAÇÃO DO ENSINO DE MATEMÁTICA NO CONTEXTO DE INCLUSÃO." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/7234.
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This work is part of a project developed within the line of research ―Formation, Knowledge, and Professional Development‖ of the graduate program in Education at Federal University of Santa Maria (UFSM). It is based on studies related to the formation of teachers who teach Math in an inclusion context, aiming at contextualizing Special Education in the Brazilian scenario. To do so, it involved mainly the theoretical assumptions of historical-cultural theory and teaching guiding activity (TGA). As research question this study aims to answer: what elements show to be relevant to the organization of teaching towards the appropriation of the concept of number in an inclusion context? To answer this question, this work investigated the teaching organization towards the appropriation of the concept of number within the inclusion context. To fulfill this objective, the movement of teaching organization directed to two included second graders, who had difficulties in acquiring such concept, was focused. Investigation actions were dynamised in a resource room of a public school situated in Pinhal Grande/RS, where the special educator organized and proposed the specialized teaching activities. In this sense, a didactic unity composed by two teaching activities based on TGA was proposed according to different leaning triggering situations. Data were collected by means of an investigative form, a field diary, audio and video recording, and photographic registers. As far as the analysis of episodes is concerned, it was structured in three moments: 1) the teacher-researcher s organization; 2) ―Camila, the girl who colors drawings‖ a proposal involving one-to-one correspondence; and 3) ―A fun summer afternoon‖ the grouping of activities being focused. In studies of event proceedings, we found indicators of a gradual increase in the number of publications related to the process of teaching and learning Math in the inclusion context, yet the lack of studies on teachers formation in this context is evident. According to data, it is fundamental, in the organization of Math teaching in the inclusion context, that teachers: know the students difficulties and potentialities; seize the logical-historical movement of the concept they are going to work with; engage in actions that allow them the sharing of actions with their peers; be oriented by a solid theoretical-methodological framework. For learning Math in this context, one needs collaboration among peers, mediation from teachers acting in the zone of proximal development by understanding that all students present developing capabilities, the ludic aspect of developed actions, and adaptations due to specific traits presented by students. Evidence shows that TGA, through their theoretical-methodological assumptions, can be transformed into a general way of teaching-organizing action to special education teachers acting in resource rooms.Este trabalho decorre de um projeto desenvolvido no âmbito da linha de pesquisa ―Formação, Saberes e Desenvolvimento Profissional‖ do programa de pós-graduação em educação da Universidade Federal de Santa Maria (UFSM). Pautou-se em estudos relacionados à formação do professor que ensina matemática no contexto de inclusão, procurando contextualizar a educação especial no cenário brasileiro. Para tanto, envolveu, principalmente, os pressupostos teóricos norteadores da teoria histórico-cultural, da teoria da atividade e da atividade orientadora de ensino (AOE). Possuiu como questão investigativa: quais elementos se mostram como relevantes para a organização do ensino voltado para a apropriação do conceito de número no contexto de inclusão? E visando respondê-la, o objetivo principal investigou a organização do ensino para a apropriação do conceito de número no contexto de inclusão. A fim de contemplá-lo, enfocou-se o movimento de organização do ensino direcionado a duas alunas incluídas no 2º ano do Ensino Fundamental, que possuíam dificuldades quanto à apropriação do referido conceito. As ações de investigação foram dinamizadas numa sala de recursos pertencente a uma escola da rede pública estadual localizada no município de Pinhal Grande/RS, espaço onde a professora de educação especial organiza e propõe o atendimento educacional especializado. Nesse sentido, propôs-se uma unidade didática composta por duas atividades de ensino que seguiam a perspectiva da AOE, sendo delineadas por diferentes situações desencadeadoras de aprendizagem. Os dados foram coletados a partir de uma ficha investigativa, do diário de campo, da gravação em áudio e vídeo e de registros fotográficos. Já a análise, realizada a partir de episódios, estruturou-se em três momentos: 1) a organização da professora-pesquisadora; 2) ―Camila, a menina que colore desenhos‖ uma proposta envolvendo a correspondência um a um e, 3) ―Uma tarde de verão divertida‖ o agrupamento de quantidades em destaque. Nos estudos realizados em anais de eventos, encontramos indicativos de um aumento gradativo no número de publicações relativas ao processo de ensino e aprendizagem da matemática no contexto de inclusão, mas ainda assim, é evidente a carência de estudos acerca da formação de professores nesse contexto. Ainda de acordo com os dados, na organização do ensino de matemática no contexto de inclusão é imprescindível que o professor: conheça as dificuldades e potencialidades dos alunos; aproprie-se do movimento lógico-histórico do conceito que vai trabalhar; insira-se em ações que lhe permitam o compartilhamento de ações com seus pares; oriente-se a partir de uma sólida proposta teórico-metodológica. Para a aprendizagem da matemática nesse contexto, evidencia-se a colaboração entre pares; a mediação do professor atuando na zona de desenvolvimento proximal a partir da compreensão de que todos têm capacidades de desenvolvimento; o aspecto lúdico das ações desenvolvidas; a realização de adequações devido às características que são apresentadas pelos alunos. Também foram encontrados indícios de que a AOE, a partir de seus pressupostos teórico-metodológicos, pode se converter em um modo geral de ação de organização do ensino para o professor de educação especial que atua em sala de recursos.
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Pardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.
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Twenty years after the first pilot projects began to develop Student Active Learning (SAL) in Indonesia, and four years since it was adopted for use in the last provinces, this research investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms.
A study of the relevant literature indicates that teaching based on constructivist principles is unlikely to be implemented well in mathematics classrooms unless there are high quality teachers, readily available manipulative materials, and a supportive learning environment. As Indonesian schools often lack one or more of these aspects, it seemed likely that Student Active Learning principles might not be fully implemented in Indonesian primary mathematics classrooms. Thus a smaller scale, parallel study was carried out in Australian schools where there is no policy of Student Active Learning, but where its underlying principles are compatible with the stated views about learning and teaching mathematics.
The study employed a qualitative interpretive methodology. Sixteen primary teachers from four urban and four rural Indonesian schools and four teachers from two Victorian schools were observed for four mathematics lessons each. The twenty teachers, as well as fourteen Indonesian headteachers and other education professionals, were interviewed in order to establish links between the background and beliefs of participants, and their implementation of Student Active Learning. Information on perceived constraints on the implementation of SAL was also sought.
The results of this study suggest that Student Active learning has been implemented at four levels in Indonesian primary mathematics classrooms, ranging from essentially no implementation to a relatively high level of implementation, with an even higher level of implementation in three of the four Australian classrooms observed. Indonesian teachers, headteachers and supervisors hold a range of views of SAL and also of mathematics learning and teaching. These views largely depended on their in-service training in SAL and, more particularly, on their participation in the PEQIP project Typically, participants expressed views of SAL were at the same or higher level as their views of mathematics learning and teaching, with a similar pattern being observed in the relationship between these latter views and their implementation of SAL principles. Three factors were identified as influencing teacher change in terms of implementation of SAL: policy, curricular and organisational, and attitudes.
Recommendations arising from this study include the adoption of reflection as an underlying principle in the theory of SAL, the continuation and extension of PEQIP type projects, changes in government policy on curriculum coverage and pre-service teacher training, and more support for teachers at the school and local authority levels.
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Medeiros, Jozan. "Uma abordagem de ensino de números reais." Universidade Estadual da Paraíba, 2010. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1655.
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Previous issue date: 2010-12-23This research was the development of a didactic approach in its implementation and evaluation in a class of 3rd year of high school, the purpose of developing real numbers with the goal of enabling students to acquire knowledge on the sets of numbers, both formative and functional Recommended official documents for basic education, plus a teaching module, containing texts, educational activities, methodology and a proposal for evaluation. From the assumption that students have difficulties in articulating the different sets of numbers, both in relation to cognitive aspects such as the representational, this approach was developed following the model suggested by Ulrich Christiansen, who uses the line number as the context articulator, enriched with situations and problems of mathematical history, seeking to associate numbers to geometry and algebra. The results of the implementation of educational module was analyzed using the students' participation in the activities performed during the didactic analysis of data obtained from a pretest and a posttest on the cognitive domain and representational of the students, as well as by direct observations, indicating its suitability to the proposed objectives.
Esta pesquisa consistiu no desenvolvimento de uma abordagem didática, na sua aplicação e avaliação em uma turma do 3º ano do Ensino Médio, visando à construção dos números reais com o objetivo de possibilitar ao aluno apreender conhecimentos sobre os conjuntos numéricos, tanto formativos como funcionais recomendados pelos documentos oficiais para a educação básica, acrescida de um módulo de ensino, contendo textos, atividades didáticas, metodologia e uma proposta de avaliação. A partir da hipótese de que os alunos apresentam dificuldades em articular os diferentes conjuntos numéricos, tanto no que se refere aos aspectos cognitivos como aos representacionais, esta abordagem foi elaborada seguindo o modelo sugerido por Ulrich Christiansen, que utiliza a reta numérica como contexto articulador, enriquecida por situações problemas e da história da matemática, procurando associar números a geometria e à álgebra. Os resultados da aplicação do módulo didático foram analisados por meio da participação dos alunos nas atividades realizadas durante a intervenção didática, da análise dos dados obtidos a partir de um pré-teste e de um pós-teste sobre o domínio cognitivo e representacional dos alunos, bem como por observações diretas, indicando a sua adequação aos objetivos propostos.
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Oliveira, Hélder Alves de. "Planilha eletrônica Excel e a matemática: Desenvolvimento de aplicativo para o ensino de matriz." Universidade Estadual da Paraíba, 2011. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1773.
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Previous issue date: 2011-09-16This paper aims to present the results of a qualitative research focused on the case study method, in which TICs have been used, following the assumptions of constructivist theory created by Seymuor Papert, in order to introduce the basic concepts of matrix algebra by using the Excel Spreadsheet software developed by Microsoft Corporation. To conduct the survey used the OA (Learning Objects) and a short course, and to introduce the concepts of addition, multiplication, and calculating the inverse of a given matrix, so that students could observe their applications in solving problems in context and launch hand this feature to solve systems of linear equations. Subsequently, we analyzed through a questionnaire, it showed that the majority of students, about seventy percent, considered attractive methodological proposal, demonstrating an interest in satisfying the content presented through technology. In this work, we infer a methodology for using Excel software in the teaching of matrix algebra.
Este trabalho tem como objetivo apresentar os resultados de uma pesquisa qualitativa, voltada para a modalidade estudo de caso, na qual foram utilizadas as TICs, seguindo pressupostos da Teoria Construcionista criada por Seymuor Papert, com a finalidade de introduzir os conceitos básicos da álgebra de matrizes por meio da utilização do software Planilha Eletrônica Excel desenvolvido pela Microsoft Corporation. Para a realização da pesquisa utilizamos o OA (Objeto de Aprendizagem) e um minicurso, procurando introduzir os conceitos de soma, multiplicação e cálculo da matriz inversa de uma matriz dada, para que os discentes pudessem observar suas aplicações na resolução de problemas contextualizados e lançar mão desse recurso para resolver sistemas de equações lineares. A posteriori, fizemos uma análise através de um questionário, o mesmo revelou que a maioria dos discentes, cerca de setenta por cento, considerou atraente a proposta metodológica, demonstrando um interesse satisfatório pelos conteúdos apresentados por meio da tecnologia. Neste trabalho, inferimos uma proposta metodológica para utilizar o Software Excel no ensino da álgebra de matrizes.
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Palmer, Velma. "The effectiveness of technology integration in mathematics on the achievement and attitudes of fifth and sixth grade limited English proficient students." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/707.
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The main purpose of the research was to evaluate the effectiveness of integrating technology in the teaching of mathematics and the effect on students’ attitudes towards learning mathematics and achievement in mathematics in an elementary school. The students were engaged in activities using the computer program SuccessMaker Math Skills and Concepts for 15 minutes each day of the week over nine weeks either in the classroom or the laboratory.Quantitative and qualitative methods were used to provide responses to the research questions. The quantitative portion part of the study involved students’ achievement as well as students’ attitudes towards mathematics within the classroom and laboratory. A pretest and posttest design was used with student attitudes and student achievement outcomes. The sample size was 300 students who were divided into two groups of 150. Fifty students – 25 students in each group - were interviewed for the qualitative part of the study. Data generated from the interviews were used to balance information provided by the survey.There was range of internal consistency reliability measures for the classroom and laboratory attitude scales of attitude to mathematics and enjoyment of mathematics. After nine weeks of instruction there were attitude differences in favour of the laboratory-based students. After nine weeks of implementation of the SuccessMaker mathematics program there were statistically significant differences using paired sample t-tests between the pretest and posttest FCAT scores for both groups. However, the differences in improvement in FCAT scores for students in both instructional programs were not statistically significantly different. However, the classroom-based students outperformed the laboratory-based students on the mathematics class test.The findings from the qualitative data from interviews with 50 students (25 from the classroom group and 25 from the laboratory group) was consistent with patterns emerging from the quantitative data which involved 300 students. Overall, the SuccessMaker Math Concept and Skills program was effective in enhancing attitudes to mathematics for both classroom and laboratory groups. However, for the students in both the classroom instruction and the laboratory instruction, there were no statistically significant correlations between Interest in Mathematics lessons and Enjoyment of Mathematics lessons and the FCAT posttest score. Neither classroom nor laboratory instruction differentially contributed towards students’ FCAT scores.The study revealed that computer assisted instruction has alleviated Limited English Proficient Students’ fear in doing mathematics and that has proven beneficial to their success in mathematics in the classroom and in the laboratory. Students’ interview responses revealed that they enjoyed working on the computer but that additional time should be attributed to using the technology in mathematics.
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Fleming, Hannah. ""What if I get it wrong?" : a psycho-social enquiry into SENCOs' experiences of learning, doing and teaching maths." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17739/.
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This research applies a psycho-social approach to explore how SENCOs think about children with learning difficulties in mathematics, their feelings when performing mathematics tasks, and their own experiences of mathematics learning. Four SENCOs from different schools were interviewed twice. These participants were interviewed using a Free Association Narrative Interviewing (FANI) method, and were asked to complete a mathematics task. The mathematics task provided an experiential element through which participants communicated more unconscious or ‘unpolished’ feelings. This is a qualitative, exploratory piece of research. It comes from a psycho-social ontology, insofar as the participants are theorised in terms of psychoanalytic and societal concepts, and a psycho-social epistemology, in that knowledge of participants is gained through an interaction between a defended subject and researcher. As the researcher I understand people as psychologically defended against anxiety (Klein, 1952). Interviews were audio recorded and transcribed and analysed using thematic analysis, while keeping in mind the ‘whole’ person. Thought was given to the researcher-participant relationship, to the narrative and to the ‘unspoken’ parts of the narrative which were interpreted using psychoanalytic frameworks. A reflective research diary and psycho-social supervision were used in order to enhance the understanding of the subjective researcher experience of dynamics underlying the interview process. A number of themes emerged from the data: Participants tended to attribute the causes of the children’s learning difficulties to within child difficulties or to teaching or parenting; participants’ negative feelings around mathematics were associated with rivalry, disempowerment and vulnerability, and shame at feeling unable to do something; the participants’ experiences of learning mathematics as a child appeared to have a profound effect on participants and how they approached mathematics tasks, and uncontaining school experiences of mathematics left a lasting impression. Limitations of the research and implications for teachers, SENCOs and EPs are discussed.
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Warrington, P. "Teaching and learning practices and reported experiences of teachers and students in high, middle and low ability maths classes." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1575475/.
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Much research has been conducted into the effects of ability grouping. Research suggests that there are a number of negative effects of ability grouping for students in low ability groups including: lack of motivation, stigmatisation, low self-esteem and reduced academic progress. Research has attempted to explore the experiences of students and teachers taught in ability groups. This research has highlighted teaching and learning experiences as being variable between ability groups. Relatively little research has attempted to capture the day to day, in class, experiences of students grouped by ability. The research that has done so completed this in a way that prevents replication and does not provide a detailed account. This current research provides a detailed description of the nature of activities and teaching and learning interactions that take place within classrooms set by ability. The research aimed to provide a detailed account of the experiences of both teachers and students in relation to teaching and learning, classroom interactions, classroom environment and student’s self-concept. The research adopts a mixed method study design to explore and describe the experiences of ability grouping in high, middle and low ability maths classrooms in two inner city London secondary schools. The research draws on both quantitative and qualitative data to provide a rich account of the practices and experiences of ability grouped classes including: questionnaires, structured lesson observations, qualitative lesson observations, lesson audio recordings and semi-structured interviews. The findings of the study suggest that students taught in high, middle and low ability groups have varying experiences in relation to: interactions with peers and teachers; classroom environment; teaching and learning experiences and students self-concept. The researcher highlights the complexity of inter-relating factors in this area and considers how the different experiences of students placed in ability groups may relate to outcomes for students.
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Duffield, Ruth J. "Essential Ingredients that form the basis for Mathematical Learning: What has 20 years of teaching mathematics to teenagers taught me?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79675.
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Educators strive to improve student learning outcomes and there are numerous theories suggesting how this is best achieved. However, application of these theories to the coal face of a classroom is often fraught with obstacles resulting in poor outcomes. Constraints imposed by educational policy, school systems, structures and the individual students themselves, realistically require adaptation of
theoretical techniques if genuine learning is to be imparted to students. This paper discusses some of the issues surrounding the practical implementation of new methodologies into the classroom and
identifies important factors that affect teenagers in their learning of mathematics. Working within the constraints, constantly confronted with obstacles, can be frustrating and demoralising. This paper reflects on twenty years of classroom teaching of mathematics to students with relatively poor socio-economic backgrounds and the lessons learnt from them that may assist teachers to remain enthusiastic and creative with the energy to truly improve mathematics education. Key issues explored in the paper include: ‘Realities of a teacher’s working day’, ‘The learning of mathematics within a government secondary system’, and ‘What can be done to ensure mathematical learning takes place?’
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Evangelopoulou, Polyxeni. "A case study on Maths Dance : The impact of integrating dance and movement in maths teaching and learning in preschool and primary school settings." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117682.
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The use of kinaesthetic experiences associated with dance to support learning of curricular mathematics has been little represented in the available literature. Maths Dance is an approach to teaching and learning mathematics through dance and movement. The objectives of the study are related to assessing the impact of Maths Dance on students’ cognitive, affective and physical developmental areas in preschool and primary school settings. The investigation of the case study on Maths Dance took place in London, UK, with the participation of four teaching staff members, who were interviewed in detail, and thirty students of Reception, Year 2 and Year 3 classes, out of which eleven students were interviewed. All thirty students were observed once during three Maths Dance sessions, one session per each age group. Based on a qualitative research approach, the data are analysed and discussed below around seven themes in relation to the theories of constructivism, Dienes’s theory of learning mathematics, Gardner’s theory of Multiple Intelligences and educational neuroscience. According to the main findings, students and teaching staff members express positive attitudes regarding most aspects of the research questions. Specifically, Maths Dance is believed to improve students’ maths skills, critical thinking and creativity, as well as enhance student motivation, socio-emotional and motor skills. The pleasant nature of the activities is also highlighted, an element that is believed to make this method adequate for students of low achievement in maths. However, the small sample size, in addition to the fact that Maths Dance has recently started being implemented in schools, does not permit generalization of the results.
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Soares, Fernanda Chaves Cavalcante. "O ENSINO DESENVOLVIMENTAL E A APRENDIZAGEM DE MATEMÁTICA NA PRIMEIRA FASE DO ENSINO FUNDAMENTAL." Pontifícia Universidade Católica de Goiás, 2007. http://localhost:8080/tede/handle/tede/1201.
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Previous issue date: 2007-09-14The following project integrates into the Research Group of Historic-Cultural Theory and pedagogical activities of the activities of the Education Theory and Pedagogical Process Research Center from the post-graduation program of the Catholic University of Goiás. The research has as object of work the teaching of mathematics for the elementary stages. It came out from the thought that the difficulties of learning mathematics are due to a variety of factors, especially the bad standard of teaching in use nowadays. Therefore, the main point of the research is: How can the teaching of math be developed so that it assures effective learning? The project is based on the teory created V. V. Davydov. The research has as main aim, elaborate and improve the stages of the learning process, so that we will have an easy and effective learning of a math subject. The specified goals were: Verify the learning quality of the students, identify the advantages and possible difficulties with the use of this methodology of teaching. The research consisted of an experience done with elementaryschool students of a municipal school in Goiânia. Data was collected by observations and research done on school documents. The subject of the experience was to divide numbers. The difficulties found during the process were due to the bad level of learning and cognitive development of the pupils in other areas like reading, writing, and text interpretation. The principal contribution of this project consisted of demonstrating that, despite the difficulties and limitations in many areas of students school-life, it is possible to use methods based on the Development-teaching and cause changes that lead students to better results on math learning.
O presente trabalho integra o Grupo de Pesquisa Teoria Histórico-Cultural e práticas pedagógicas da Linha de Pesquisa Teorias da Educação e Processos Pedagógicos, do Programa de Pós-graduação Stricto Sensu da Universidade Católica de Goiás. Nesta investigação teve-se como objeto o ensino e a aprendizagem de matemática nas séries iniciais. Partiu-se do pressuposto de que as dificuldades de aprendizagem de matemática resultam de uma multiplicidade de fatores, sendo um deles a insuficiência do modelo de ensino vigente para causar impacto positivo na qualidade da aprendizagem dos alunos. Assim, a questão central da pesquisa foi a seguinte: como organizar o ensino de matemática para que ocorra melhor aprendizagem dos alunos? Buscou-se então na Teoria do Ensino Desenvolvimental formulada por V. V. Davydov um aporte para tentar responder a esta questão. Nesta pesquisa destacou-se como objetivo geral propor e implementar as etapas do ensino desenvolvimental para a aprendizagem de um objeto de conhecimento da matemática. Os objetivos específicos foram assim definidos: verificar a qualidade da aprendizagem dos alunos em relação ao conceito nuclear do objeto estudado; identificar as vantagens e possíveis dificuldades no uso da metodologia de ensino proposta por Davydov. A pesquisa, de abordagem qualitativa, consistiu num experimento didático realizado em uma turma do Ciclo 2 de uma Escola Municipal de Goiânia. Os dados foram coletados por meio de observação direta não-participante, pesquisa em documentos da escola e experimento didático. O conteúdo específico do experimento didático foi a divisão de números naturais. Foram elaborados, organizados e realizados procedimentos de ensino visando à aprendizagem desse conteúdo. A análise dos dados evidenciou os seguintes resultados: - por meio desses procedimentos, quase totalidade dos alunos conseguiu alcançar a aprendizagem do conceito ensinado divisão de números naturais , pela formação do pensamento teórico; - as dificuldades na realização do ensino desenvolvimental foram decorrentes do baixo nível de aprendizagem e de desenvolvimento cognitivo dos alunos em outros conteúdos, tais como, leitura, escrita e interpretação de texto, além da fragilidade constatada em relação a habilidades e conteúdos específicos de matemática. A principal contribuição desta pesquisa consistiu em mostrar que, apesar das dificuldades e limitações de diversas ordens presentes na escola e na vida escolar dos alunos, é possível utilizar os procedimentos baseados na teoria do ensino desenvolvimental e provocar mudanças que conduzem os alunos a melhores resultados na aprendizagem de matemática.
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Liu, Shu Lan, and 劉淑蘭. "Study on Teachers' Learning and Teaching in Math Classrooms." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/19789248220122543772.
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碩士國立臺東大學
教育研究所
93
Study on Teachers’ Learning and Teaching in Math Classrooms Abstract The purpose of this study is to explore the situation of an elementary school that teachers’ math knowledge and teachers’ math-teaching knowledge were displayed in math classrooms. The contents of this study include teachers’ depth of understanding in the teaching materials of fractional as well as the applications of teachers’ math- teaching methods, e.g. teaching procedures and ways, setting questions,discussing activities, and the uses of surface features and connections. The method of this study was employed by using the qualitative research method. The data came from classroom observation, teacher interviews, and analysis of related documents. And the contents for teacher interviews were conducted by using the questionnaires of self-edited “Teachers’ Math knowledge” and “Teachers’ Math-teaching knowledge” to realize the teacher’ subject knowledge in math as well as the knowledge of teaching math .In order to boost the effectiveness of this study, all data had been corrected through triangle-revises, and it was expected to really show the teachers’ primitive teaching conditions in math classroom. The results of this study revealed the fact that some teachers were situated on the low level of understanding fractional teaching materials; their concepts for fraction were not complete; they were not clear enough on fractional teachers’ materials. It showed that their teaching knowledge was insufficient. On the aspect of the application of math-teaching methods, however, this study discovered most of the teaching patterns were established on teacher-based activities, such as lectures, one-way replies, writing assignments. Their teachings were short of question-based activities, e.g. discussion, team learning, problem-solving, or presentation. They lacked creativity on setting questions and most of them came from texts. Although concrete objects and abstractive signals could be seen for the uses of connections, most of them did not come from the teacher’ concrete and deeply connective direction. As for handling the missing conception of fraction, most of the teachers were not able to prevent it in advance and also find it in teaching until test were taken. Few of then found the way to handle the missing conception is to give more positive and negative example and do more concrete exercises as well as the connective activities with abstractive signals. This study also reveals that teachers who are weaker in Math knowledge express lower performance in Math teaching knowledge. Their teachings are considered boring in classroom observation, focusing only on lecture and writing assignments. Teachers who are stronger in Math knowledge express better performance in Math teaching knowledge. Their teachings are considered active in classroom observation, focusing on more discussion, team learning and problem-solving activities. Lastly, the researcher made self-examination and criticism based on the processes and discoveries of this study, also, provided suggestions toward improvements in elementary school Mathematics teaching difficulties.
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Yu, Kuan-Hung, and 尤寬宏. "Research for Lesson study math teaching promoting students learning interest." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/65590463022030996905.
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(11225625), Sue Ellen Richardson. "MAKING MATH REAL: EARLY CHILDHOOD TEACHERS EXPERIENCES LEARNING AND TEACHING MATHEMATICS." Thesis, 2021.
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Early childhood teachers pursuing associate degrees often repeated the college algebra course, demanding, “Why do we have to take this? We don’t teach algebra!” Expectations for their training were not well-aligned with their mathematics preparation or teaching work. I have taught the mathematics courses and young children and have worked for an early childhood practice, policy, and research agency. I wanted to learn about these teachers’ experiences as mathematics learners and teachers, with a goal to share the complex nature of their work with teacher educators and other stakeholders to identify better avenues for their mathematics training. I explored the questions: (1) What role, if any, do mathematical learning experiences play in early childhood teachers’ mathematics teaching practice? (2) In what ways do their voices contribute to the professional dialogue regarding teaching mathematics with young children?
Dewey’s (1938/1998) experience construct provided lenses to examine early childhood teachers’ experiences learning and teaching mathematics. Continuity, interaction, social control, freedom, purpose, and subject matter provided insights and situated teachers’ experiences within a disparate patchwork of settings and policies. Two family childcare providers participated in this narrative inquiry (Clandinin & Connelly) through an interview on their experiences learning and teaching mathematics and three classroom observations. After analyzing data for Dewey’s (1938/1998) experience constructs, I used narrative analysis (Polkinghorne, 1995) and teaching images (Clandinin, 1985) to write an emplotted narrative for each teacher, Josie and Patsy.
Josie told a turning point story (Drake, 2006) of making mathematics “real,” influencing her mathematics teaching practice as she integrated “real” mathematics into everyday activities. Patsy’s appreciation for mathematics and building was seen in her story of a child explaining he used the wide blocks for his base, elaborating, “He's telling me HOW he's building.” While Josie and Patsy had few opportunities to learn about teaching mathematics with young children, they were eager to learn. I propose a training for early childhood teachers, iteratively working as a group to investigate a personal mathematics teaching puzzle or celebration, building on their mathematical personal practical knowledge. Adding my own story to those of the teachers, like Josie’s and Patsy’s, of our work together, will add to my understanding and development of my practice as a curriculum maker (Clandinin & Connelly, 1992), as early childhood teachers’ voices contribute to the professional dialogue about teaching mathematics with young children.
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LIU, WEN-CHIEN, and 劉文倩. "Action Research for Teaching Math in Elementary School in Learning Community." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86160229548202645034.
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碩士國立臺北教育大學
課程與教學研究所
104
This study adopts the action research. The study aims at exploring the influences under the process of mathematics teaching in learning community, which including: 1. The method for teacher to combine listening-connecting-returning in class. 2. The conversation and discussion within students. 3. The changes of students’ learning effects after class. The objects of this study are the twenty-eight fifth graders in Liang-Liang Elementary School in New Taipei City. The main conclusions of this study are: 1. The teacher can guide the students to learn to listen by using some strategies, such as seat arrangement, classroom rules and teacher’s demonstration. The teacher can enhance students’ cognitive structure by combining the solving procedure from different groups. 2. Under the discussion, students interact with each other by reviewing the question together, discovering the clues, converting the texts to mathematical symbols, taking turns to illustrate and asking for help. 3. The mathematics teaching is efficient in promoting students’ learning by learning community. Based on the above conclusions in this research, here are some suggestions to those who want to become educators in the future: 1. Teachers shall let the students play the role of themselves and get back their dominant power on learning. 2. Teachers shall have the ability to convert the content of textbook into students learning. Course is the life process that teachers and students have experienced together. 3. Please try to open your heart and walk out of the classroom to seek the assistance from your collaborative partners and teachers. In the end, this study hopes to inspire the present teachers and to provide some references to relative researches. It is expected that our education can arise students’ learning passion, enthusiasm and active learning.