Journal articles on the topic 'School of Mathematics and Statistics'
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Williamson, Alan G. "SMP Statistics, Student's Book, School Mathematics Project." Mathematical Gazette 82, no. 495 (November 1998): 523. http://dx.doi.org/10.2307/3619918.
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Kalobo, Lukanda. "The Relation between the Teaching of Mathematics and Statistics in the Republic of South Africa." ATHENS JOURNAL OF EDUCATION 9, no. 2 (January 4, 2022): 339–52. http://dx.doi.org/10.30958/aje.9-2-9.
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The purpose of this study is to explore the relation between the teaching of Mathematics and the teaching of Statistics at high school level in the South African Context. The study also examines and analyses examples of statistical teaching situations from both a mathematical and a statistical perspective with view to reveal the links between the teaching of Mathematics and teaching of Statistics. A non-empirical method or conceptual method was followed to achieve the purposes of the study. The study reveals the cardinal links between the teaching of Mathematics and teaching of Statistics. Hence the call to educators to acknowledge the symbiosis to enhance the teaching and promote an awareness of the ways in which Statistics is presented and aligned in the South African Mathematics high school Curriculum. Keywords: teaching mathematics, teaching statistics, high school, South Africa context
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Voit, Wolfgang, and Arne C. Bathke. "Statistics and Probability at Secondary Schools in the Federal State of Salzburg: An Empirical Study." Austrian Journal of Statistics 44, no. 1 (December 11, 2014): 17–24. http://dx.doi.org/10.17713/ajs.v44i1.12.
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Knowledge about the practical use of statistics and probability in today's mathematics instruction at secondary schools is vital in order to improve the academic education for future teachers. We have conducted an empirical study among school teachers to inform towards improved mathematics instruction and teacher preparation. The study provides a snapshot into the daily practice of instruction at school. Centered around the four following questions, the status of statistics and probability was examined. Where did the current mathematics teachers study? What relevance do statistics and probability have in school? Which contents are actually taught in class? What kind of continuing education would be desirable for teachers? The study population consisted of all teachers of mathematics at secondary schools in the federal state of Salzburg.
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Brelias, Anastasia. "A High School Statistics Class Investigates the Death Penalty." Mathematics Teacher 108, no. 9 (May 2015): 704–8. http://dx.doi.org/10.5951/mathteacher.108.9.0704.
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Recommendations for reforming high school mathematics curricula emphasize the importance of engaging students in mathematical investigations of societal issues (CCSSI 2010; NCTM 2000). Proponents argue that these investigations can positively influence students' social awareness and their perceptions of the use of mathematics for understanding societal problems (Frankenstein 1997; Gutstein 2006; Skovsmose 1994). In this article, I share results from my analysis of high school students' experiences as they participated in an investigation of racial bias and the death penalty. Although this classroom investigation took place about ten years ago, the lessons from students' experiences are still relevant today.
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Quinn, Robert J. "Having Fun with Baseball Statistics." Mathematics Teaching in the Middle School 1, no. 10 (May 1996): 780–85. http://dx.doi.org/10.5951/mtms.1.10.0780.
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How often have middle school teachers had to ask students to put away their baseball cards? The lesson described in this article capitalizes on students' interest in sports while providing valuable instruction on a variety of appropriate mathematical topics. Specifically, this lesson meets the recommendations of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) by integrating the study of fractions, decimals, percents, rounding, Cartesian coordinates, probability, and statistics in a cooperative setting that allows students to have fun as they learn.
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Hayden, Robert W., and Farid Kianifard. "Preparing High School Mathematics Teachers to Teach Statistics." American Statistician 46, no. 4 (November 1992): 290. http://dx.doi.org/10.2307/2685316.
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Hayden, Robert W., and Farid Kianifard. "Preparing High School Mathematics Teachers to Teach Statistics." American Statistician 46, no. 4 (November 1992): 290–95. http://dx.doi.org/10.1080/00031305.1992.10475908.
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DAĞDELEN, Merve, and Avni YILDIZ. "The Relationship between the Secondary School Students’ Mathematics Anxiety and Mathematical Literacy Self-Efficacy." Journal of Computer and Education Research 10, no. 20 (December 21, 2022): 636–55. http://dx.doi.org/10.18009/jcer.1165625.
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The research aims to determine the difference between secondary school students’ mathematics anxiety with mathematics literacy self-efficacy level and study these connections. The relational screening model in the research population comprises 32 secondary schools in the 2020-2021 academic years in Esenyurt province, Istanbul. Research samplings comprise 1682 students that are chosen with the stratified sampling method from nine different secondary schools in Esenyurt province. Data was gathered by the ‘’Secondary School Mathematics Literacy Self-Efficiency Scale’’ and ‘‘Mathematics Anxiety-Apprehension Survey’’. For data analysis, descriptive statistics, Sperman Correlation Analysis and statistical techniques are used. As a result of the analysis, secondary school students’ mathematics anxiety is higher than average, and their mathematics literacy self-efficacy is also significantly higher. After the examination of the relationship between the scales, it was determined that there is a positive relationship between mathematics anxiety and mathematics literacy self-efficacy.
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DUPUIS, DANIELLE N., AMANUEL MEDHANIE, MICHAEL HARWELL, BRANDON LEBEAU, DEBRA MONSON, and THOMAS R. POST. "A MULTI-INSTITUTIONAL STUDY OF THE RELATIONSHIP BETWEEN HIGH SCHOOL MATHEMATICS ACHIEVEMENT AND PERFORMANCE IN INTRODUCTORY COLLEGE STATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 11, no. 1 (May 31, 2012): 4–20. http://dx.doi.org/10.52041/serj.v11i1.337.
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In this study we examined the effects of prior mathematics achievement and completion of a commercially developed, National Science Foundation-funded, or University of Chicago School Mathematics Project high school mathematics curriculum on achievement in students’ first college statistics course. Specifically, we examined the relationship between students’ high school mathematics achievement and high school mathematics curriculum on the difficulty level of students’ first college statistics course, and on the grade earned in that course. In general, students with greater prior mathematics achievement took more difficult statistics courses and earned higher grades in those courses. The high school mathematics curriculum a student completed was unrelated to statistics grades and course-taking. First published May 2012 at Statistics Education Research Journal: Archives
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Sari, Rosalia Hera Novita, and Ariyadi Wijaya. "Mathematical literacy of senior high school students in Yogyakarta." Jurnal Riset Pendidikan Matematika 4, no. 1 (May 30, 2017): 100. http://dx.doi.org/10.21831/jrpm.v4i1.10649.
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The aim of this research is to describe mathematical literacy of Senior High School students in Yogyakarta. This research was a survey using quantitative design. The population was all of Senior High School students in Yogyakarta. The sampling was a combination of stratified random sampling and cluster random sampling. The sample was 813 students the 10th grade of Senior High School. These schools include high, average and low category based on the score in the national examination of mathematics subject. The data collection was by a test. The student was tested with 13 items of mathematical literacy problems. The analysis of those data used descriptive statistics including mean, standard deviation, maximum and minimum score, total score, and also test statistics z (). The research finding reveals that mathematical literacy of Senior High School students in Yogyakarta is in a very low category. Mathematical literacy of Senior High School students for understanding indicator belong to low category and for the other indicators of process belongs to very a low category.
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Hamizah Amiruddin, Nurul Syahmi, Noraini Ahmad, and Siti Salwana Mamat. "Exploring Students’ Self-Efficacy and Anxiety Towards Mathematics Problem Solving During Open and Distance Learning (ODL)." Mathematical Sciences and Informatics Journal 3, no. 1 (May 31, 2022): 39–55. http://dx.doi.org/10.24191/mij.v3i1.18265.
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Although mathematics is seen as a crucial precursor to success in modern society, many students still struggle with real mathematical fear. They feel anxious when they engage in solving mathematical problems, especially in the last two years when the learning environment has changed due to the epidemic. One of the affective factors that can influence mathematical anxiety is the beliefs of students about their own ability to resolve issues called self-efficacy. The aim of this research is to explore student self-efficacy and anxiety in solving math problems among high school students during open and distance learning (ODL). The research used a quantitative analytical approach. A survey of 138 students was carried out on forms 1 and 4 at one of the secondary schools in Kota Bharu, Kelantan. The survey follows Diana May's Mathematical Questionnaire on SelfEffectiveness and Anxiety (MSEAQ). The data were analyzed in SPSS using descriptive statistics, an independent sample t-test, and a simple linear regression. The results showed that descriptive statistics had a lower level of self-efficacy and a higher level of mathematical anxiety among Form 1 and Form 4 students. An independent sample t-test revealed no significant difference between lower and upper secondary school students in self-efficacy and anxiety towards mathematics problem solving which means that lower and upper secondary school students can have the same level of mathematics self-efficacy and anxiety. Simple linear regression shows a moderately significant negative linear relationship between mathematics self-efficacy and anxiety. This paper presents an overview of students' self-efficacy and anxiety toward math subjects during secondary school.
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Hasan, Marwan T. "Exploring Investigation of the Impact of Studying Statistics at Enhancing Mathematical Skills during Years of Faculty." Cihan University-Erbil Scientific Journal 5, no. 1 (June 30, 2021): 42–46. http://dx.doi.org/10.24086/cuesj.v5n1y2021.pp42-46.
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Subject of statistics has always known as field related to mathematics and because statistics is commonly taught in schools as part of the mathematics curriculum, it is regarded as a mathematical. In Salahaddin University, entering to department of statistics is limited to students who graduated from science department at high school. Thus, we anticipating students with good knowledge in mathematical level. Students from all stages of the department were encouraged to participate in the exam and their scores were recorded. The objective of this study are to explore whether there is substantial difference between male and female as well as to discover whether the more higher stages enhance their mathematical level of knowledge. Normality test was done on the dataset and if failed to meet it, non-parametric test such as Mann-Whitney U and Kruskal-Wallis test at significant level 0.05.
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Yang, Kai-Lin. "AN EXPLORATORY STUDY OF TAIWANESE MATHEMATICS TEACHERS' CONCEPTIONS OF SCHOOL MATHEMATICS, SCHOOL STATISTICS, AND THEIR DIFFERENCES." International Journal of Science and Mathematics Education 12, no. 6 (February 21, 2014): 1497–518. http://dx.doi.org/10.1007/s10763-014-9519-z.
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Bruni, James V., and Helene J. Silverman. "Developing Concepts in Probability and Statistics—and Much More." Arithmetic Teacher 33, no. 6 (February 1986): 34–37. http://dx.doi.org/10.5951/at.33.6.0034.
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In recent years school mathematics programs have included an increasing emphasis on probability and statistics. Many of the activities suggested in these programs offer wonderful opportunities to involve students in active learning experiences in which they perform experiments using a variety of manipulative materials (e.g., coins, spinners, dice, and cards). These activities are highly motivational and certainly lend themselves to the use of manipulative materials. However, all too often such activities tend to become supplementary or enrichment experiences that are quite limited in scope and isolated from the rest of the school mathematics program, and the connection between using manipulative materials and learning basic mathematical concepts is weak.
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Rudik, Anna. "INNOVATIVE TECHNOLOGIES OF COMPETENCE ORIENTED TRAINING OF FUTURE TEACHERS OF MATHEMATICS FOR TECHNOLOGY IN THE CONDITIONS IN PROFILE SCHOOL." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 226–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-226-229.
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In the article the substantiation of selection of innovative pedagogical technologies and application for competence-oriented preparation of future teachers of mathematics for technologicalization of educational process in the conditions of profile school is carried out. Innovative educational and information technologies are analyzed, which comprehensively contribute to the formation of professional readiness of future mathematics teachers to the technologicalization of the educational process in the profile school in the system of professional training in higher education institutions. Promising innovative pedagogical, educational and information technologies that acquire further relevance in the educational environment are identified. It is proved that the introduction of training courses for future mathematics teachers on the use of innovative educational technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments and mathematical statistics. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologize the educational process in a specialized school. The introduction of training courses for future mathematics teachers on the use of innovative educational and information technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments in specialized schools. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologicalize the educational process in a specialized school.
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Tamba, Kimura Patar, and Wiputra Cendana. "The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment." Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran 11, no. 1 (June 1, 2021): 40. http://dx.doi.org/10.25273/pe.v11i1.8311.
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<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>
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FERNÁNDEZ, MARÍA SOLEDAD, CARLOS POMILIO, GERARDO CUETO, JULIETA FILLOY, ADELIA GONZALEZ-ARZAC, JIMENA LOIS-MILEVICICH, and ADRIANA PÉREZ. "IMPROVING SKILLS TO TEACH STATISTICS IN SECONDARY SCHOOL THROUGH ACTIVITY-BASED WORKSHOPS." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (February 29, 2020): 106–19. http://dx.doi.org/10.52041/serj.v19i1.124.
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Though statistics is covered in secondary-school curricula, it is usually limited to few lessons and mainly taught in a procedural approach. There seems to be a gap between the education of mathematics teachers and the demands on their practice. Learning statistics from a mathematical perspective does not qualify to teach the subject properly. Therefore, we developed a pedagogical intervention that consists in a training program for teaching aimed at mathematics pre-service teachers and focused on activity-based learning. Two workshops and a web-site were designed: first, to improve competencies in teaching statistics at secondary level, and second, to positively influence attitudes towards statistics. Workshops about descriptive statistics and probability were focused on real-data analysis from media, games, and simulations. Over several years, more than 500 teachers attended these workshops, which were positively evaluated in terms of content, relevance, and applicability. A follow-up survey 2–5 years later showed that most teachers are teaching statistics in their classes, which can be seen as great step forward to bring statistics into the classroom.
First published February 2020 at Statistics Education Research Journal Archives
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Hussin, Husnira Binti, Marina Binti Majid, and Rohayu Binti Ab Wahab. "Relationship of Secondary School Mathematics Achievement with Engineering Mathematics 2 in Polytechnics." Jurnal Konseling dan Pendidikan 6, no. 3 (November 30, 2018): 160. http://dx.doi.org/10.29210/128300.
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Engineering Mathematics 2 is one of the core courses for all diploma-level engineering students in Malaysian Polytechnic. From the statistics obtained, students achievement in the Engineering Mathematics 2 course (DBM2013) is still moderate and less satisfactory. This is because the subject of Engineering Mathematics 2 is mostly related to calculus and only students who have taken Additional Mathematics subject during secondary school had a basic in the Engineering Mathematics 2. Thus, this research was developed to see the relationship and influence of Mathematics subject during secondary school level, especially Additional Mathematics with the subject of Engineering Mathematics 2 in Polytechnic. High school achievement was measured using the Sijil Pelajaran Malaysia (SPM) examination results in Additional and Modern Mathematic subjects. Meanwhile, the results in the polytechnic level were measured from the final result of the Engineering Mathematics 2 course. The research used secondary data obtained from the examination unit from 2442 students of Semester 2 of Diploma in Civil Engineering (JKA), Diploma in Electrical Engineering (JKE) and Diploma in Mechanical Engineering JKM) at Polytechnic Sultan Mizan Zainal Abidin (PSMZA). Data obtained were processed and analyzed using Microsoft Excel 2010 and Statistical Packages For Social Sciences (SPSS) version 23.0 through Easy Linear Regression Analysis. The findings from the regression analysis showed that there was a significant positive correlation between the achievement of Mathematics during secondary schools with the achievement of Engineering Mathematics 2 in polytechnics and it also proved that Additional Mathematics is one of the medium for student’s excellence in Engineering Mathematics 2 at polytechnics.
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WEILAND, TRAVIS. "THE CONTEXTUALIZED SITUATIONS CONSTRUCTED FOR THE USE OF STATISTICS BY SCHOOL MATHEMATICS TEXTBOOKS." STATISTICS EDUCATION RESEARCH JOURNAL 18, no. 2 (November 30, 2019): 18–38. http://dx.doi.org/10.52041/serj.v18i2.138.
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The consideration of context is crucial in the discipline of statistics. In this paper, I present a Foucauldian discourse analysis (FDA) of two popular high school mathematics textbook series in the United States investigating what contextual situations they construct for the (re)use of statistics. As FDA is a novel approach in statistics education,an extended discussion is provided to help show a rationale for its use and to provide a foundation for others. An important finding is that the contextualized situations presented in both textbook series are predominantly fictional, neutral, and providelimited raw data. The findings have implications for the teaching and learning of statistics in view ofrecent calls for more focus on data and statistical literacy in schools.
First published November 2019 at Statistics Eduation Research Journal Archives
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Mindarti, Lilik, and Sunismi Sunismi. "PENGEMBANGAN MODEL PEMBELAJARAN MATEMATIKA KNISLEY BERBASIS BRAINSTORMING MATERI STATISTIKA." JPM : Jurnal Pendidikan Matematika 1, no. 2 (April 16, 2015): 147. http://dx.doi.org/10.33474/jpm.v1i2.722.
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The aim of this development is to produce mathemathics Kinsley learning model of Brainstroming-based Statistics of the Tenth grade Senior High School. This study employed research and development design in which the researcher developed a mathematics Kinsley learning model of brainstorming-based statistics for the tenth grade senior high school students. This study operated the model development of Plomp with 4 developmental steps as follows 1) Preliminary Insvestigation, 2) Design, 3) Realisation, 4) Test, evaluation, and Revision. The instruments used were validation sheet, responses questionnaire, and observation sheet. 35 students of the class X IPA 4 SMAN 3 Malang were involved in this study. The results of this study were validated by two balidators; expert and practitionaire validators. User responses use to evaluate practicion of product. The validity from validators group and user obtain the score at 3,34, this mean the validity is significant. Then the result of development of mathemathics Knisley learning model of Brainstorming can be implementation on mathematic teaching on the class conventionally.
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Juliati, Juliati, Muhammad Firman, and Derry Nugraha. "IMPROVING MATHEMATICAL COMMUNICATION CAPABILITIES BY REALISTIC MATHEMATICS APPROACH." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 3 (September 30, 2018): 338. http://dx.doi.org/10.22460/jiml.v1i3.p338-344.
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The background of this study is the lack of mathematical communication skills (MCS) of junior high school students in Cimahi. This study aims to examine the achievement and improvement of MCS of junior high school students in Cimahi by realistic mathematical approaches. This study involved two groups, namely the experimental group and the control group. All groups were given a pretest and posttest. The experimental group obtained mathematics learning with realistic mathematical approaches as treatment and control groups obtained mathematics learning as usual as a treatment. This research method is an experimental research with pretest-posttest control group design, namely the design of the pretest posttest control group that involves two groups and randomly sampled classes. The population in this study were junior high school students in Cimahi, while the sample consisted of two randomly selected classes. Obtained class VIII M (experimental class) and class VIII K control class. The instrument used was a 5-item MCS description test, then the skills scores MCS students' were analyzed with descriptive and inferential statistics using assistance Minitab 17. Based on the results of the study, it was concluded that the achievement and improvement of students' MCS using mathematical realistic approaches were better than students who used ordinary learning.
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Salma, Admi, Dodi Vionanda, Dony Permana, Fadhillah Fitri, Dina Fitria, and Zilrahmi Zilrahmi. "Statistics Topics Training For High School Teachers in Padang." Pelita Eksakta 5, no. 1 (March 31, 2022): 14. http://dx.doi.org/10.24036/pelitaeksakta/vol5-iss1/181.
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One of a part mathematics subjects for high school students is statistics. Some statistics topics were usually studied by university students, but now they are studied by high school students. Teachers have difficulty teaching the topic to students for several reasons. The training is needed in order to improve the ability and knowledge of teachers about the statistics topics . The training was given to high school mathematics teachers in Padang under group named MGMP. There are 25 participans of the training. The results of activity evaluation showed an increase in the knowledge of statistics topics. In conclusion, this activity has been effectively carried out and can help the mathematics teachers to deeply understanding statistical topics
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Goldsby, Dianne S. "Lollipop Statistics." Mathematics Teaching in the Middle School 9, no. 1 (September 2003): 12–15. http://dx.doi.org/10.5951/mtms.9.1.0012.
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AS NCTM'S Principles and Standards for School Mathematics (2000) points out, students should work directly with data to understand the fundamentals of statistical ideas. Teachers should also introduce statistics in a way that will capture the attention of students of varying abilities and interests. The constructivist approach to teaching emphasizes the idea that students work better when presented with tasks that are meaningful and relevant; in other words, they expend energy on topics that interest them (Brahier 2000). One way to harness that energy in the classroom is to teach with music, an area of interest for most middle school and high school students. This article describes the use of the 1950s hit “Lollipop” (Ross and Dixon 1986), heard in the movie Stand by Me, as a launching point to introduce ideas of counting, working with frequency tables, and graphing data.
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Danoebroto, Sri Wulandari. "Students’ Perception on Borobudur Temple as Mathematic Learning Resource." Southeast Asian Mathematics Education Journal 7, no. 1 (June 29, 2017): 77–87. http://dx.doi.org/10.46517/seamej.v7i1.47.
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This study aims to describe junior high school student’s perception of Borobudur Temple as mathematic learning resources. Borobudur Temple is well known as having extraordinary architecture built algorithmically. The parts of Borobudur Temple such as the stupa, statue, and wall carvings (relief) consist of many geometric models. This study employs an ethnomathematics perspective in describing perceptions about cultural artefacts as a mathematical model. The result of this study may be used as a basis for developing meaningful mathematic learning in schools. The sample of the study was 313 students ofjunior high school located near Borobudur Temple. The measure of the sampling adequacy with KMO is 0.86 from which confirms that the number of the sample is sufficient. The data were collected using a questionnaire with Likert scale 1 to 4 with the following range: (1) disagree, (2) neutral, (3) agree, and (4) strongly agree. The exploratory factor analysis yielded three factors of perception of Borobudur Temple as a mathematic model, those are: (1) Borobudur Temple is a geometry model, (2) Borobudur Temple can be used as mathematic learning source at school, and (3) learning mathematics from Borobudur Temple is helpful for students. The total variance reached 49,572%. The value of Cronbach alpha was 0,8204 for the 14 items. The data were analyzed using descriptive statistics to attain average items of mean and average standard deviation for each factor. The result of the research shows that: (1) students agree that Borobudur Temple is a geometry model, (2) Borobudur Temple can be used as mathematic learning source at school, and (3) learning mathematics from Borobudur Temple is helpful for them.
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Oginni, Omoniyi Israel, and Eunice Oluwayemisi Alebiosu. "ICT skills activation for secondary school students and its implication on mathematics proficiency." Integrity Journal of Education and Training 6, no. 2 (April 30, 2022): 56–62. http://dx.doi.org/10.31248/ijet2022.137.
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The study investigated an assessment of ICT skills needed for mathematical proficiency among secondary school students. Mathematics proficiency made up of procedural fluency (PF), conceptual understanding (CU), strategic competence (SC), adaptive reasoning (AR) and productive disposition (PD) were examined in the study. The research design employed was descriptive survey, as it enables the researcher describe the existing situation regarding participants’ opinion towards the integration of Information Communication Technology (ICT) into teaching and learning of mathematics. The population of this study consists of mathematics teachers and students of senior secondary schools in Ado-Ekiti Local Government of Ekiti State. The sample for the study consists of 1000 students selected from 189 public and private secondary schools in Ado-Ekiti. The instrument used in carrying out this research was a questionnaire on the level of students’ use of Information Communication Technology (ICT) and mathematics proficiency. Face and content validity of the instrument was ascertained while the reliability of the instrument was ensured by administering it on 20 students outside the sample used in this study. The Pearson's Product Moment Correlation analysis was used which yielded a reliability co-efficient of 0.80. Data collected were analyzed using the descriptive statistics of frequency, percentage, and inferential statistics such as t-test, regression and analysis of variance. The findings of the study revealed that the procedural fluency in ICT makes students more effective in learning mathematics. Also, there were significant possible correlations among senior secondary school students’ conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition and performance in mathematics. Based on these findings, it was recommended that PF, CU, SC, AR and PD should be applied in order to achieved mathematics proficiency expectations and teachers and students should be skillful in ICT.
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Ogbonnaya, Ugorji Iheanachor, and Florence Awoniyi. "MATHEMATICS IN THE NURSING PROFESSION: STUDENT AND PROFESSIONAL NURSES' PERSPECTIVE." JOHME: Journal of Holistic Mathematics Education 5, no. 2 (December 22, 2021): 125. http://dx.doi.org/10.19166/johme.v5i2.4631.
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<p>Mathematical knowledge and skill are needed by all students in their studies and future careers. Students’ perceived relevance of mathematics in their future careers influences their attitude towards learning mathematics. This study explored student and professional nurses' perceived relevance and application of mathematics in the nursing profession. A sample size of 301 nursing students in a University in Ghana and 12 professional nurses participated in the study. Data was collected using a questionnaire and interview and was analyzed using descriptive statistics and thematic analysis. The study revealed that both the professional and the student nurses perceived Statistics, Ratio and Rates, and Percentages as the topics in school mathematics that they find most relevant and applicable to their study and practice of nursing. It is recommended that the senior high school mathematics teachers may need to always share the professional applicability of any topic they teach, by using authentic and real-life situations in various professions.</p>
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Firdausy, Masyita Putri, and Abdul Haris Rosyidi. "MATHEMATICAL JUSTIFICATION OF SENIOR HIGH SCHOOL STUDENTS IN STATISTICS." MATHEdunesa 9, no. 2 (July 8, 2020): 297–304. http://dx.doi.org/10.26740/mathedunesa.v9n2.p297-304.
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Justification is the process of justifying a claim that is supported with evidence. Justification is the center of mathematics. Justification plays an important role in learning because it can help students improve understanding of mathematical concepts. By using a qualitative approach, this study aims to analyze the mathematical justification of high school students in solving problems on statistical topics. This research was conducted on 122 high school students by giving justification test questions on the topic of statistics resulted in 17% (21 students) included in the level justification level 3, 16% (19 students) included in level 2, 47% (47 students) included in level 1, and 20% (25 students) the rest are included in level 0. Further analysis was carried out to see the mathematical justification process by each level. The mathematical justification process consists of three stages, 1) the process of recognition; 2) the development process (building-with), and 3) understanding (awareness) process. Level 3 and level 2 students can recognize the problem and determine the right strategy to solve the problem, level 3 and level 2 students are also able to execute the strategy and interpret the results of the calculations they have done. The difference in level 3 and level 2 students lies in the understanding the concepts they have. Level 1 students can recognize problems and determine solution strategies. Although level 1 students can recognize and do calculations well, level 1 students fail in interpreting the results of calculations performed. While students who are level 0 are not able to recognize the problem, so level 0 students do not carry out the justification process.
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Fox, Thomas B. "Activities for Students: Transformations on Data Sets and Their Effects on Descriptive Statistics." Mathematics Teacher 99, no. 3 (October 2005): 208–17. http://dx.doi.org/10.5951/mt.99.3.0208.
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The development of concepts in statistics and functions is an important part of the school mathematics curriculum. Also important is the formulation and verification of mathematical conjectures (National Council of Teachers of Mathematics 2000). This activity asks students to examine the effects on the descriptive statistics of a data set that has undergone either a translation or a scale change. They make conjectures relative to the effects on the statistics of a transformation on a data set. Students then defend their conjectures and deductively verify several of them.
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Piccolino, Anthony V. "The Advanced Placement Course in Statistics: Increasing Students' Options." Mathematics Teacher 89, no. 5 (May 1996): 376–77. http://dx.doi.org/10.5951/mt.89.5.0376.
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The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stresses the need to empower all students and to encourage students to study mathematics throughout their four years in high school. For the past forty years, the Advanced Placement program of the College Board has offered students the opportunity to pursue collegiate-level course while in high school. The offering in mathematics consists of a full-year course in either Calculus AB or Calculus BC. Each Advanced Placement course culminates with an examination, typically three hours in duration, for which students may receive college credit or advanced standing when entering college.
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Lugo-Armenta, Jesús Guadalupe, and Luis Roberto Pino-Fan. "Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic." Mathematics 9, no. 19 (September 28, 2021): 2416. http://dx.doi.org/10.3390/math9192416.
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Statistics education has investigated how to promote formal inferential reasoning from informal inferential reasoning. Nevertheless, there is still a need for proposals that explore and progressively develop inferential reasoning of students and teachers. Concerning this, the objective of this article is to characterize the inferential reasoning that secondary school mathematics teachers show in the practices that they develop to solve problems regarding the Chi-square statistic. To achieve this, we use theoretical and methodological notions introduced by the onto-semiotic approach of mathematics knowledge and instruction. In particular, we have taken a theoretical proposal of levels of inferential reasoning for the Chi-square statistic. Based on the results, the main conclusion was that the proposal above effectively predicted the teachers’ practices, allowing us to distinguish characteristic elements of the levels of inferential reasoning.
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Martinie, Sherri. "Families Ask: Data Analysis and Statistics in the Middle School." Mathematics Teaching in the Middle School 12, no. 1 (August 2006): 48–49. http://dx.doi.org/10.5951/mtms.12.1.0048.
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Students are more motivated to learn mathematics when they recognize that it has value. Collecting and analyzing data that is meaningful and interesting to students can emphasize valuable mathematics.
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Istihapsari, Vita, Iwan Junaedi, and Mulyono Mulyono. "Comparing school mathematics curriculum between Switzerland and Indonesia." Bulletin of Applied Mathematics and Mathematics Education 1, no. 2 (December 10, 2021): 105–12. http://dx.doi.org/10.12928/bamme.v1i2.4475.
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Comparing a curriculum with the other more developed countries is essential for benchmarking the quality of education in the country. Switzerland deserves to be the object of comparison with the world's second-ranked Human Development Index. This article aims to compare the current curriculum in Indonesia, namely the 2013 curriculum, with the current curriculum in Switzerland, especially on school mathematics. The focus of the comparison lies in (1) school mathematics curriculum and (2) school mathematics content. This research is a qualitative research type of library research. We conducted a literature study, paid attention to the relevance of the literature, and analyzed it using data presentation, data reduction, and concluding. The results showed that with the education system in Switzerland, which emphasizes vocational education, the school mathematics curriculum places more emphasis on problem-solving. The contents are numbers, algebra, geometry, probability and statistics, changes and relationships, and problem-solving. Meanwhile, in Indonesia, the school mathematics curriculum is designed for every level of education with problem-based learning, project-based learning, and discovery learning models. School mathematics content includes numbers, algebra, geometry, relations and functions, statistics, and probability.
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Chu, David, and Joan Chu. "A “Simple” Probability Problem." Mathematics Teacher 85, no. 3 (March 1992): 191–95. http://dx.doi.org/10.5951/mt.85.3.0191.
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Probability has been suggested for inclusion in the high school or even junior high school curriculum (for example, probability and statistics is one of the strands in The Mathematics Framework for California Public Schools, Kindergarten through Grade Twelve [Sacramento: California State Department of Education, 1985]). The suggestion appeals to many because probability is viewed as a natural and intuitive subject manageable with very simple mathematics, It is also a good foundation for understanding statistics, which is in prevalent use in today's society. Many teachers are drawn to it because they see all the balls, cards, coins, and dice as ideal teaching tools to make the class interesting.
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Saila, Nurul, Faridahtul Jannah, Dzaky Isyuniandri, and Ani Sulianti. "Penerapan Pembelajaran Kooperatif Tipe NHT Ditinjau dari Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Dasar." Journal on Education 5, no. 2 (January 19, 2023): 3444–57. http://dx.doi.org/10.31004/joe.v5i2.1025.
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The background of this research is the importance of students' mathematical problem-solving abilities in learning mathematics. This study aims to determine how to increase elementary school students' mathematical problem solving abilities through the application of NHT type cooperative learning and to increase elementary school students' mathematical problem solving abilities through conventional (expository) learning. This research is a quasi-experimental research with Pretest-Postest Control Group design. The research instrument is a test of mathematical problem solving ability. This research was conducted at a public elementary school with A accreditation. The population of this study was students of SDN Kanigaran 3 Probolinggo, East Java, with two classes of fifth grade students as respondents. VA class students as the experimental class and VB class students as the control class. The data in this study were analyzed using descriptive statistics and inferential statistics. The results of this study indicate: (a) the average mathematical ability of elementary school students through NHT type cooperative learning is better than that of elementary school students through conventional (expository) learning, and (b) the improvement of elementary school students' mathematical abilities through cooperative learning type NHT is better than elementary school students through conventional learning (expository).
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Mahwish Shehzadi, Dr. Tahira Batool, and Dr. Tahira Kalsoom. "A Comparative Study of Public and Private Secondary Schools Students on Academic Achievement, Engagement and Self-Regulation in Mathematics." sjesr 5, no. 4 (December 11, 2022): 92–98. http://dx.doi.org/10.36902/sjesr-vol5-iss4-2022(92-98).
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Self-regulation is about getting ready to take challenges regarding education. Self-regulated learning removes disinterest and demotivation regarding academics. Objective of the study was to compare public and private sector secondary school students on academic achievement, mathematics’ engagement and self-regulation. The descriptive research design was used to find out difference in public and private sector secondary school students on academic achievement in mathematics, mathematics’ engagement and self-regulation in students learning. Three research instruments were used in present survey study. Students’ engagement in mathematics classroom, a questionnaire on self-regulated learning, mathematics achievement test were used to investigate the impact of self-regulated learning on students’ achievement and engagement in mathematics classroom in public and private sector secondary schools. By using proportionate random sampling technique, eighty schools were selected from the list of schools taken from internet sources.. Both descriptive (Mean Score) and inferential statistics (t-test) were employed. Findings of the study were obtained by comparing self-regulation, engagement and mathematics achievement that in private secondary school students were better than public sector secondary schools. This study might be helpful for school administrators.
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Ozkan Hidiroglu, Yeliz, Caglar Naci Hidiroglu, and Abdurrahman Tanriogen. "The Relationship between Technology Literacies and Proactive Personalities of Secondary School Mathematics Teachers." International Journal of Technology in Education and Science 5, no. 4 (September 28, 2021): 648–72. http://dx.doi.org/10.46328/ijtes.255.
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The aim of this study is to determine the level of technology literacy and proactive personality of secondary school mathematics teachers, the relationship between technology literacy and proactive personalities, and how much of the proactive personality is explained by the technology literacy, according to the perceptions of secondary school mathematics teachers. The study was designed around a relational survey model, which is a quantitative research technique. The population of the study consisted of mathematics teachers working in secondary schools in Turkey and the sample was 380 secondary school mathematics teachers selected by simple random sampling method. Technology Literacy Scale and Proactive Personality Scale were used as data collection instruments. Descriptive statistics, correlation and regression analyses were used to analyse the data. The secondary school mathematics teachers' perceptions about technology literacy and proactive personality were found to be high. In addition, there was a moderate level positive and significant correlation between technology literacy and proactive personality of the secondary school mathematics teachers. Finally, the proactive personality of secondary school mathematics teachers explained their technology literacy at 30.7% level.
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Jones, Dustin L., and Deepak Basyal. "An Analysis of the Statistics Content in Nepali School Textbooks." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 21–34. http://dx.doi.org/10.3126/mefc.v4i4.26356.
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To determine the nature and extent of the statistics content that Nepali students may learn in school, we examined mathematics textbooks for grades 4-10 from five different publishers. All of the tasks in each statistics chapter were examined, for a total of 1755 tasks across 35 textbooks. Each task was classified according to the phases of the statistical problem-solving process (formulate questions, collect data, analyse data, interpret results) that were addressed. Nearly every task required students to analyse data; the other phases were rarely addressed. Additionally, tasks addressing the analysis phase were coded according to analysis activities; the majority of these tasks required students to read a display and perform a mathematical calculation. For each series, at least two-thirds of the statistics tasks followed a similar worked example. Based on these findings, we offer recommendations for teachers, text book writers, and the Curriculum Development Centre.
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Bichi, Ado Abdu, Aisha Hassan Suleiman, and Hauwa Ali. "Students’ achievement in mathematics: Analysing the influence of gender and school nature." Contemporary Educational Researches Journal 9, no. 3 (September 10, 2019): 50–56. http://dx.doi.org/10.18844/cerj.v9i3.4293.
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This study examined students’ achievement in senior secondary school mathematics qualifying examination in Kano State, the influence of sex and schools nature on their achievement in mathematics has been assessed. Ex-post facto research design was adopted for the study. A pro forma was used to collect data from a sample of 300 students, selected using stratified random sampling procedure from the science secondary schools in Kano state Nigeria. The data collected were the students’ performances in mathematics achievement test. The data were analysed using descriptive statistics and independent sample t-test to test the hypotheses at 0.05, level of significance. Overall results showed that students performed below average and a significant gender difference exists in mathematics performance. Similarly, a significant difference was also observed with respect to schools nature (boarding and day schools); day school students performed above better than boarding school students. The implication of this finding is that despite government continuous efforts, the academic achievement of students in mathematics through above hypothetical pass mark fell below the required average mark for admission into Nigerian universities. It was recommended among others that teachers should regularly motivate students to develop a good study habit and test them on the various mathematics concepts and feedback provided should be used to prepare them for credible achievement in mathematics at both internal and external examinations.
Keywords: Gender; mathematics; school nature; students’ performance
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Ozdemir, Emine, and Burcu Sezginsoy Seker. "Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes." International Education Studies 10, no. 11 (October 29, 2017): 1. http://dx.doi.org/10.5539/ies.v10n11p1.
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The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes of their mathematics anxiety. The study used mixed method research design. The quantitative data for the prospective teachers’ mathematics anxiety-apprehension were collected using the Mathematics Anxiety-Apprehension Scale developed by Ikegulu (1998) and translated into Turkish with validity-reliability analyses by Ozdemir and Gur (2011). The qualitative part of the study used the phenomenological method, and the prospective teachers’ metaphors for aspects of mathematics were collected as data. The participants in the study were third- and fourth-grade prospective teachers studying in the Primary Education Department of the Necatibey Faculty of Education at Balikesir University. They were chosen by simple random sampling. The independent samples t-test was computed to analyze the quantitative data, and descriptive statistics were used for the qualitative data. The study found that the mathematics anxiety-apprehension of prospective primary school teachers who were Anatolian high school graduates was significantly lower. Mathematics anxiety-apprehension did not vary by gender, and the third-grade prospective teachers had significantly higher mathematics anxiety-apprehension. The causes of the prospective primary school teachers’ mathematics anxiety-apprehension were found to be related to teachers, prospective teachers, the examination system, mathematics program-related and school facilities-related causes. The prospective primary school teachers often used metaphors such as life, crossword puzzle, game and human for each sub-theme, and 166 metaphors for mathematics were identified. The themes with the highest number of metaphors were basic principles of mathematics teaching, basic mathematical skills and mathematical knowledge, respectively.
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Ongcoy, Paul John B., Diana Rose A. Jasmin, Ibrahim P. Guiamal, Shane S. Guinita, and Allen Mae M. Iligan. "Experiences and mathematics anxiety of STEM students." Journal of Mathematics and Science Teacher 3, no. 1 (January 24, 2023): em028. http://dx.doi.org/10.29333/mathsciteacher/12870.
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Mathematics anxiety is not a new topic in the field of education, but this construct held its significance in the field over time as it affects other constructs that also contribute to a quality mathematics education. The literature revealed that among senior high school students, mathematics anxiety was found to be prevalent. However, the literature lacked investigations with regards to the mathematics anxiety of this group of students and the factors that can affect it. To address the gap, this quantitative study examined the students’ experiences on teacher interactions, pedagogical practices and mathematical content and their significant relationship to the students’ level of mathematics anxiety. The respondents were 101 STEM students of Pikit National High School and the study used descriptive statistics as well as correlational analysis. The study revealed that STEM students experienced moderately positive teacher interactions, moderately student-centered teaching, moderately positive experiences on mathematical content, and obtained a moderate level of mathematics anxiety. It was further revealed that students’ experiences on teacher interactions and mathematical content have negative correlation with their level of mathematics anxiety and was found to be significant.
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Langrall, Cynthia W. "Yes, Another Handbook and Why You Might Want to Read This One." Journal for Research in Mathematics Education 50, no. 2 (March 2019): 210–13. http://dx.doi.org/10.5951/jresematheduc.50.2.0210.
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In today's world, data and statistical information permeate our lives, making it imperative that we educate students to be statistically literate. Statistical literacy is the ability to read and interpret statistical information to make informed decisions about events under conditions of uncertainty. Recently, the National Council of Teachers of Mathematics (NCTM) published a document, Catalyzing Change in High School Mathematics: Initiating Critical Conversations (2018), in which it proposed statistics as one of four essential content domains in secondary school mathematics and acknowledged quantitative literacy—the ability to reason both statistically and numerically—as a crucial life skill for all students. For a number of years, statistics has been an important content strand across grade levels in the school mathematics curricula of many countries. Thus, it is understandable that students and even teachers might perceive statistics simply as another topic in mathematics.
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Sintawati, Mukti, Asih Mardati, and Ginanjar Abdurrahman. "MATHEMATICS LEARNING STRATEGY BOOK ON PEDAGOGICAL CONTENT KNOWLEDGE FOR ELEMENTARY SCHOOL PRE-SERVICE TEACHERS." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 12, no. 2 (June 20, 2022): 200–206. http://dx.doi.org/10.24176/re.v12i2.6808.
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The goal of this study is to describe the impact of a mathematics learning strategy book on elementary school pre-service teacher' pedagogical content knowledge. The research method used is experimental research with poor experimental methods. A one-group pretest-posttest design was used. This study's sample size is 94 pre-service teachers or elementary school teacher education students. Tests and assessment sheets are data collection instruments for measuring PCK. The test is used to determine PK and CK levels. The Quizizz application is used to administer the test, which is in the form of multiple choice questions. PCK is measured using a score sheet. The data is analyzed using descriptive statistics and inferential statistics. To explain the distribution of PCK data, descriptive statistics are used. To test the research hypotheses, inferential statistics are used. The paired sample t-test was used to test the hypothesis. The results show that pre-service teachers' PCK is in the high range. The hypothesis test results show that the mathematics learning strategy book used in learning is effective against pre-service teachers' PCK. Mathematics learning strategy books used in elementary schools not only contain theory and material, but also provide examples of student worksheets based on specific strategies/methods. This is what helps pre-service teachers understand so that it has an impact on increasing PCK.
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권나영 and 김진호. "Analysis on Middle School Mathematics Curriculum of USA: Probability and Statistics." EDUCATIONAL RESEARCH 69, no. ll (August 2017): 95–120. http://dx.doi.org/10.17253/swueri.2017.69..004.
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Lightner, James E. "A Brief Look at the History of Probability and Statistics." Mathematics Teacher 84, no. 8 (November 1991): 623–30. http://dx.doi.org/10.5951/mt.84.8.0623.
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The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) includes concepts from probability and statistics throughout the school program, K- 12. Indeed, these areas of mathematics are listed as topics for increased attention in the curriculum. Because of this emphasis, all teachers should become more aware of the historical development of these areas of mathematics so we can incorporate historical topics for motivation and extension of the content and so we can show the very human factor in the creation of mathematics. Let us, therefore, trace the development of the areas of probability and statistics.
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T., Giang-Nguyen, Byron Havard, and Barbara Otto. "Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers." European Journal of Educational Research 11, no. 1 (January 15, 2022): 469–80. http://dx.doi.org/10.12973/eu-jer.11.1.469.
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<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>
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YOLCU, AYŞE. "MIDDLE SCHOOL STUDENTS’ STATISTICAL LITERACY: ROLE OF GRADE LEVEL AND GENDER." STATISTICS EDUCATION RESEARCH JOURNAL 13, no. 2 (November 28, 2014): 118–31. http://dx.doi.org/10.52041/serj.v13i2.285.
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This study examined the role of gender and grade level on middle school students’ statistical literacy. The study was conducted in the spring semester of the 2012-2013 academic year with 598 middle-school students (grades 6–8) from three public schools in Turkey. The data were collected using the Statistical Literacy Test, developed based on Watson’s (1997) statistical literacy framework. Two-way ANOVA results revealed no significant grade level differences although female students performed significantly better than male students. The spiral curriculum in middle school mathematics may explain the lack of differences between grades. The higher performance of female students may be related to the linguistic aspects of statistical literacy, in contrast to the situation in school mathematics.
First published November 2014 at Statistics Education Research Journal Archives
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Rico, Nuria, and Juan F. Ruiz-Hidalgo. "Errors concerning Statistics and Probability in Spanish Secondary School Textbooks." Applied Sciences 12, no. 24 (December 12, 2022): 12719. http://dx.doi.org/10.3390/app122412719.
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Textbooks are considered essential, providing a hierarchical organisation of knowledge, forging the intellectual scaffolding of students and teachers alike, and playing a crucial role in compulsory education. In this paper we discuss, by means of a content analysis, the systematic errors detected in the presentation of questions related to statistics and probability in Spanish secondary school textbooks on mathematics. We found some errors appear systematically in the texts, and the most common are: faulty differentiation between quantitative and qualitative variables, between discrete and continuous variables and between randomness and determinism, confused examples for the bar charts, uncritical choice for graphic representations, inaccuracies in specific vocabulary, and ignoring prior probabilities and a poor consideration about representativeness. We classify the observed errors considering that some of these errors arise from the inherent difficulty of the content and others arise from differences between mathematical and statistical thinking as well as from judgments based on heuristic rules. Knowing the existence of these errors and the reasons why they occur are key points to make them disappear from statistical lessons and to help citizens achieving true statistical literacy.
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Anugrahana, Andri. "STUDIES ABOUT MATHEMATICS IN ELEMENTARY SCHOOL VIEWED FROM PREVIOUS AND CURRENT CURRICULUM." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 10, no. 1 (December 2, 2019): 18–28. http://dx.doi.org/10.24176/re.v10i1.3382.
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The aims of this study is to describe the position of mathematics learning in the curriculum of Kurikulum 2013 (K13) when compared to the previous curriculum. namely Kurikulum Tingkat Satuan Pendidikan (KTSP). This research is literature study, with a qualitative approach. Data was collected by analyzing the K13 and KTSP. The data source is the curriculum that applies in Indonesia, they are k13 and KTSP for elementary schools. Data analysis was carried out by: (1) analyzing the scope of mathematical material by looking at SK and KD class 1 to grade 6 in the KTSP curriculum and curriculum 2013; (2) looking for differences from each material scope in each class, class 1 to grade 6 in the curriculum K7SP and also the K13; and (3) search for material coverage, namely the concept of numbers, geometry, measurement and statistics in the old and new curriculum in elementary school. The results of the study are (I) The analysis of the scope of material in grades 1 through 6 on the 2013 KTSP and curriculum curriculum; The differences in material coverage at each level is class 1 to grade 6, and (3) Material coverage, namely the concepts ,r1 numbers, geometry, measurement and statistics for the K13 and KTSP ellPtielthlfril for elementary school.
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Fidele, Ukobizaba, Ndihokubwayo Kizito, Mukuka Angel, and Uwamahoro Jean. "Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (December 30, 2019): 93–106. http://dx.doi.org/10.4314/ajesms.v15i2.8.
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Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.
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Kader, Gary, and Mike Perry. "Power On!: Learning Statistics with Technology." Mathematics Teaching in the Middle School 1, no. 2 (September 1994): 130–36. http://dx.doi.org/10.5951/mtms.1.2.0130.
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In its Curriculum and Evaluation Standards for School Mathematics (1989), the National Council of Teachers of Mathematics recommends that the K-12 mathematics curriculum be broadened and designates statistics as an area deserving increased attention. The standards document promotes the concept that statistics be learned through the study of real problems with real data collected by the students. Rather than focus on developing formulas from which answers are simply computed, teachers should present statistics in a coherent fashion and develop the topic as a whole problem-solving process.