Methods Of Teaching Mathematics Research Articles

Teaching and learning methods in high school mathematics

Teaching and learning methods in high school mathematics

Online course as a means of developing master's professional competencies: results of a pedagogical experiment

The article proposes a solution to a scientific problem, which is to substantiate the feasibility of using online courses in the professional training of masters in the pedagogical university, to develop an online course and experimentally test its effectiveness as a means of developing the professional competencies of masters in the speciality 014~Secondary Education (Mathematics). The author used the following methods of scientific research: pedagogical experiment, observation (for systematic perception and analysis of learning activities, motivation and personal growth of students in the context of blended learning), testing (to determine the level of logical thinking and development of students’ professional competences), questionnaire (to monitor the ergonomics and efficiency of the online course and the Mathematics teacher’s e-portfolio), expert evaluation of the developed online course, and methods of mathematical statistics (for proper processing of experimental data and verification of the online course’ effectiveness). The results of the control stage of the study indicate a positive trend in the development of mathematical, information and educational, methodological, psychological and pedagogical, and professional and technological competencies of students in the experimental group. The final test of the online course was chosen as a tool for determining the level of mathematical competencies of the masters in the experimental group. The reliability of the assessment of the masters’ professional competencies was confirmed by testing the hypothesis of the normal distribution of test results according to the Shapiro-Wilk test. In addition, a close correlation between students' academic achievement level in an online course and the level of logical thinking development was substantiated using the Student’s t-test. Prospects for further research include the development of online courses on Mathematics teaching methods with an emphasis on methodical, professional, and technological competencies; a detailed study of the impact of the latest information technologies (artificial intelligence, virtual and augmented reality, web programming, etc.) on the development of students’ information and educational professional competences in distance and blended learning.

The role of interactive learning in mathematics education: fostering student engagement and interest

This article examines the role of active learning in mathematics and its impact on stimulating students' interest in the subject. It analyses contemporary methods of active learning, such as group projects, discussions, and problem-based tasks, and considers their applicability in teaching mathematics. The article discusses different methods of stimulating students' interest in mathematics, including the use of practical examples, interactive teaching methods, and support for independent research. Based on the analysis conducted, recommendations are provided for creating a learning environment that fosters the maximum development of students' interest in mathematics and enhances the effectiveness of their learning. The article highlights the significance of contemporary teaching methods in mathematics. These methods concentrate on fundamental mathematical concepts and foster critical thinking, communication skills, and independent research skills. The article discusses the importance of studying formal geometry in mathematical education and proposes original methods for solving classical and authorial problems based on new dependencies that were previously unknown. In conclusion, the article highlights that active learning is a crucial component of successful mathematics education. It promotes not only the assimilation of material but also the development of skills necessary for successful adaptation and application of knowledge in various life spheres and careers.

The Flipped Classroom Model in Teaching the Primary School Mathematics Teaching Methods Course for Primary Education Students at Tan Trao University

Teaching according to the “flipped classroom” model is one of the blended learning methods. In this article, we discuss some research results from authors both domestically and internationally on the flipped classroom model, thereby proposing a process and implementation of organizing teaching according to this model in teaching the primary school mathematics teaching methods course for Primary Education students at Tan Trao University. Applying the “flipped classroom” model in online teaching contributes to: 1/ fostering active engagement and interest in learning for students; 2/ innovating teaching methods, enhancing learning effectiveness, and fostering the development of critical thinking and other skills for students.

Embedding Sustainable Mathematics Higher Education in the Fourth Industrial Revolution Era Post-COVID-19: Exploring Technology-Based Teaching Methods

Higher Education Institutions have adopted technology-based teaching methods to prevent the spreading of the contagious coronavirus (COVID-19). In the Fourth Industrial Revolution (4IR) era, technology-based teaching methods are indispensable for scaffolding teaching, learning and assessment. Mathematics is an important discipline in education, and provides a basis for problem solving, critical thinking and analytical skills, which is important to consider when focusing on sustainability. Thus, to add knowledge to the field about integrating technology-based teaching methods in mathematics, Higher Education environments during and post-COVID-19 need to be interrogated. This added knowledge is be valuable in the 4IR era post-COVID-19 for sustaining mathematics in Higher Education. This study explored participants’ experiences, views, implications and suggestions for technology-based teaching methods for mathematics. These participants (N = 45) were postgraduate students and mathematics school teachers at the research site in KwaZulu-Natal, South Africa. The research location for this qualitative study was a South African Higher Education Institution, and the study was conducted during the COVID-19 pandemic. The Community of Inquiry theoretical framework and the Substitution, Augmentation, Modification and Redefinition (SAMR) theoretical model guided this study. Participants were invited to two interactive online workshops. At these workshops, participants were introduced to different technology-based teaching methods. Then, they were invited to individual online interviews. The findings of this study suggest important experiences, views and suggestions for using technology-based teaching methods in Higher Education mathematics contexts in the 4IR era. These findings provide important implications and further research possibilities for embedding sustainable mathematics in Higher Education in the 4IR era, post-COVID-19.

Program of Training for Acquisition of Research Skills in Teaching Methods for Mathematics Faculty Members at The University Level

The main aim of this paper is to identify research skills needed for a training program in Mathematics teaching methods designed for newly started math faculty members in order to improve their research aptitude, moreover, the study tries to find out which aspects of research skills are more needed for the training program. The analytical descriptive method is used. A questionnaire for collecting data was prepared. The validity, reliability, and consistency of the questionnaire were checked. A random sample covered 7 private universities 50% of the private universities in the Kurdistan Region of Iraq were chosen. The (SPSS) was used, and mean, standard deviation correlation, and ANOVA were used for processing the data. The study found out there is a crucial need for research skills in all six research aspects.

Enhancing Adolescent Analytical Skills through Mathematics and Mathematics Teaching Methods at the Secondary Level

This article is a conceptual paper that describes different approaches for teaching mathematics to secondary school students that blend learning with the intrinsic motivation that comes from their reactive intelligence. Students ultimately study mathematics after "learning math." The level of the children's mathematical knowledge is revealed by their ability to read a text and recognize symbols, including numbers, and visuals like diagrams and graphs. Adolescents use their diverse skill sets to master mathematics in these different contexts at the secondary level. Here it is found that the students often use the knowledge from their daily lived experiences (from direct and indirect engagements) to assist them with the mathematics in the textbook and used conceptual understanding rather than formal procedures in response to the mathematics textbook. Stimulating questions, analyzing problems, successful responses, and solving techniques are significant motivating tools in mathematics, which is especially beneficial in the framework of Mathematics learning. These tools and techniques are often used at the secondary to teach mathematics.

METHODS OF TEACHING MATHEMATICS

METHODS OF TEACHING MATHEMATICS

Changing Structure of Examination System for Preparing Students for 21st Century

The objective of this study was to investigate the contribution of teaching methods of mathematics and assessment of mathematics on the achievements of the students in mathematics in view of changing patterns of papers. A total of 41 mathematics teachers (male and female) who were teaching mathematics to secondary classes were selected from secondary and higher secondary schools (male and female) in the city area of district Rawalpindi. A questionnaire was developed to gauge the teachers’ perception towards the addition of concept-based questions and the contribution of teaching methods and assessment of mathematics on the achievements in mathematics at the secondary school level. Teaching methods and assessment of mathematics were the independent variables while achievements in mathematics were the dependent variable. Multiple regressions were used and it is found that both teaching methods of mathematics and assessment of mathematics contribute towards achievements of mathematics at the secondary school level.

Effect of Problem Solving Teaching Method in Mathematics on the Performance of 7th Grade Students

The study aimed to analyze the effect of problem-solving teaching methods in mathematics on the achievements of elementary level students. The major objective of the study was to; i. To compare the mathematics academic achievements and ability of problem-solving among 7th class students taught through traditional and problem-solving teaching methods. 7th class students of Govt.Secondary School 47 NB Sargodha were divided into two groups and randomly assigned as contro land experimental groups. Two tests were validated through peer review, expert opinion and pilot testing; one “Problem Solving Ability Test in mathematics” (PSATM) and “Achievement Test in mathematics” (ATM) for 7th grade were used as pre-test and post-test. The experiment was conducted for a period of six weeks. The t-test and ANOVA were applied for data analysis. The major conclusion was that the participants treated with a new method of problem-solving teaching showed better results than the participants taught by traditional teaching methods in the achievement test and problem-solving ability test. It is recommended that elementary level mathematics teachers teach the students by using problem-solving teaching methods in their lesson plans for the development of problem-solving ability among learners.

THE EFFECTIVENESS OF USING INTERACTIVE METHODS IN TEACHING MATHEMATICS TO PRIMARY SCHOOL PUPILS

THE EFFECTIVENESS OF USING INTERACTIVE METHODS IN TEACHING MATHEMATICS TO PRIMARY SCHOOL PUPILS

NEW INNOVATIVE IDEAS IN THE METHODS OF TEACHING MATHEMATICS IN PRIMARY SCHOOL AND METHODS OF TEACHING MATHEMATICS

NEW INNOVATIVE IDEAS IN THE METHODS OF TEACHING MATHEMATICS IN PRIMARY SCHOOL AND METHODS OF TEACHING MATHEMATICS

Affective Engagement of Higher Education Students in an Online Course

The present research studies the factors that have impacted the affective engagement of university students in an educational online course. It examines how the type of interaction (learner-learner, learner-instructor, and learner-content) and the type of engagement (behavioural, cognitive and affective) have influenced the affective engagement of the students in the online course. Nineteen university students majoring in teaching mathematics, who were enrolled in the course Mathematics Teaching Methods, participated in the present research. Two data collection tools were used: semi-structured interviews and reflections. To analyse the texts resulting from the interviews and reflections, inductive and deductive qualitative content analysis was used. The research results indicated that university students have experienced more positive than negative affective engagement in the three communicational channels used in this course to facilitate online learning, which were: synchronous lectures, forums and assignments. The results also indicated that these three types of interaction have positively influenced students’ affective engagement in the three channels, with that influence being different from one channel to the other based on the interaction type taking place. We suggest that specific types of engagement need to be attended to for positive affect to occur. Doi: 10.28991/esj-2021-01296 Full Text: PDF

FUNDAMENTAL BASIS FOR IMPROVING THE METHODS OF TEACHING MATHEMATICS

To improve the methodological training system, attention should be paid to each element of its structure. Improvement of the methodological system of teaching should be based on the previously established system of teaching and upbringing of students. The general principles of improving the methodological system and the above specific provisions were implemented in the development of programs, textbooks and teaching aids on a new subject for elementary school — mathematics.

Research on College Mathematics Teaching Method Based on Modeling Thought

Nowadays, modeling ideas are more and more widely used in university mathematics teaching. Based on this, this paper mainly analyzes the necessity of infiltrating mathematical modeling ideas into college mathematics teaching and it also discussed college mathematics teaching methods based on modeling ideas.

The effects of heuristic teaching methods in mathematics

Article discusses the problem of heuristic teaching method of mathematics started from 19th centuries. Here was substantiated the thesis that the heuristic method of teaching is one of the most important methods of teaching mathematics. The works of scientists from different countries were studied. Based on the analysis of S.M. Jubran and other researchers, the level of necessity of this training method is established. This article attempts to reveal the system of pedagogical skills of a teacher in heuristic teaching of mathematics. Here was shown pedagogical skills which are necessary for organizing and managing students ' heuristic activities and fully describe the stages of the educational process (by O.A. Bulvinskaya). In order to determine the conception of heuristic teaching method among teachers of Kazakhstan there was made a Likert scale questionnaire of 13 items. These 13 items were taken from 13 heuristics, that were identified by the Curriculum Planning and Developing Division (CPDD) within the Ministry of Education Singapore (MOE).

Sources of preservice teachers’ self-efficacy in the context of a mathematics teaching methods course

ABSTRACT To transform the knowledge and skills they develop through teacher education programmes into successful instructional practices, preservice teachers should strongly believe in their capabilities. This qualitative case study, to fill a gap in the literature, provides a theoretically sound description of how a mathematics teaching methods course fostered the development of preservice teachers’ self-efficacy to teach mathematics for conceptual understanding. Nine junior preservice teachers were interviewed three times throughout a mathematics teaching methods course to reveal detailed information about the sources provided for participants’ self-efficacy. Data analysis was conducted to (1) identify the perceived influence of the methods course on preservice teachers’ self-efficacy and (2) explain how the methods course created influence through the hypothesised sources of self-efficacy. Findings show that various components of the methods course, which were categorised under 6 major factors (i.e. lecture hours, group work, feedback on group work, peers’ presentations, assigned readings, and examination), were described as influences, and each component operated through at least one hypothesised source of self-efficacy (i.e. mastery experience, vicarious experience, social persuasion, and affective state).

Prospective mathematics teachers’ ways of reasoning on differentiability and corner points in a real-life context

This study investigates prospective elementary and secondary school mathematics teachers’ ways of reasoning about differentiability at a point and corner points while working on a mathematical modelling activity. Adopting a multiple-case study design, the participants of the study were 68 prospective elementary school mathematics teachers enrolled in the ‘Calculus-1’ course (Case-1) and 20 prospective secondary school mathematics teachers enrolled in the ‘Mathematics Teaching Methods’ course (Case-2). We adapted a task from the well-known filling bottle problem and implemented it as a regular part of each course. Written group solutions, individual reflection papers and task-based group interviews were the data sources. Constant comparative analysis method was employed in analysing the data. The results from both cases indicated that prospective mathematics teachers frequently relied on roughly drawn graphs while deciding differentiability. They had difficulties in writing an algebraic model and comprehending the meaning of a corner point in the filling water context. Prospective mathematics teachers got confused when they got different results for differentiability at a critical point through the roughly sketched graph and algebraic model. The data also showed that thinking about these concepts while working on such dynamic situations fostered prospective mathematics teachers in developing more productive ways of thinking.

Elementary pre-service teachers working in mathematical borders

Using the border metaphor to portray the common separation between school mathematics and students’ everyday lives, this manuscript describes the processes that a group of elementary pre-service teachers (PSTs) have experienced to learn about their students and bridge these borders. Content analysis of mathematical activities and PSTs' reflections developed in a mathematics teaching methods course reveals that although they asserted that the process of developing bridges between mathematics and everyday experiences has transformed their self-concept and confidence in mathematics and teaching, they mostly use their own knowledge and experience to develop these tasks rather than from their students’. Possibilities to generate more genuine ethnomathematical approaches are discussed.

Professional Growth Through Reflection and an Approximation of Practice: Experiences of Preservice Teachers as Teaching Assistants in a Secondary Mathematics Teaching Methods Course

In this article, we describe the experiences of two preservice teachers (PSTs) who served as teaching assistants (TAs) in a secondary mathematics teaching methods course. As TAs, the PSTs approximated practice by being independently responsible for a learning environment and leading discussions with groups of students. Although the PSTs felt stress and pressure in their new role, findings suggest that this experience, coupled with opportunities for reflection, contributed to their growth. Given both these findings and the impetus to increase opportunities for authentic learning, we encourage teacher educators to think more broadly about ways of contributing to PSTs’ learning.