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Journal articles on the topic 'Mathematics teaching'

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Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Karamyshev, Anton N., and Zhanna I. Zaytseva. "“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS." Práxis Educacional 15, no. 36 (December 4, 2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.

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The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the educational process, the organization of professional education of students in technical areas based on the integration of mathematics and computer science. The leading method of the study of this problem is the methodological analysis and subsequent synthesis, which, by analyzing the didactic content of the sections in mathematics and the possibilities of the computer mathematical environment called Mathematica, reveals the necessary methods and ways of developing and using modern computer technologies in the mathematical education of engineering students. It is proved that one of the main tools for implementing the methods for solving the indicated problem should be considered a computer, namely, the mathematical environment called Mathematica, and the basic principles of its systemic implementation in the educational process of the university have been identified. The materials of the article may be useful to teachers of mathematical disciplines of higher educational institutions, the computer programs and pedagogical software products created in Mathematica can serve as models for the development of similar pedagogical software products.

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Ochkov, Valery, and Elena Bogomolova. "Teaching Mathematics with Mathematical Software." Journal of Humanistic Mathematics 5, no. 1 (January 2015): 265–85. http://dx.doi.org/10.5642/jhummath.201501.15.

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Rahim, Mohd Bekri. "Teaching Strategies in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 12, SP8 (July 30, 2020): 671–76. http://dx.doi.org/10.5373/jardcs/v12sp8/20202569.

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4

Helsa, Yullys, Darhim Darhim, Dadang Juandi, and Turmudi Turmudi. "BLENDED LEARNING IN TEACHING MATHEMATICS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 733. http://dx.doi.org/10.24127/ajpm.v10i2.3447.

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The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes: to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning.

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Tiwari, Shivkant, Dragan Obradovic, Laxmi Rathour, Lakshmi Narayan Mishra, and Vishnu Narayan Mishra. "Visualization In Mathematics Teaching." JOURNAL OF ADVANCES IN MATHEMATICS 20 (November 15, 2021): 431–39. http://dx.doi.org/10.24297/jam.v20i.9136.

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In recent years, there has been an increased use of information and communication technologies and mathematical software in mathematics teaching. Numerous studies of the effectiveness of mathematical learning have shown the justification and usefulness of the implementation of new teaching aids. They also showed that learning with educational software has a great impact on students' achievement in the overall acquisition of mathematical knowledge during the school year as well as in the final exam at the end of primary education. Teaching realized by using computers and software packages is interesting for students, increases their interest and active participation. It is indisputable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by many researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is to develop constructive thinking of students. Visualization and representation of mathematical laws are of great importance in the realization of mathematics teaching. They should be applied everywhere and whenever possible.

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KRASNOZHON, O. B., and V. V. MATSIUK. "КОМП’ЮТЕРНО-ОРІЄНТОВАНІ ЕЛЕМЕНТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 255–62. http://dx.doi.org/10.31494/2412-9208-2021-1-2-255-262.

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The article is devoted to the issues of constructing effective computer-oriented components of the methodological system of teaching the disciplines «Linear Algebra» and «Probability Theory with Elements of Mathematical Statistics» provided for in the educational and professional program «Secondary Education (Mathematics)» of the first level of higher education in the specialty 014 Secondary Education (Mathematics). The article analyzes the methodological aspects of the effective organization of computations when finding the angle between a given vector and a nonzero subspace of Euclidean space, as well as using the least squares method for processing experimental data. The theoretical and practical information known to students-mathematicians from the corresponding sections of these academic disciplines is briefly presented. Analyzed educational, methodological and scientific literature used in teaching linear algebra and probability theory with elements of mathematical statistics; the expediency of using computer-oriented elements of teaching mathematical disciplines of future mathematics teachers has been substantiated. The authors proposed the use of computer-oriented learning elements in the processing of the content of disciplines and the development of test tasks of different levels of complexity in linear algebra and probability theory with elements of mathematical statistics in order to objectively assess the level of students' knowledge and timely correct individual educational trajectories. The article provides examples of the application of computer-oriented elements of teaching linear algebra and probability theory with elements of mathematical statistics, and also analyzes the methodological features of the organization of calculations in the software mathematical environment Mathcad. The methodological and practical materials presented in the article can be useful for students to organize and activate independent scientific and pedagogical activities, teachers of secondary educational institutions, heads of optional and circle work of students, teachers of linear algebra and probability theory courses with elements of mathematical statistics of pedagogical higher educational institutions. Key words: methods of teaching mathematics, computer-oriented elements of teaching mathematics, linear algebra, probability theory, mathematical statistics, Euclidean space, non-zero subspace of Euclidean space, least squares method.

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Jian Liu, Jian Liu, and Jinmei Wang. "Team Teaching of Higher Mathematics." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 319–20. http://dx.doi.org/10.15373/2249555x/nov2013/104.

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8

Relf, Simon, and Michelle Selinger. "Teaching Mathematics." Mathematical Gazette 79, no. 484 (March 1995): 163. http://dx.doi.org/10.2307/3620039.

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Karimova K.R., Mamatov M. SH ,. "The Trend of Development and Functions of Mathematic Contemplation in Elementary School Boys." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1486–93. http://dx.doi.org/10.17762/pae.v58i2.2299.

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Here given the features, characteristic qualities of mathematic thinking and possibilities of increasing it during teaching mathematics in primary classes relatively to the formation of separate forms of mathematical thinking from the methods of teaching the mathematics, methods of scientific thinking.

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Pagni, David L. "Teaching Mathematics with Technology: Teaching Mathematics Using Calculators." Arithmetic Teacher 38, no. 5 (January 1991): 58–60. http://dx.doi.org/10.5951/at.38.5.0058.

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The last three years has seen a marvelous resurgence of interest in the use of calculators for teaching mathematics. Much of the credit goes to professional organizations like the National Council of Teachers of Mathematics that have promoted the use of calculators. The renewed interest in the use of calculators in schools coupled with the sale of over 250 million electronic hand-held calculators in the last ten years in the United States (about three for each household) suggests that an opportunity exists for a revolution in mathematics education.

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Tanu Wijaya, Tommy, Zhou Ying, and Aditya Purnama. "Using Hawgent Dynamic Mathematic Software in Teaching Trigonometry." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 215. http://dx.doi.org/10.3991/ijet.v15i10.13099.

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Learning media is a help assistant for students to understand mathematics concept. Sometimes textbooks are very boring and not interesting therefore an innovation using a technology based media is needed. This research aims to make a learning media to improve students’ ability on the topic of trigonometry. The learning process will use hawgent dynamic mathematic software as a mathematics learning media. The problems that we are going to find out through this research are 1) can developing a learning media such as hawgent dynamic mathematic software improve students’ mathematical ability? and 2) did the student show a positive response in the learning process when using hawgent dynamic mathematic software? This research will use the ADDIE method. The target of this research are 30 high school students. The instruments use for this research are the cognitive test, interview and observation. According to the research result, there is an improvement in the students’ mathematical ability for trigonometry when using hawgent dynamic mathematic software. This means that the implementation of hawgent dynamic mathematic software in the learning process is successful. Students are more active and enthusiastic in class. In conclusion, developing hawgent dynamic mathematic software can improve the students’ mathematical ability in trigonometry as students’ show positive response when the learning process is helped by hawgent.

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Morales, Armando, Edgardo Locia, Otilio B. Mederos, Melvis Ramírez, and José María Sigarreta. "The Theoretical didactic approach to the counterexample in mathematics." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9 (January 1, 2019): 1510–17. http://dx.doi.org/10.24297/ijrem.v9i1.8013.

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This article describes a theoretical-didactic approach to the counterexample within mathematics and its process of teaching-learning, emphasizing the importance of inducing a logical thinking by introducing counterexamples as a process of maturation of mathematical thinking. In addition, it is argued that the counterexamples are not very used in the teaching of mathematics, unlike the important role they have in the professional mathematic activity.

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Basic, Aleksandra, Bojana Arsic, Anja Gajic, Ruzica Zdravkovic Parezanovic, Dragana Macesic Petrovic, and Tamara Lazovic. "CREATIVITY IN TEACHING MATHEMATICS." Journal Human Research in Rehabilitation 12, no. 2 (September 10, 2022): 127–37. http://dx.doi.org/10.21554/hrr.092203.

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Modern education aims to form a versatile and creative personality that will leave school equipped for life, and mathematical skills are deemed necessary skills to participate in modern society. So, one of the challenges of modern education is precisely to enable the conditions for the development of creativity in school. Therefore, the aim of this paper is to review the relevant literature to define the concept of creativity in mathematics teaching, point out the need to stimulate creativity in students and present some of the strategies for encouraging creativity in mathematics teaching. The paper presents the connection between mathematics teaching and creativity, as well as the factors that influence creativity in mathematics teaching. Strategies for encouraging creativity in teaching mathematics were also presented, as well as a presentation of games that can be used in teaching, with a review of their application in working with students with intellectual disabilities.

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Dong, Ji Xue, and Hong Zhang. "Mathematical Modeling and Cultivation of Student Mathematics." Advanced Materials Research 219-220 (March 2011): 1652–55. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.1652.

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The article analyzes undergraduate Mathematical Modeling Competition’s characteristics and the theory foundation thoroughly,and points out the significance of this competition both in improving colledge students’innovation ability and in higher mathematical education reform. It concentrately summarizes and expatiates the prominent problems in present undergraduate Mathematical Modeling education from four aspects:students’ ability,teachers’quality,teaching facilities and the management and organization of the school,on basis of this,the article puts forward teaching strategies for undergraduate Mathematical Modeling,and also dwells on how to improve the thinking principles and capabilities about undergraduate Mathematical Modeling by examples. Establishes the teaching mode of colledge mathematical modeling and thoroughly analyses the hierarchy of mathematical modeling’s teaching and basic principles for selecting titles.At last,the article proposes several questions which we should pay attention to about colledge mathematical modeling teaching.

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Nishanov, Farkhod M. "GENERAL UNDERSTANDING OF MATHEMATICS TEACHING TECHNOLOGY." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 129–32. http://dx.doi.org/10.55640/eijmrms-02-10-23.

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In this article, in the documents on the reform of the education sector in Uzbekistan, the main goal is to train competent and mature competitive personnel. The changes taking place in the socio-political sphere, economic and spiritual life of our republic, achievements in science and technology, are among the effective results in the field of education. Educational programs created by pedagogues are aimed at educating mature individuals in all aspects.

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Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.

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Baker, Delores, Rhonda Edwards, and Catherine Marshall. "Teaching Mathematics With Technology: Teaching about Exponents with Calculators." Arithmetic Teacher 38, no. 1 (September 1990): 38–40. http://dx.doi.org/10.5951/at.38.1.0038.

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Calculators can move students from manipulative, concrete activities to symbolic, abstract representations (Berlin and White 1987), and they can be used to give meaning to concepts and help students develop explanations of mathematics topics. Calculators allow students to examine many examples and nonexamples; the speed and power of calculators can make problems more realistic and interesting. In short, calculators help focus students' attention on mathematical processes (Comstock and Demana 1987). The worksheets in this month's “Teaching Mathematics with Technology” show how we have used calculators to introduce, and then expand, instruction on powers of numbers.

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Simbolon, Novi. "Understanding the Concept of Mathematics and Mathematical Representation in Mathematics Teaching." International Journal for Research in Applied Science and Engineering Technology 6, no. 4 (April 30, 2018): 5062–68. http://dx.doi.org/10.22214/ijraset.2018.4825.

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Ishartono, Naufal, Ikhsan Dwi Setyono, Ade Risma Maharani, and Suliadi Firdaus Bin Sufahani. "The Quality of Mathematics Teaching Aids Developed by Mathematics Pre-Service Teachers in Indonesia." Jurnal VARIDIKA 1, no. 1 (July 1, 2022): 14–27. http://dx.doi.org/10.23917/varidika.v1i1.18034.

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Mathematics teaching aids play an essential role in the learning process, where these aids become a bridge in the transfer of knowledge between teachers and students. The good of mathematics learning media will affect the process of transfer of knowledge from teacher to student. Therefore, this study aims to analyze and describe the quality of mathematics teaching aids developed by pre-service mathematics teachers in Indonesia, specifically from pre-service mathematics teachers in the Mathematics Education Department of Universitas Muhammadiyah Surakarta. This study uses descriptive analytical studies in which the data obtained is analyzed quantitatively and described qualitatively. This study concludes that, in general, the quality of mathematical teaching aids developed has been categorized as at least "good enough" both in pedagogical and conceptual aspects, as well as in physical aspects. However, some points need notable improvement and attention by the teaching lecturers at the point of the level of quality of safety and the quality of the teaching's ability aids in providing stimulus to students.

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Loewenberg Ball, Deborah, and Susan N. Friel. "Implementing the Professional Standards for Teaching Mathematics: Improving, Not Standardizing, Teaching." Arithmetic Teacher 39, no. 1 (September 1991): 18–22. http://dx.doi.org/10.5951/at.39.1.0018.

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In March of this year, NCTM published the Professional Standards for Teaching Mathematics (Professional Teaching Standards) (1991), a companion to the earlier Curriculum and Evaluation Standards for School Mathematics (Curriculum and Evaluation Standards) (1989). Whereas the earlier document focuses on curriculum, the new document addresses teaching. It elaborates the Curriculum and Evaluation Standards's vision of teaching, in which mathematical reasoning, problem solving, communication, and connections are central. It addresses such questions as, What are classrooms like in which students are able to encounter, develop, and use mathematical ideas and skills in the context of genuine problem and situations? What role might a teacher play in helping students learn to use a variety of resources and tools, such as calculators and computers, and concrete and pictorial models? What is meant by engaging students in mathematical reasoning—in making conjectures, presenting arguments, constructing proofs—at various grade levels? How can adequate mathematical skill be developed in concert with mathematical reasoning? The list of questions can be extended indefinitely, for what we are trying to create is quite different from what we experienced when we were in school and even quite different from much of what we are doing now as teachers.

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Martin, Tami S., and William R. Speer. "Mathematics Teaching Today." Teaching Children Mathematics 15, no. 7 (March 2009): 400–403. http://dx.doi.org/10.5951/tcm.15.7.0400.

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Features, consistent messages, and new components of Mathematics Teaching Today: Improving Practice, Improving Student Learning (NCTM 2007), an updated edition of Professional Standards for Teaching Mathematics (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing, supervising, and improving mathematics teaching; and outlines guidelines for the education and continued professional growth of teachers.

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Bass, Hyman. "Mathematics and Teaching." Notices of the American Mathematical Society 62, no. 06 (June 1, 2015): 630–36. http://dx.doi.org/10.1090/noti1256.

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Cateni, Chiara, and Duccio Rocchini. "Teaching mathematics creatively." European Journal of Teacher Education 35, no. 1 (February 2012): 131–33. http://dx.doi.org/10.1080/02619768.2011.634000.

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Arnol'd, Vladimir I. "On teaching mathematics." Russian Mathematical Surveys 53, no. 1 (February 28, 1998): 229–36. http://dx.doi.org/10.1070/rm1998v053n01abeh000005.

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Griffiths, H. Brian. "Teaching undergraduate mathematics." Zentralblatt für Didaktik der Mathematik 31, no. 6 (December 1999): 202–5. http://dx.doi.org/10.1007/bf02652696.

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Frank, Toya Jones. "Teaching our kids." Journal for Multicultural Education 12, no. 2 (June 11, 2018): 144–60. http://dx.doi.org/10.1108/jme-04-2017-0025.

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PurposeThis study aims to highlight the perspectives of one black male middle-school mathematics teacher, Chris Andrews, about developing black students’ positive mathematics identities during his first year of teaching middle-school mathematics in a predominately black school. The author’s and Chris Andrews’ shared experiences as black Americans opened the door to candid conversations regarding the racialized mathematical experiences of “our” children, as he referred to them during the interviews.Design/methodology/approachThe author used case study methodology (Yin, 2009) to illuminate Chris’s salient academic and personal experiences, approaches to teaching mathematics and ways that he attended to mathematics identity in practice. The author used sociopolitical and intersectional theoretical framings to interpret the data.FindingsChris’s perspective on teaching mathematics and developing mathematics identity aligned with taking a sociopolitical stance for teaching and learning mathematics. He understood how oppression influenced his black students’ opportunities to learn. Chris believed teaching mathematics to black children was his moral and communal responsibility. However, Chris’s case is one of tensions, as he often espoused deficit perspectives about his students’ lack of motivation and mathematical achievement. Chris’s case illustrates that even when black teachers and black students share cultural referents; black teachers are not immune to the pervasive deficit-oriented theories regarding black students’ mathematics achievement.Research limitations/implicationsThe findings of this work warrant the need to take intersectional approaches to understanding the ways of knowing that black male teachers bring to their practice, as Chris’s identity as a black person was an interplay between his black identity and other salient identities related to ability and social class.Practical implicationsChris, even while navigating deficit-oriented perceptions of his students, provides an example of bringing a sociopolitical consciousness to teaching mathematics and to support novice black male teachers in their content, pedagogical, and dispositional development.Originality/valueThis work adds to the limited body of literature that highlights the experiences of black teachers in a subject-specific context, particularly in science, technology, engineering, and mathematics (STEM) subject areas that have historically marginalized the participation of black people.

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Lu, Lianfang. "IMPLEMENTING MATHEMATICS TEACHING REFORM." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 33–40. http://dx.doi.org/10.31686/ijier.vol4.iss6.554.

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This study describes the implementation of teaching reform in secondary mathematics classrooms in a rural poverty school in southwest China where a school-wide teaching experiment took place. Classroom teaching and learning practices are primarily concerned with classroom organizations, interactions and social norms. The results indicate that a collective learning approach was taken in the classroom reform, in which mathematical communications, understanding and engagement of students in learning were promoted. However, there was a lack of diversity of thinking and arguments on solving problems among different level students, which implies the mathematical teaching still focuses on acquiring knowledge over generating knowledge.

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Grootenboer, Peter. "The praxis of mathematics teaching: developing mathematical identities." Pedagogy, Culture & Society 21, no. 2 (July 2013): 321–42. http://dx.doi.org/10.1080/14681366.2012.759131.

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Rešić, Sead, and Eldina Atić. "CONTEMPORARY TEACHING AIDS IN TEACHING MATHEMATICS." Journal Human Research in Rehabilitation 4, no. 1 (January 2014): 32–46. http://dx.doi.org/10.21554/hrr.011407.

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In this research, the application of contemporary teaching aids in Mathematics teaching in elementary school was analyzed from the aspect of teachers, students and parents. The application of contemporary teaching aids in Mathematics teaching was analyzed through a sample of 100 students, and attitudes about the aids were examined from the points of view of students, teachers and parents. In this research, descriptive method, questionnaire and test were used. Results of the research are shown graphically and tabular, with description and discussion. In the conclusion, the benefits of applying contemporary teaching aids in Mathematics teaching are specified and explained.

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Chenulu, Syamala. "Teaching Mathematics through the Art of Kolam." Mathematics Teaching in the Middle School 12, no. 8 (April 2007): 422–28. http://dx.doi.org/10.5951/mtms.12.8.0422.

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One goal of the NCTM's connections Standard is that mathematics instruction pre- K–12 should “enable all students to recognize and apply mathematics in contexts outside of mathematics” (NCTM 2000, p. 64). Art of all kinds provides opportunities to address this goal. Moreover, many mathematics educators, including myself, believe that it is important and beneficial to provide a multicultural perspective in our classrooms. “Knowledge of the ideas of others can enlarge our view of what is mathematical and, in particular, add a more humanistic and global perspective to the history of mathematics. This enlarged view, in which mathematical ideas are seen to play a vital role in diverse human endeavors, provides us with a richer and fuller picture of mathematics” (Ascher 2002, p. 200).

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Boshanqyzy, Zhanys Aray, and Nurkasymova Saule Nurkasymovna. "NEW TEACHING MATHEMATICS TEACHING EFFECTIVENESS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES." International Journal of Research -GRANTHAALAYAH 5, no. 1 (January 31, 2017): 214–29. http://dx.doi.org/10.29121/granthaalayah.v5.i1.2017.1885.

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The possibilities of computer technologies in improving the quality of teaching mathematics and its application in the 7th grade students studied the impact on the development of mathematical thinking. Teachers and pupils kanşalıktı methodology to apply this technology meñgergendikteri tested and determined to improve the methods of teaching mathematics in the scientific literature of the main ideas, 7th grade, based on the best practices in the teaching of mathematics and taking into account the requirements set by the company's mastery of mathematical concepts and rules and reports identified the role of the computer in teaching and service, including through the effective use of the computer are determined based on the study of the material should be studied.

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Abdrasulova, S., Zh Abdrasulova, and Zh Abdullaeva. "Relevance of Teaching Mathematics in a Medical University." Bulletin of Science and Practice 8, no. 2 (February 15, 2022): 302–9. http://dx.doi.org/10.33619/2414-2948/75/41.

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Research relevance: the article discusses relevance of problem in teaching higher mathematics, considers examples from some sections of mathematics with medical interpretations. Unfortunately, despite the obvious importance of mathematical training for medical doctor profession, its necessity poorly understood not only by junior students, but also by some teachers of specialized departments in medical universities. Research objectives: to reveal the relevance and importance in teaching the mathematics subject in medical universities. Research materials and methods: development of mathematical methods, establishment of specific patterns inherent in random phenomena and the problems of probability theory for teaching mathematics in a medical university. Research results: students must learn to set mathematical problems in medical area and understand tools and how to apply in solving these problems. Conclusions: to improve the mathematics teaching quality to future doctors, a transition is required from the classical teaching of the discipline to teaching methods of technological application of mathematical methods in medical practice.

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Djavlieva, Gulnara, and Oksana Savenko. "ON THE ROLE OF HISTORICISM IN TEACHING MATHEMATICS AT SCHOOL." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 07 (July 31, 2021): 34–37. http://dx.doi.org/10.37547/pedagogics-crjp-02-07-08.

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In the article, the authors reveal the role of historicism in teaching mathematics at school, the inclusion of a coherent system of historical and mathematical information in the process of teaching mathematics, and list several uses of historical material in the process of teaching mathematics.

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Norvaiša, Rimas. "The aims of teaching mathematics: mathematical literacy vs mathematical reasoning." Lietuvos matematikos rinkinys 61 (March 15, 2021): 8–14. http://dx.doi.org/10.15388/lmr.2020.22472.

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We discuss different alternatives of the content of school mathematics. According to the prevalent public opinion in Lithuania school mathematics can be oriented either to the academic mathematics or to the applications of mathematics. In reality the second alternative means lowering of the level of teaching in the hope that school mathematics will be accessible to all students. While the content oriented to the academic school mathematics is accessible only to gifted students. In this article we describe a middle alternative content which we call school mathematics based on mathematical reasoning. We argue that such school mathematics serves all students and makes acquaintance with mathematical reasoning and with applications of mathematics to the real world. Reasoning makes mathematics reasonable for all.

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Sadieva, Manarkan, and Salidin Калдыбаев. "THINKING DEVELOPMENT IN MATHEMATICS TEACHING." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 111–19. http://dx.doi.org/10.17015/aas.2020.201.14.

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The article considers the need for the development of thinking in the process of teaching mathematics at school. The documents adopted on improving education in the republic, as well as the republican test, emphasize the importance of students mastering mathematical knowledge. As stated in the article, favorable conditions for the development of thinking are created in teaching mathematics. Mathematics itself is a subject that studies the numerical and spatial relationships of reality. The student’s thinking is closely connected with the process of assimilation of educational material. The article also notes that the process of thinking occurs in parallel with the perception of knowledge, the preservation in memory and the application of knowledge in practice.

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Dejic, Mirko, and Aleksandra Mihajlovic. "History of mathematics and teaching mathematics." Inovacije u nastavi 27, no. 3 (2014): 15–30. http://dx.doi.org/10.5937/inovacije1403015d.

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Akyıldız, Pınar, Fatma Nur Aktaş, Yüksel Dede, and Güney Hacıömeroğlu. "Mathematics teachers’ values about teaching mathematics." Studies in Educational Evaluation 68 (March 2021): 100954. http://dx.doi.org/10.1016/j.stueduc.2020.100954.

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Aerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 564–72. http://dx.doi.org/10.18844/gjhss.v3i1.1821.

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M.T., Toshpolatov, Abdullayev A.X., and Zaynobiddinov I.S. "TEACHING PROOF TO STUDENTS USING EXPERIMENTAL MATHEMATICS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 52–56. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-12.

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This article focuses on teaching students how to use experimental mathematics in proving mathematical proofs. Firstly, the proofs of the theorem are analyzed by experiment and as a result of the ability of intuitive thinking, it is proved analytically. In the process of training, using experiments will increase the quality of the educational system.

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M.T., Toshpolatov, Abdullayev A.X., and Zaynobiddinov I.S. "TEACHING PROOF TO STUDENTS USING EXPERIMENTAL MATHEMATICS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 52–56. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-12.

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This article focuses on teaching students how to use experimental mathematics in proving mathematical proofs. Firstly, the proofs of the theorem are analyzed by experiment and as a result of the ability of intuitive thinking, it is proved analytically. In the process of training, using experiments will increase the quality of the educational system.

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Ghatpande, Kalpana Abhay. "Innovative Teaching Strategies in Mathematics and Statistics." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 323–26. http://dx.doi.org/10.31142/ijtsrd20331.

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Thompson, Denisse R. "Connecting Research to Teaching: Learning and Teaching Indirect Proof." Mathematics Teacher 89, no. 6 (September 1996): 474–82. http://dx.doi.org/10.5951/mt.89.6.0474.

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Proof! It is the heart of mathematics as individuals explore, make conjectures, and try to convince themselves and others about the truth or falsity of their conjecture. In fact, proving is one of the main aspects of mathematical behavior and “most clearly distinguishes mathematical behavior from scientific behavior in other disciplines” (Dreyfus et al. 1990, 126). By its nature, proof should promote understanding and thus should be an important part of the curriculum (Hanna 1995). Yet students and teachers often find the study of proof difficult, and a debate within mathematics education is currently underway about the extent to which formal proof should play a role in geometry, the content domain in which reasoning is typically studied at an intensive level (Battista and Clements 1995).

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McLeman, Laura Kondek, and Heather A. Cavell. "Teaching Fractions." Teaching Children Mathematics 15, no. 8 (April 2009): 494–501. http://dx.doi.org/10.5951/tcm.15.8.0494.

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The creation and implementation of a module in a mathematics-for-teaching course that was centered on children's written work and verbal explanations. The goal of the module was to support the development of preservice elementary teachers' mathematical knowledge for teaching fractions (MKTF).

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Weber, Keith, and Kathryn Rhoads. "Book Review of Learning Through Teaching Mathematics." Journal for Research in Mathematics Education 42, no. 5 (November 2011): 521–27. http://dx.doi.org/10.5951/jresematheduc.42.5.0521.

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Understanding what mathematics teachers know, what they need to know about mathematics, and how that knowledge is learned are important goals in mathematics education. Research on mathematics teacher knowledge can be divided into two categories: (a) what knowledge mathematics teachers have or need to have to teach effectively (e.g., Hill, Rowan, & Ball, 2005; Kahan, Cooper, & Bethea, 2003), and (b) how teachers' mathematical knowledge for teaching can be developed (e.g., Bell, Wilson, Higgins, & McCoach, 2010; Proulx, 2008). This book describes research of the second type. To date, research in this area has focused primarily on how mathematical knowledge develops in university or researcher-led teacher preparation or professional development programs. This book is novel in that it concerns how and what teachers learn through the process of teaching itself. In his contribution to this book, Ron Tzur (chapter 3) lays out three reasons why this research is essential. First, he argues, teacher preparation programs simply do not contain enough time for teachers to learn all they need to know, so teachers' learning through teaching is essential. Second, for teachers to develop knowledge of how students think about mathematics and how students receive mathematical lessons, teachers must have classroom experience. Third, the experiences that teachers encounter when teaching have the potential to give rise to meaningful changes in their beliefs and practice.

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Hall, Matthew. "Sharing Teaching Ideas: Calculator Cryptography." Mathematics Teacher 96, no. 3 (March 2003): 210–12. http://dx.doi.org/10.5951/mt.96.3.0210.

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Allowing students to participate in real-world applications of mathematics enables them to advance their own understanding of mathematical topics. Furthermore, most mathematics teachers would agree with NCTM's statement that “students' engagement with, and ownership of, abstract mathematical ideas can be fostered through technology” (NCTM 2000, p. 25). However, finding real applications becomes increasingly difficult as students progress into higher forms of mathematics like algebra. One topic that I have found particularly effective in demonstrating the importance of algebra and the use of technology is cryptography, or the encoding and decoding of messages.

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Farokhah, Laely, Tatang Herman, Zaenal Abidin, Riduan Febriandi, and Muhammad Zulfadhli. "THE NEED ANALYSIS OF MATHEMATICS TEACHING MATERIALS BASED ON MATHEMATICAL PROFICIENCY IN MADRASAH IBTIDAIYAH." AULADUNA: Jurnal Pendidikan Dasar Islam 9, no. 1 (June 10, 2022): 9–23. http://dx.doi.org/10.24252/auladuna.v9i1a2.2022.

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Abstract This research aimed to describe the need to analyze mathematics teaching materials based on mathematical proficiency in Madrasah Ibtidaiyah. Qualitative research was used in this research. The research was conducted in one of the Private Madrasah Ibtidaiyah in South Tangerang, Indonesia. The subject consisted of two mathematics teachers. The data collected through interview and documentation techniques consisted of curriculum and mathematics teaching materials. The data were analyzed using triangulation consisting of data reduction, presentation, and conclusion and verification. The result showed that the need analysis of mathematics teaching materials consisted of: (1) the curriculum of mathematics needed to be arranged about the sequence of materials, (2) teachers needed mathematics teaching materials in various types, and (3) the mathematics concepts based on mathematical proficiency in teaching materials needed to be improved. These results can be a reference for developing teaching materials based on mathematical proficiency for mathematics teaching and learning.

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Jaime, Adela, and Angel Gutiérrez. "Connecting Research to Teaching: Guidelines for Teaching Plane Isometries in Secondary School." Mathematics Teacher 88, no. 7 (October 1995): 591–97. http://dx.doi.org/10.5951/mt.88.7.0591.

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Two key concepts strongly supported by the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) are (1) that geometry should be taught from multiple perspectives and (2) that it is necessary to make mathematical connections. Both concepts can be implemented by appropriately selecting topics that can be presented to students from several points of view in different environments and that can also link different branches of mathematics or mathematics and other sciences.

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Iljazi, Teuta. "PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (June 5, 2019): 1905–10. http://dx.doi.org/10.35120/kij31061905i.

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Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.

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Adeilton de Oliveira Andrade, Emanuel, Hélio Maria da Silva Moura, and Jassiara Dos Santos Borges. "VIRTUAL OBJECTS FOR TEACHING AND LEARNING IN MATHEMATICS TEACHING." Journal of Interdisciplinary Debates 3, no. 04 (January 3, 2023): 45–62. http://dx.doi.org/10.51249/jid.v3i04.1066.

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this activity aimed to investigate how the 6th year students of the monsenhor walfredo gurgel municipal school in the city of alto do rodrigues-rn, interpret mathematics in urban routes and aerial views. for the development of activities we use google maps to simulate and analyze routes and distances. the proposed simulations aimed at simulating and analyzing urban routes, building maps and geometric figures, with virtual learning objects (ova’s), providing students with learning that used their mathematical knowledge and digital technologies to validate strategies and solve everyday problems.

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Carton, Kitty. "Sharing Teaching Ideas: Collaborative Writing of Mathematics Problems." Mathematics Teacher 83, no. 7 (October 1990): 542–44. http://dx.doi.org/10.5951/mt.83.7.0542.

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The NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) calls for opportunities for students to use mathematics as a tool for the communication of ideas. In this project, students in any level of mathematics, working in a cooperative, active setting, can develop their understanding of mathematical concepts through the collaborative writing of word problems. In so doing, they see mathematics from the inside out, as creators rather than mimickers; they are “doers” of mathematics, reflecting on and clarifying their own thinking about mathematical ideas in specific situations. Additionally, projects of the type described here can give teachers valuable information on which they can base further instructional decisions regarding the development of students' ability to communicate effectively using the language of mathematics.

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