Journal articles: 'Math teaching and learning'

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Garnett, Katherine. "MATH LEARNING DISABILITIES: TEACHING AND LEARNERS." Journal of Reading, Writing, and Learning Disabilities International 3, no. 1 (January 1987): 1–8. http://dx.doi.org/10.1080/0748763870030102.

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Marco-Bujosa, Lisa. "Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math is More Than “Just Math”." International Journal of Technology in Education 4, no. 2 (March 3, 2021): 247–86. http://dx.doi.org/10.46328/ijte.41.

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Education reforms in the United States and abroad have increased efforts to improve student interest and capacity in STEM (science, technology, engineering, and mathematics). Despite these attempts, students still have little opportunity to engage in STEM learning in K-12 education. This qualitative case study was designed to investigate how incorporating STEM into teacher education can promote STEM teaching as well as enhance math instruction. The study took place in the fourth year of an undergraduate teacher education program spanning a secondary math and science Methods course and student teaching. Guided by the framework of sensemaking, individual interviews, teaching artifacts, and written reflections for four teachers were analyzed to identify moments of dissonance that pushed participants to reach new understandings about the learning and teaching of math. Findings indicated that learning to teach math through the lens of STEM shifted pre-service teachers’ instructional emphasis in two ways: 1) figuring out math vs. learning about math; and 2) teaching math through authentic STEM contexts as opposed to focusing purely on mathematics. However, experiences in student teaching can either enhance or stifle these gains. Findings suggest the role of teacher education in promoting STEM education by shifting prospective teachers’ mindsets about mathematics and teaching.

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Figg, Candace, Anjali Khirwadkar, and Shannon Welbourn. "Making ‘Math Making’ Virtual." Brock Education Journal 29, no. 2 (September 4, 2020): 30. http://dx.doi.org/10.26522/brocked.v29i2.836.

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Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.

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Divakaran, Anu. "Enhancing Math Learning Using Synchronous Online Teaching." Artha - Journal of Social Sciences 14, no. 1 (January 1, 2015): 27. http://dx.doi.org/10.12724/ajss.32.3.

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In today’s world, digital technology enables us to access knowledge from anywhere, anytime and learn at our pace. This online learning process when made interactive and collaborative can lead to effective learning. Synchronous online learning satisfies these requirements of online and distant learning with focus on the quality of instruction and how effectively learners are engaged. As the name implies, synchronous learning allows instruction and learning to happen in real-time, but not necessarily in the same place. It provides all the advantages of digital, online and distant learning with an added benefit of bringing human interaction to the learning environment which is not available in an asynchronous learning platform. This paper focuses on using synchronous learning environment to enhance mathematics learning. While an abundant source of materials are available online related to mathematics, support from the teacher is always an added advantage especially since mathematics includes problem-solving and logical reasoning. The students will remain engaged and motivated in a synchronous learning environment than in an asynchronous one since immediate feedback is highly appreciated by the students when faced with a critical and challenging concept. If both the teacher and the students are familiar with the use of the synchronous technology tools, synchronous learning can combine the benefits of both face-to-face and online digital learning while bringing the learners together through collaborative learning. Collaboration brings in new ideas and methods of learning. Hence it is inevitable that the present educators make use of this opportunity to humanize online and distant learning by familiarizing themselves with efficient tools and making use of the discoveries and inventions in the field of education, computer science, anthropology, and psychology. There are many tools and software packages available for implementing synchronous learning, and the choice depends on the type of interactions and the pedagogy preferred by the teacher.

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Stoica, Adrian. "Using Math Projects in Teaching and Learning." Procedia - Social and Behavioral Sciences 180 (May 2015): 702–8. http://dx.doi.org/10.1016/j.sbspro.2015.02.181.

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Olsen, James R. "Five Keys for Teaching Mental Math." Mathematics Teacher 108, no. 7 (March 2015): 543–47. http://dx.doi.org/10.5951/mathteacher.108.7.0543.

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Buchler, Justin. "Teaching Quantitative Methodology to the Math Averse." PS: Political Science & Politics 42, no. 03 (June 26, 2009): 527–30. http://dx.doi.org/10.1017/s1049096509090842.

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ABSTRACTMany political science students struggle in quantitative methods courses because they have never been taught how to learn math. Learning math is different from learning in other fields, so the techniques students have used successfully in other classes are inappropriate in mathematically oriented classes. However, most students have never been told this, so they blame their difficulty with math on the impenetrability of the subject rather than tactical studying errors. This brief article discusses some of the reasons that common studying techniques do not work in quantitative methodology classes, and discusses some simple techniques to help students develop learning habits that are better suited to quantitative courses.

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Zhong, Keyu, Qifang Luo, Yongquan Zhou, and Ming Jiang. "TLMPA: Teaching-learning-based Marine Predators algorithm." AIMS Mathematics 6, no. 2 (2021): 1395–442. http://dx.doi.org/10.3934/math.2021087.

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Rumack, Aaron, and Rebecca Robichaux-Davis. "Making Math Social." Mathematics Teaching in the Middle School 24, no. 4 (January 2019): 196. http://dx.doi.org/10.5951/mathteacmiddscho.24.4.0196.

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Teachers, students, and parents might wonder: Why should we make mathematics a social pursuit? Although individual study and reflection are important parts of any discipline, providing a culture of learning mathematics socially enhances sense making for students. According to NCTM's Principles to Actions: Ensuring Mathematical Success for All (2014), learning through discourse, activity, and interaction related to meaningful problems is a foundational principle for effective mathematics teaching.

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Ambarini, Ririn, Arso Setyaji, and Sri Suneki. "Teaching Mathematics Bilingually for Kindergarten Students with Teaching Aids Based on Local Wisdom." English Language Teaching 11, no. 3 (February 1, 2018): 8. http://dx.doi.org/10.5539/elt.v11n3p8.

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Language and Mathematics are both skills and knowledge that need to master well so that it can be the provision for students’ future life when mingling with the community or society. Because of that the integration of teaching both language and Mathematics in bilingual Math learning will give many benefits to the students. They will learn not only how to interact with others by improving their communication skills but also how to develop their Math concepts and skills. Moreover students will also get lots of advantages by learning Mathematics bilingually. This study aimed to find out the development of the students’ English for Math ability in numbers and number sense in which the process of teaching learning is equipped with teaching aids based on local wisdom. The participants were 30 kindergarten students. The study used descriptive qualitative method and the results revealed that the teaching learning activities with teaching aids designed based on local wisdom have a significant effect on the development of both kindergarten students’ performance in English for Math activities and their love toward the local products found in their surrounding environment.

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Luong, Phuong Anh. "Applying the Concepts of “Community” and “Social Interaction” from Vygotsky’s Sociocultural Theory of Cognitive Development in Math Teaching to Develop Learner’s Math Communication Competencies." Vietnam Journal of Education 6, no. 3 (November 24, 2022): 209–15. http://dx.doi.org/10.52296/vje.2022.243.

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As an integral skill in Math learning at high schools, Math communication competencies are formed and developed throughout the process of Math learning in the classroom environment through student-teacher, student-student as well as student-learning material and instrument interactions. Vygotsky’s Sociocultural Theory of Cognitive Development acts as the foundation and guideline for the teaching and learning process at school, emphasizing the role of social interaction in cognitive development. The study presents the two concepts of ‘community’ and ‘social interactions’ from the theory by Vygotsky for application in Math teaching. The article starts with clarifying the two concepts above in the context of Math classrooms, then proposes several sample activities of teaching Algebra in high schools with the application of the two concepts to develop learners’ Math communication competence.

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Lachance, Andrea. "Family Math Nights: Collaborative Celebrations of Mathematical Learning." Teaching Children Mathematics 13, no. 8 (April 2007): 404–8. http://dx.doi.org/10.5951/tcm.13.8.0404.

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As a mathematics educator at a midsized public university, I have taught hundreds of undergraduate elementary education majors how to teach mathematics to elementary school children. When I first started teaching mathematics methods, I struggled with how to give my students the opportunity to actually practice teaching mathematics to children. College campuses generally do not have accessible populations of elementary school children whom preservice teachers can practice on. And even if I could persuade a local school to host my students for some practice teaching during the school day, college class periods are too short to allow for field trips to local schools. Eventually I decided to have my students teach mathematics lessons to one another during my class time, but it was not the same as having them teach children.

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Ganley, Colleen M., Robert C. Schoen, Mark LaVenia, and Amanda M. Tazaz. "The Construct Validation of the Math Anxiety Scale for Teachers." AERA Open 5, no. 1 (January 2019): 233285841983970. http://dx.doi.org/10.1177/2332858419839702.

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Past research indicates that teacher math anxiety is related to student outcomes and can be decreased through intervention. However, there is little research on this topic, partially due to a lack of math anxiety measures validated for use with practicing teachers. In this study of 399 elementary school teachers, we report on the construct validation of the Math Anxiety Scale for Teachers. Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math. Math anxiety scores correlate with other teacher characteristics in expected ways: higher math anxiety is associated with lower mathematical knowledge for teaching, more traditional beliefs about math teaching and learning, being a lower elementary school teacher, and a lack of math-specific teaching credentials. The 15-item Math Anxiety Scale for Teachers can be administered efficiently in large-scale studies and may support advances in research exploring relations among practicing teachers’ math anxiety, instruction, and student learning.

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Phan Thanh, Long, and Hai Phan The. "Teaching multiplication for dyscalculia second graders by using teaching software." Journal of Science Educational Science 67, no. 2 (April 2022): 58–70. http://dx.doi.org/10.18173/2354-1075.2022-0023.

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Dyscalculia is a kind of learning disabilities. It involves grasping mathematical concepts, and symbols, the difficulty performing calculations and solving problems. Nowadays, the results of research in the field of medicine have not been able to solve the problems of brain nerve function for students with dyscalculia. However, the supporting methods in teaching "Easy Math" can reduce the effects of abnormal cognitive function in learning. The article presents the experimental results of teaching multiplication for second-grade dyscalculia students by using "Easy Math" software. The first step experiment using this teaching software has obtained positive results, which is the basis for further exploitation and further development of dyscalculia students.

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Lian, Jian-ao, Yonghui Wang, and Yonggao Yang. "Utilizing Virtual Reality Learning Environment for Undergraduate Math Teaching." Ubiquitous Learning: An International Journal 3, no. 3 (2011): 105–16. http://dx.doi.org/10.18848/1835-9795/cgp/v03i03/40297.

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Abe, Lorlyn T. "Project-Based Learning: Teaching Math for the Real World." Advanced Science Letters 24, no. 11 (November 1, 2018): 8306–8. http://dx.doi.org/10.1166/asl.2018.12547.

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Stonewater, Jerry K. "Inquiry Teaching and Learning: The Best Math Class Study." School Science and Mathematics 105, no. 1 (January 2005): 36–47. http://dx.doi.org/10.1111/j.1949-8594.2005.tb18034.x.

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Lo Cicero, Ana Maria, Yolanda De La Cruz, and Karen C. Fuson. "Teaching and Learning Creatively: Using Children's Narratives." Teaching Children Mathematics 5, no. 9 (May 1999): 544–47. http://dx.doi.org/10.5951/tcm.5.9.0544.

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The Children's Math Worlds project seeks to integrate students' social, emotional, and cultural experiences into classroom mathematics. For seven years, we have been developing in classrooms a conceptually challenging researchbased mathematics curriculum called Children's Math Worlds (CMW) for kindergarten through grade 3. We build on the individual experiences, interests, and practical mathematics knowledge that diverse children bring to our classrooms. Our collaborative research project has been, and is being, carried out in urban schools of underrepresented minorities, mostly Latino English-speaking and Latino Spanish-speaking children, and in English-speaking upper-middle-class schools to ensure that our work crosses socioeconomic boundaries. The CMW family component was described in De La Cruz (1999). See that article for data concerning the excellent comparative performance of CMW children.

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Raykova, Mariyana, and Stoyan Boev. "Teaching Programming Through The "Modular Arithmetic" Math Project." Serdica Journal of Computing 14, no. 1-2 (October 12, 2021): 13–26. http://dx.doi.org/10.55630/sjc.2020.14.13-26.

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Project-based approach was integrated into the Computer science programme at New Bulgarian University to enhance the learning process for first year students. A multidisciplinary project based on main concepts of Programming and Discrete mathematics was designed and developed. The concepts and relations between them were presented by concepts maps and the tasks were ordered according to revised Bloom's taxonomy. So it became possible to evaluate the cognitive learning levels of the students from simple remembering of information to analyzing and creating, to improve the self-learning skills, the ability to search for new information, working in teams and communication skills. The students had the opportunity to apply algorithms related to different data structures, memory and time optimisation that are used in the business and to integrate different programming technologies in a project.

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Bremner, Ann. "Singing and gaming to math literacy." Teaching Children Mathematics 19, no. 9 (May 2013): 582–84. http://dx.doi.org/10.5951/teacchilmath.19.9.0582.

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Games and videos lend themselves to student engagement and learning, but how do teachers determine what is most beneficial to student learning? How can we effectively incorporate technology into our teaching of mathematics?

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Carter, Carolyn, and Yackel Erna. "Math anxiety in the science classroom." Hoosier Science Teacher 40, no. 1 (February 2, 2017): 27–32. http://dx.doi.org/10.14434/thst.v40i1.23273.

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Shaaban, Eman. "SCIENCE AND MATH EDUCATORS AND THEIR STUDENTS’ PERCEPTIONS OF ONLINE TEACHING AND LEARNING: CASE OF THE LEBANESE UNIVERSITY." International Journal of Research -GRANTHAALAYAH 9, no. 5 (May 31, 2021): 86–103. http://dx.doi.org/10.29121/granthaalayah.v9.i5.2021.3918.

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This study investigated the perceptions of science and math educators and their students at the Lebanese University related to online teaching and learning during the Covid-19 lockdown. For this purpose, two questionnaires were elaborated and validated based on two theoretical frameworks: The Community of inquiry for online learning environments and the Online collaborative learning theory. 35 educators (14 math and 21 science) and 245 students (109 math and 136 science) participated. Results showed that both science and math educators, with no significant difference between them, adjusted their courses for online teaching utilizing new resources shared with students. Online teaching allowed them to create an interactive community that encouraged students to explore concepts, construct explanations, apply and reflect on their learning. Both science and math students agreed that online learning enabled them to be more independent to explore new ideas and reflect on them with the instructor playing the role of a tutor rather than a knowledge transformer. The findings imply that online environment can allow active learning, and can provide the opportunity for students to acquire skills like, problem solving, critical thinking and collaboration. Further research is recommended related to critical thinking in online environment.

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Son, Ji-Won. "A global look at math instruction." Teaching Children Mathematics 17, no. 6 (February 2011): 360–70. http://dx.doi.org/10.5951/tcm.17.6.0360.

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Mercer, Cecil D., and Susan P. Miller. "Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts." Remedial and Special Education 13, no. 3 (May 1992): 19–35. http://dx.doi.org/10.1177/074193259201300303.

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Cunska, Aija, and Inga Savicka. "Use of ICT Teaching-Learning Methods make School Math Blossom." Procedia - Social and Behavioral Sciences 69 (December 2012): 1481–88. http://dx.doi.org/10.1016/j.sbspro.2012.12.089.

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Iyer, Ranjani, and Joseph Pitts. "Teaching Math to My Scholars: Inner City Middle School Students." Journal of Education and Learning 6, no. 3 (May 4, 2017): 243. http://dx.doi.org/10.5539/jel.v6n3p243.

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Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students and cater to individual needs for effective learning. Blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents (U.S. Department of Education, 2010). The purpose of this article is to analyze student demographics as it relates to student performance in an inner city school. As a teacher, you probably need to be one of the most flexible people in the world (Featherstone et al., 1997). Educators need to use learning activities that are both fun and relevant to the students’ present body of knowledge to master and comprehend math skills. The authors discuss strategies that can be utilized to enhance and promote student performance and growth. Also, elements of educational methodology based on the author’s experience are discussed and its influences on student performance.

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Rešić, Sead, Jelena Šantić, and Elvir Čajić. "COOPERATIVE APPROACH TO LEARNING IN MATHEMATICS." Journal Human Research in Rehabilitation 6, no. 1 (April 2016): 109–25. http://dx.doi.org/10.21554/hrr.041611.

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A cooperative approach to learning in math class, and especially the fear ofmathematics are the actuality of contemporary class. That would be the subject of much loved depends on the teacher or the methods applied in the process ofrealization of teaching units. The fact is that students often declare how do not like math and choose high school and colleges where there is a minimum of mathematics. Their thinking is a product of the experience with the teacher andthe curriculum in the starting teaching mathematics. In this paper, the statistically significant differences between the written co-operative learning access and success of students in relation to the traditional classes.

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Al-Mashaqbeh, Ibtesam Fares. "IPad in Elementary School Math Learning Setting." International Journal of Emerging Technologies in Learning (iJET) 11, no. 02 (February 23, 2016): 48. http://dx.doi.org/10.3991/ijet.v11i02.5053.

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The aim of this study was to investigate the difference between the effect of using traditional teaching instruction and using iPad to teach math for first grade students. This study was conducted in one private elementary school in Jordan. The study used a quasi-experimental control design. Students have access to a few math software and websites that was downloaded to improve their math skills. Every student in the experimental group will have a personal iPad to be used during their math class period. Both groups will be given a pre-test and a post-test to measure their achievements in math. The motive for this research was encouraging teachers and students to use iPad for educational purpose instead of use it most of the time for fun and games. it a helpful tool to be used as part of the mathematic learning process. Also, there are many software and internet sites that can be downloading in the iPadt to improve students’ math skills. Index Terms — math, tablet, e-textbook, e-learning, education, educational technology.

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Rabbani, Sylvia, and Tatang Herman. "INCREASING FORMULATE AND TEST CONJECTURE MATH COMPETENCE AND SELF CONFIDENCE IN USING THE DISCOVERY LEARNING TEACHING MATH." PrimaryEdu - Journal of Primary Education 1, no. 1 (September 30, 2017): 119. http://dx.doi.org/10.22460/pej.v1i1.488.

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The main problem of this study is the lack of ability to formulate a conjecture of mathematics students in grade 5 elementary schools, lack of ability to test the conjecture of mathematics students in grade 5 elementary school and a low attitude of self-confidence of students Primary 5. This study uses quantitative and qualitative approach and methods of quasi and descriptive. The study population was the fifth-grade elementary school students in District Ciparay Bandung regency. The sample consisted of 66 students divided into 33 classes of students in the various groups of experiment V-A and 33 students in the class V-B as the control group. The instrument used comprising written tests on multiplication and division of fractions, and ratio and scale, attitude scale questionnaire of self-confidence, observation, and interviews. Quantitative analysis was performed on average pretest and posttest ability to compose and mathematical conjecture test using the t-test and Mann Whitney. Qualitative analysis was also conducted on the attitude scale questionnaire score self-confidence confirmed by observation and interview. The results pointed to an that mathematics learning by using discovery learning can improve students' mathematical formulate the conjecture. Learning mathematics using discovery learning can also improve students' mathematical test conjecture. The self-confidence of students in the experimental class was obtained using discovery learning math learning is good.

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Bas, S. V. "Wolfram|Alpha is a cloud-based math learning service." CTE Workshop Proceedings 1 (March 21, 2013): 121–22. http://dx.doi.org/10.55056/cte.160.

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The important role of information technologies is that they not only serve as tools for solving individual pedagogical tasks, but also stimulate the development of didactics and methodology, contribute to the creation of new forms of learning and education. Thus, modern network ICTs are the basis for distance education, the construction of instrumental environments for computer testing and training, and provide for the construction of an intellectual information and educational environment. ICTs provide qualitatively new opportunities for learning, with the development of computer learning tools, teaching methodology is also changing: new opportunities appear, new approaches - teaching becomes more communicative and modern. The computer helps to organize students' work on a qualitatively new level and make learning more appealing to today's youth.

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Hidayat, Adityawarman, Zulhendri Zulhendri, and Bunga Casandra. "Analisis Kesulitan Guru Sekolah Dasar dalam Pembelajaran Matematika di SDN 012 Kp. Panjang Airtiris." Journal on Education 4, no. 1 (October 6, 2021): 1–6. http://dx.doi.org/10.31004/joe.v4i1.399.

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The difficulty of elementary school math teachers in math learning is that teachers are difficult at planning the mathematical learnig process, teachers are difficult at carrying out the mathematical learning process and teachers are difficult at communicating with students during math study. The purpose of this study is to know the extent of the planning of mathematics learning teachers have done, the performance of mathematics learning by teachers as well as the communication process between teachers and the student in the math class. The type of research used is qualitative descriptive analysis of data and information obtained from research for later interpretation according to the fact that in planning the learning process, the most frequent difficulty is determining the learning media by as much as (25%) and then creating teaching methods (18,75%). The next challenge to the mathematical learning process, the most frequent difficulty is to motivate students to ask the question of a magnitude (44,44%). The last difficulty is in communicating with the students. The most frequent challenge is to stimulate a students interest in math lessons by ( 42,85%). Should a math teacher have special skills in order to increase the students interest in math and not impress the monotonous in the matter of speaking.

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Safari, Azam, and Zahra Hosseini. "The Effect of Workshop Training Method and Electronic Teaching Method on Mathematics Learning." European Journal of Multidisciplinary Studies 3, no. 1 (December 1, 2016): 165. http://dx.doi.org/10.26417/ejms.v3i1.p165-170.

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The present study with the aim to investigate the effect of training by using of electronic content and workshop method on math learning of high school students of eighteen region of Tehran has been done. The research method was applied and quasi-experimental with pretest-posttest design and control group. The study population included all girl students studying at second year of high school in public schools of eighteen region of Tehran in the 94-95 school year that by using of sampling method three classes were selected. The first experimental group with electronic content and the second experimental group by using of workshop method were trained that with the control group, who were trained in the traditional way, were compared. To determine the effect of work of education on math learning in the three groups, the analysis of covariance and ANOVA were used. The results showed that math scores in the two experimental groups were higher than the control group. Also, comparing the post test scores of math learning in the two experimental groups showed that the training by using of workshop method more than training with electronic content has effect on math learning.

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Arif Hidayat, Muhammad, and Sofia Rahmi. "Pemberdayaan Masyarakat Terhadap Pendampingan Belajar Matematika Anak di Desa Batu Malenggang Kabuapten Langkat." Maslahah: Jurnal Pengabdian Masyarakat 2, no. 2 (October 6, 2021): 58–65. http://dx.doi.org/10.56114/maslahah.v2i2.152.

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This community empowerment activity is a breakthrough for math teachers and students who wish to share their math knowledge with small community organizations. This form of community empowerment is used to support and help the community implement mathematics teaching for children; help children with disabilities understand math; insights from DKM management and staff (Mushola Musyawarah Kemakmuran) on learning math fun for children; and develop familiarity and awareness. The DKM served as an impetus to integrate the da'wah program with the needs of the congregation in the education of children, especially in mathematics. The partner of this activity is the Musholla Prosperity Council, a non-profit organization committed to supporting the well-being and empowerment of mosques. In this case, parents who are members of the prayer hall church often find it difficult to guide their sons / daughters in their studies, especially in math due to their limited math skills. This activity aims to improve the understanding of managers and executives at DKM about fun math learning for kids by combining learning with math games and teaching aids. This activity in the process is very helpful in increasing interest in learning math for students and parents in Batu Malenggang Village, Langkat Regency. Keywords: Children, Parents, DKM, Mathematics, Learn

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Doz, Daniel, and Eleonora Doz. "The Impact of COVID-19 Distance Learning on Students’ Math Anxiety: An Exploratory Study." International Journal of Education in Mathematics, Science and Technology 11, no. 1 (November 5, 2022): 1–16. http://dx.doi.org/10.46328/ijemst.2219.

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In spring 2020, the COVID-19 pandemic forced a rapid shift to distance learning worldwide. Although recent research has focused on the impact that this transition had on students’ education and well-being, little has been done in particular on math education and on math anxiety (MA). Since MA is believed to be linked to the teaching methods, it could be hypothesized that the new learning environment affected MA levels. Thus, this study investigated whether students’ levels of MA evaluated before and during the first wave of the pandemic changed as a consequence of the distance learning implementation. Moreover, we were interested in investigating whether students’ satisfaction with the teaching methods, their effort in math, and their academic achievement were correlated to MA before and during the COVID-19 distance learning. Participants were 117 Italian middle and high school students. No significant differences between pre- and mid-pandemic MA were found when considering the entire sample. Analyzing separately, results indicated that high-MA students reported significantly lower MA levels during distance learning, however no difference was observed for moderate- and low-MA individuals. Furthermore, satisfaction with the teaching methods, effort in math, and math achievement were negatively correlated with MA, both before and during distance education.

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Gimmestad, Katherine D., and Maryann E. Huey. "Math: More than black and white." Teaching Children Mathematics 19, no. 5 (December 2012): 277–81. http://dx.doi.org/10.5951/teacchilmath.19.5.0277.

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Share news about happenings in the field of elementary school math education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Luo, Yuhua. "Research of Teaching Model in Math and Algebra." Science Insights Education Frontiers 8, S1 (January 22, 2021): 11. http://dx.doi.org/10.15354/sief.21.s1.ab022.

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Teaching mode based on the intelligent inquiry focuses on guiding students to experience empirical thinking accumulation and developing students’ intellectual ability. Various steps form wisdom learning while concerning the differences in students’ subjects, the combination of the steps will change correspondingly, thereby contributes explicitly to all kinds of the subjects. Therefore, the pursuing goals reflected by the disciplinary knowledge motivate the variation of the teaching model. This article uses technical means as the supportive environment, focusing on the teaching of Math and Algebra in junior high school, and analyzed the application processes of the intelligent inquiry teaching model variants.

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Gargroetzi, Emma, Izzy Hendry, Angela Jeffreys, Andrew Patel, and Gina Wei. "Chapter 6: “I Have Gotten Braver”: Growing and Sustaining Critical Mathematics Pedagogies through a Teacher Community of Praxis." Teachers College Record: The Voice of Scholarship in Education 123, no. 13 (April 2021): 1–30. http://dx.doi.org/10.1177/016146812112301307.

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Background Mathematics education is not often identified as the locus of radical social change work, with these topics assumed instead as fodder for social studies or language arts lessons. As such, teachers of mathematics can struggle to find avenues for their commitments to social and educational justice in their mathematics teaching spaces. Purpose This study examined the practice and experiences of 10 math educators participating in a voluntary teacher learning community focused on critical pedagogies and math. The purpose was to identify the core learnings and challenges made possible through this learning community. Setting and Participants The Critical Mathematics Teacher Collaborative (CMTC) consists primarily of preservice and early career K–12 teachers, all of whom teach math and seek to develop their own math teaching practices through frameworks of critical pedagogy and social justice. An informal, nonhierarchical learning community, CMTC uses a cycle of critical reflection and action: We read and discuss theory to inform visions for critical mathematics teaching, and we workshop participant-designed lesson plans to support moving from vision to action. Research Design The study was collaboratively designed among members of the group as a self-study. Bidirectional interviews were conducted among 10 participants, transcribed, and analyzed. Conclusions Four core insights were identified. Participating teachers (1) desired to be able to engage in critical work in mathematics teaching spaces, (2) were nurtured by accountability to a community that supports putting ideals into practice and continuing to examine these ideals, (3) benefitted from praxis—having a space to connect theory to the practices of daily classroom teaching, and (4) provided allyship to each other in the face of challenges to teaching for social justice, shaping not only their mathematics teaching but also teaching in spaces beyond mathematics. Examples of critical mathematics pedagogies in action in the classrooms of participating teachers are included, as well as appendices with readings and a sample agenda for use by teachers wishing to model a learning community of their own after this one.

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Fiorella, Logan, Shelbi Kuhlmann, and Jennifer J. Vogel-Walcutt. "Effects of Playing an Educational Math Game That Incorporates Learning by Teaching." Journal of Educational Computing Research 57, no. 6 (August 30, 2018): 1495–512. http://dx.doi.org/10.1177/0735633118797133.

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This study tested the effects of implementing a narrative computer-based educational game within a middle-school math class. Gameplay consisted of navigating through a virtual spaceship and completing missions by periodically engaging in learning-by-teaching activities that involved helping an avatar solve math problems. In a pretest/posttest matched-groups design, 58 middle-school students either played the game for 10 hours over 4 days in place of their typical math instruction (game group), or they received conventional math instruction that consisted of a matched set of practice problems (control group). Contrary to our hypotheses, results from posttest measures indicated no significant differences in learning outcomes or motivation between the two groups. Importantly, supplementary observational data indicated that students in the game group spent much of their time during gameplay engaging in activities unrelated to the educational content of the game (e.g., navigating the virtual world) and only 20% of their time engaging in learning-by-teaching activities. These results highlight the importance of designing educational games that effectively balance features intended to entertain learners and features intended to promote learning. Implications for implementing educational games into classroom instruction are discussed.

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Erviana, Ria, Novi Susanti, and Neni Lismareni. "EFEKTIVITAS PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL RECIPROCAL TEACHING PADA SISWA SMP NEGERI 3 PAGARALAM." Jurnal Math-UMB.EDU 9, no. 1 (February 1, 2022): 36–42. http://dx.doi.org/10.36085/math-umb.edu.v9i1.3005.

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AbstrakTujuan penelitian ini adalah untuk melihat keefektifan penggunaan model Reciprocal Teaching dalam pembelajaran matematika di SMP Negeri 3 Pagaralam. yang ditinjau dari aspek (1) hasil belajar siswa, (2) aktivitas siswa, (3) respon siswa. Metode penelitian yaitu penelitian kuantitatif dengan desain penelitian deskriptif dimana pengumpulan data menggunakan metode tes, observasi, dan angket. Populasi dalam penelitian ini adalah seluruh siswa kls VII SMP Negeri 3 Pagaralam, dan Â Sampel penelitian adalah siswa kelas VII.A yang dipilih secara random sampling ? acak. Analisis data dilakukan secara deskriptif kuantitatif. Hasil analisis aktivitas siswa dalam 3 pertemuan diperoleh rata-rata 82,6% yaitu dalam kategori baik, sedangkan analisis hasil belajar siswa yang tuntas yaitu sebesar 87% termasuk kategori baik. Dan hasil analisis respon siswa dengan rata-rata 4 termasuk dalam kategori baik. Dari hasil penelitian dan analisis data diperoleh informasi bahwa aktivitas pembelajaran siswa setiap aspek yaitu aktivitas siswa selama pembelajaran, hasil belajar siswa dan respon siswa setelah mengikuti pembelajaran memenuhi kriteria baik. Dapat disimpulkan bahwa pembelajaran matematika dengan menggunakan model Reciprocal Teaching adalah efektif.Kata kunci: Efektivitas, Reciprocal Teaching, Hasil BelajarÂ AbstractThe goal of this study was to see how efficient the Reciprocal Teaching methodology was in helping students learn mathematics at SMP Negeri 3 Pagaralam. which considers (1) student learning outcomes, (2) student activities, and (3) student replies.The data gathering methods are test, observation, and questionnaires, and the research approach is quantitative research with a descriptive research design. The study's population consisted of all seventh-grade students at SMP Negeri 3 Pagaralam, with the research sample consisting of grade VII.A students chosen at random. Quantitative descriptive analysis was used to analyze the data. The examination of student activities in three meetings yielded an average of 82.6 percent, which is considered good, while the analysis of student learning outcomes yielded an average of 82.6 percent, which is also considered good. which is in the good group, whereas the total study of student learning outcomes, which includes the good category, is 87 percent. Also in the good category are the findings of the study of student replies with an average of 4.According to the findings of the research and data analysis, every area of student learning activities, including student actions during learning, student learning outcomes, and student replies after participating in learning, fulfilled good criteria. It may be concluded that employing the Reciprocal Teaching paradigm to learn mathematics is effective.Keywords: Effectiveness, Reciprocal Teaching, and Learning Outcomes

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Lorenzen, Janelle K., and Thomas J. Lipscomb. "The Effects of Instructional Strategies on Preservice Teachers’ Math Anxiety and Achievement." Journal of Research in Science Mathematics and Technology Education 4, no. 2 (July 15, 2021): 133–51. http://dx.doi.org/10.31756/jrsmte.425.

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The results reported herein represent the quantitative portion of a mixed method investigation that employed a non-equivalent control group design conducted to determine the effects of teaching methods on math anxiety and achievement among preservice elementary teachers enrolled in a mathematics course. Two teaching methods, inquiry-based learning (IBL) and direct instruction (DI), were compared. These results indicated that math anxiety decreased significantly for the IBL group while increasing for the DI group over the course of an academic semester. There was no difference in measured learning outcomes between the two groups. A significant negative correlation between math anxiety and student achievement, however, was found. Qualitative results, discussed in a companion article, contextualize these findings and reveal that the participants attributed varying levels of math anxiety to several factors including course content, teaching methods, assessments, and student behaviors.

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Rosikhoh, Dewi, Liny Mardhiyatirrahmah, Abdussakir Abdussakir, Ahmad Abtokhi, and Imam Rofiki. "EXPERIENCED TEACHERS’ PERCEPTIONS: MATH-FOCUSED STEAM LEARNING." Abjadia 4, no. 2 (December 30, 2019): 118. http://dx.doi.org/10.18860/abj.v4i2.8123.

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Science, technology, engineering, arts, and mathematics (STEAM) have been applied in various countries because they have been able to answer the challenges of the globalization era. The implementation of STEAM at school has demanded that teachers have a role in making a relationship between disciplines in science contained in STEAM. The purpose of this research was to describe the perceptions of experienced teachers about math-focused STEAM learning. The research was a descriptive study on 14 vocational high school mathematics teachers in Malang, Indonesia. They had 20-30 years of teaching experience. Data were collected using essay questionnaires. The result showed that their perceptions of STEAM learning were positive. However, they also said that there were several obstacles to math-focused STEAM learning. The first obstacle was the unavailability of supporting literature. The second obstacle was that there were teachers who have no received training. The third obstacle was only a limited number of mathematics material that can be applied in STEAM learning. Additionally, the teacher stated that mathematics was more suitable as supporting contain in STEAM learning than as the primary focus.

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Chval, Kathryn B. "Supporting Teacher Learning: Making the Complexities of Teaching Visible for Prospective Teachers." Teaching Children Mathematics 11, no. 2 (September 2004): 91–96. http://dx.doi.org/10.5951/tcm.11.2.0091.

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Most of the prospective teachers who enter my methods courses assume that teaching mathematics to elementary students will be easy. For example, Jenny wrote, “I thought, ‘I can teach math. How can it be so hard? It's elementary math!’ But I have been proven wrong.” Based on comments such as Jenny's, I realized the importance of giving prospective teachers opportunities to understand that effectively teaching mathematics to elementary students is complex and challenging. I recognized that field experience in my mathematics methods courses had to make the complexities of teaching more visible for prospective teachers. In other words, prospective teachers must study teaching practices. Such study would not only require viewing, analyzing, and discussing practices but also include the opportunity for prospective teachers to practice and analyze their own teaching.

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ALIF, CINDY. "RANCANGAN ANIMASI PENYULUHAN MATA PELAJARAN MATEMATIKA DASAR BAGI CALON GURU YANG AKAN MENGAJAR KE DAERAH TERTINGGAL." Serat Rupa Journal of Design 1, no. 2 (January 19, 2018): 376. http://dx.doi.org/10.28932/srjd.v1i2.459.

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Instructional media are useful in assisting students and teachers to accumulate understandings on knowledge. Further, instructional media may serve as learning tool for young teachers prepared to be dispersed on various under-developed areas in Indonesia. Based on this premise, the authors develop and design an animation on the know-how of teaching basic math for students at under-developed areas of Indonesia. The purpose of instructional media design is to provide illustrative action in teaching basic math with limited educational resources. In the design process, the authors employed combined data of observation, interview, literatures, and field notes to understand social reality of teaching basic math at school with limited available resources. Processed data is compared with learning theory to develop contents of instructional media. It is resulted in a prototype of animation as an instructional media, produced as visual narrative of learning basic math at Papua as a case of targeted area. The animation is one of the series of instructional media contents, others are Indonesian, English, Natural Sciences, Social Sciences, and Arts. Keywords: animation; basic mathematic; instructional media

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Et al., Nora’asikin Abu Bakar. "Student Engagement as the Factor of Math Mastery in University: The Relationship Between Social Factor and Learning Practices." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 2190–203. http://dx.doi.org/10.17762/turcomat.v12i6.4825.

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The main aim of math teaching at the higher level is to form students’ competency to prepare them for other courses that require mathematical skills and professional task solving. The challenge today is to develop student engagement in math learning. Thus, this study examined the relationship between social factors, student learning practices, and student engagement in math learning. A survey through questionnaires was distributed to 284 bachelor's degree students at a private university in Malaysia. For data analysis, descriptive statistics and Structured Equation Modeling were applied. The results obtained revealed that there were significant relationships between: a) teaching practices and attentive listening, note-taking, working on in-class problems, b) peer influence and attentive listening, c) parental involvement and working on in-class problems, and the amount of homework completed. The results also show that seating location, attentive listening, note-taking, working on in-class problems, and homework completion have a significant relationship with student engagement in math learning.

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Suzana, Yenny, Sabaruddin Sabaruddin, Suesthi Maharani, and Zainal Abidin. "MATHEMATICS LEARNING THROUGH CHARACTER EDUCATION BASED ON INTEGRATED THEMATIC LEARNING: A DEVELOPMENT OF LEARNING MATERIALS." Infinity Journal 10, no. 2 (August 11, 2021): 301. http://dx.doi.org/10.22460/infinity.v10i2.p301-318.

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This research is to develop mathematics teaching materials that are integrated with elementary school thematic learning. The purpose of the development is to obtain mathematics teaching materials that prioritize the local wisdom of the Acehnese people. This teaching material is helpful for fifth-grade elementary school students in which there are character values for learning mathematics. This study uses a qualitative descriptive research method with the ADDIE model development research design. This research focuses on analyzing elementary school teachers who face the problem of integrated mathematics-based character education in thematic learning, then making initial designs and developing character education-based mathematics teaching materials that are integrated into the learning theme. The results showed that character education-based mathematics teaching materials were compatible with elementary students' thematic learning. Mathematics teaching materials focused on solving math problems for elementary students, integrating character values in mathematics with various themes in thematic learning by integrating each mathematics material into themes. The mathematics teaching materials developed were designed with various activities related to daily activities with straightforward language to be understood and made into a mathematical model.

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Wescott Dodd, Anne. "Insights from a Math Phobic." Mathematics Teacher 85, no. 4 (April 1992): 296–98. http://dx.doi.org/10.5951/mt.85.4.0296.

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Many adults readily admit to having “math phobia.” I am one of them, and until recently I believed that math phobia was an incurable disease. However, what I discovered about learning and teaching mathematics as a result of taking a statistics course helped me realize that with a more personal and process-oriented approach, teachers can not only prevent math phobia but may also be able to turn some phobics into fans.

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Silva, Ítalo Rodrigo Soares, José Valente Coutinho Neto, Paulo Oliveira Siqueira Junior, Antônio Estanislau Sanches, Jorge de Almeida Brito Júnior, and David Barbosa de Alencar. "Android app for Teaching and Learning Math for Elementary School Children." International Journal of Advanced Engineering Research and Science 6, no. 3 (2019): 183–87. http://dx.doi.org/10.22161/ijaers.6.3.23.

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Min, Gwi-Young. "주판의 현대적 수학교구로서의 재해석." Korean Society of Culture and Convergence 44, no. 5 (May 31, 2022): 1229–42. http://dx.doi.org/10.33645/cnc.2022.5.44.5.1229.

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The research goal of this study is to explore the direction of the abacus by reinterpreting the role and utility of the abacus in a modern way to highlight what advantages it can be and to apply it to future learners and educational fields. Abacus education using an abacus needs to be approached from the perspectives of ‘Practical Education Theory’ and ‘Experience-oriented Education Theory’, which have a theoretical basis for experiential learning. With the development of math and arithmetic skills through the abacus learning using the teaching aid, future learners can raise their mathematical competence by positively forming a mathematical attitude such as awareness, interest, and self-concept of the subject. In order for this, the recognition of the abacus teaching aid needs to be diversified. This study suggested that the usefulness of the abacus, as a concrete manipulative, can be the tool to raise students' ‘affective competency’ for the development of mathematical skills such as attitude and interest, not just a numerical and arithmetic teaching aid. The harmonious development of both cognitive and affective achievement is important to enable students to engage in learning while maintaining interest in mathematics subjects. For this purpose, it is important for students to gain confidence in math classes, and abacus learning can be actively used in the educational field in terms of improving confidence in math classes.

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Cheong, YuNam, and YoungHee Lee. "A Case Study on Elementary Convergence Education Using Metaverse Platform." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 561–80. http://dx.doi.org/10.22251/jlcci.2022.22.16.561.

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Objectives The study attemped to explore the educational value of metaverse by elementary school students using the metaverse platform and applying it to mathematics and convergence education Methods For 120 sixth graders in elementary school in Seoul, teaching and learning were conducted in connection with math learning games using ‘Seoul Edu Math Metaverse’ platform. Teaching and learning based on metaverse focused on different characteristics from existing math classes, and discussed what convergence education using metaverse platform would consider for future education. Interviews were conducted with students on their thoughts on math classes using metaverse, and the results of qualitative observation by instructors were analyzed. Results As a result of teacher observation and student interview analysis, metaverse convergence education was positive in terms of interest and immersion, but inappropriate communication in a virtual space, device use and functional limitations, and learning system problems were negative. In order to properly utilize the metaverse, classes should be designed tailored to students, but there was a limit to reflecting this diversity in the current curriculum. In the process of designing metaverse convergence classes and conducting teaching and learning, AI ethics and digital citizenship education were required for proper interaction on metaverse. In addition, it was confirmed that support and teaching and learning strategies such as infrastructure construction and teacher training for education using metaverse were needed. Conclusions In conclusion, the goal of education skills, creativity, critical thinking, communication skills and collaboration of converged to make a man-made disasters. To that end, metaverse platform is how it can be used at the scene of school education in this study math learning fusion, empirical analysis as an illustration. The study is metaverse platform to a variety of fusion of education, and explore the possibility of a metaverse literacy recharge will contribute to the research.

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Ilkhom Makhmudovich Zulfikharov and Ibaydullaev Tulanboy. "METHODS OF EFFECTIVE ORGANIZATION OF TEACHING OF MATHEMATICS BY USING THE PROBLEM-BASED TEACHING." International Journal of Innovative Technologies in Social Science, no. 9(21) (December 30, 2019): 9–12. http://dx.doi.org/10.31435/rsglobal_ijitss/30122019/6853.

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In this article: strengthening the material-technical and informational base of higher education institutions, further improving the quality of teaching and learning processes in mathematics and independent learning by providing high- quality educational literature, modern teaching methods and educational technologies; the stages of changing of the student's perceptual activity related to solve problematic situations in the effective organization of math classes are analyzed.

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Journal articles on the topic 'Math teaching and learning'

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