Strategies For Teaching Mathematics Research Articles

A QUALITATIVE STUDY OF EFFECTIVE PEDAGOGICAL PRACTICES TO FOSTER JOY, CURIOSITY, AND WONDER IN MATHEMATICS AT ELEMENTARY STAGE

This Study Aims To Identify And Evaluate Effective Pedagogical Practices That Foster Joy, Curiosity, And Wonder Among Students In Mathematics Education At The Elementary Stage. The Study Employs A Qualitative Approach To Investigate The Impact Of These Practices On Students' Engagement And Enthusiasm For Mathematics. A Sample Of Mathematics Teachers From 10 Schools (20, Teachers) In The Varanasi District, India, Was Selected Randomly. Intelligent Verbatim Transcription Was Used To Convert Audio Recordings Into Text, Balancing Accuracy With Clarity By Omitting Unnecessary Fillers While Preserving The Essence Of The Conversations And Using NVIVO Employed To Facilitate Efficient Coding And Visualisation Of Connections Between Themes. The Analysis Process Will Involve Organizing The Transcribed Data, Qualitatively Identifying Themes And Patterns Related To Effective Pedagogical Practices To Foster 'Joy, Curiosity & Wonder' Among The Students In Mathematics At Elementary Stage, Combining The Benefits Of Observational Data With In-Depth Teacher Perspectives. The Findings Reveal A Positive Trend Towards More Student-Centered, Engaging, And Effective Teaching Strategies In Mathematics, While Also Indicating Opportunities For Further Development In Certain Areas. These Findings Have Significant Implications For Enhancing Student Engagement, Promoting Conceptual Understanding, And Encouraging A Growth Mind Set In Mathematics. This Study Emphasizes The Need For Policy Makers To Address Resource Disparities Between Schools And For Educators To Adopt Practices That Create Joyful, Curiosity-Driven Learning Environments, Ultimately Leading To Improved Student Outcomes And A More Positive Attitude Towards The Subject. KEYWORD: Mathematics Education, Pedagogy, Joy, Curiosity, Wonder, Student Engagement, Innovative Teaching Practices

Research on Optimization of High School Mathematics Teaching Strategies from the Perspective of Core Literacy Cultivation

Currently, cultivating students’ core subject literacy has become an important direction of high school education reform and the main teaching goal of various subjects in high school. As a subject of the college entrance examination and a highly practical high school subject, high school mathematics teachers should also keep up with the advancement to optimize classroom teaching activities, adjust teaching strategies, and cultivate students to form good core mathematical literacy. This article will explore the importance of high school mathematics teaching from the perspective of core literacy, and propose optimization teaching strategies, in order to provide corresponding references for high school mathematics teaching reformation.

Teaching strategies, cognitive factors and mathematics

Mathematics teaching strategies have a positive impact on learning. However, there is a lack of studies on non-traditional approaches to early mathematics education in the specialized scientific literature. In this theoretical framework, a study to connect teaching methodology with the various cognitive processes implicated in learning has been designed. A total of 114 primary school students aged 74 and 84 months who were taught mathematics either with the method called Open Algorithm Based on Numbers or with the more traditional Closed Algorithm Based on Ciphers, participated in the study. After conducting a thorough examination of cognitive processes and early math performance using well-established assessment instruments, a comparative analysis was undertaken to explore the relationship between cognitive predictors of mathematical performance, while considering the mathematics teaching strategies used. Students were distributed according to their level of mathematical competence and teaching methodology and the type of schools (Charter or Public). The results from the multivariate statistical test showed that the teaching strategy was inconclusive for most of the cognitive factors studied. Significant differences according to mathematical performance were found for fluid intelligence, verbal short-term memory, and visuospatial working memory. Finally, no significant differences were found in the cognitive variables studied when considering the interaction between the teaching approach, school characteristics, and mathematical achievement as a reference.

Use of Freire's Conscientization in Mathematics Learning

Conscientization in mathematics refers to the process by which students develop a critical awareness of the world view through education with their life experiences in mathematics learning. This qualitative study to analyze the use of Freire's conscientization in mathematics learning. The information was collected through secondary data as research articles, archival documents related with reliable sources. The conclusion showed that by using Freire's conscientization students develop a critical awareness of the world through education with their real-life experiences in mathematics. It advocated critical pedagogy in which teachers and students learn together through dialogue and it always welcomes critical analysis in the mathematics learning. The study has implication in mathematics learning, students share their experiences with other classmates in small groups as contextual teaching strategies in mathematics. It is recommended that a new relationship between teachers and students as well as society for an effective mathematics teaching strategy should be developed.

A Study on Teaching and Learning Methods & Teaching Strategies in Mathematics for Late-Adult Learners: Focusing on the National Curriculum

Purpose: This study aims to inform the field of mathematics education for late adult learners by considering the teaching and learning methods & teaching strategies of mathematics. It focuses on the adult literacy middle school curriculum developed for late adult learners. Methods: This study applied a mixed-method approach. Through research of the literature, teaching and learning methods & teaching strategies were identified, and those featured in adult literacy textbooks were reviewed. The study was validated by receiving expert advice.Result: To explore teaching and learning methods & teaching strategies according to the 2020 revised adult literacy textbook class procedure, at least three experts in each field were recruited for research validity. Employing the triangle verification method, nine experts from three different fields were consulted to verify the validity of the content.Conclusion: As a result of exploring teaching and learning methods & teaching strategies in mathematics for late-adult learners, discussion methods, lecture methods, and cooperative learning were concluded to be appropriate teaching and learning methods. Situated learning, representation learning, and cognitive teaching strategies were identified as appropriate.

The Link between Mathematics Teaching Strategies and Students' Anxiety

This study focused on the link between Mathematics teaching strategies and students' anxiety in school. This study follows a qualitative approach, using a systematic literature review by evaluating and summarizing the relevant research results on students' Mathematics anxiety and Mathematics teaching strategies. Online databases were searched and ten studies were selected, and only the studies that were published between 2000 and 2022 were included in this study. The studies examined how students' Mathematics anxiety is affected by Mathematics teaching strategies such as the followings: problem-based teaching style, direct teaching style, single instructional approach, systematic and structured approach, creative and discovery approach, inclusive instructional strategies, inquiry-based learning, and student-centered learning methods of teaching. The study concluded that there is a relationship between Mathematics teaching strategies and students' Mathematics anxiety. Student-centered teaching methods, problem-based teaching approaches, creative and discovery approaches, inclusive instructional strategies, and inquiry-based learning were found to reduce Mathematics learning anxiety. Based on the findings, this systematic literature review suggests that a positive and welcoming environment should be created by Mathematics teachers so that concepts in Mathematics can be discussed by students without being afraid of failing, thereby reducing their anxiety in Mathematics.

Mathematics Teaching Strategy in Statistics and Probability

Strategies are crucial in the learning process. This is an important tool for teachers to use in order to make learning more efficient and effective. However, these strategies have been tested in the last two years due to a pandemic that has altered the school structure. Distance learning is now used for teaching, and the presence of technology is significant. This prompted the researcher to conduct this study with the goal of determining the efficacy of existing strategies in the New Normal System. This study determined the difference and effectiveness of the Mathematics Teaching Strategies in Statistics and Probability, School Year 2021-2022. It sought to answer the following questions: (1) what is the level of Mathematics Teaching Strategies in terms of cooperative learning, discovery learning and discovery learning; (2) what is the level of students? performance using Mathematics Teaching Strategy with regards to pre-test and post-test?; (3) Is there a significant difference before and after using the Mathematics Teaching Strategies in Statistics and Probability and (4) Do the Mathematics Teaching Strategies have significant effect to the Learner?s performance in Statistics and Probability? The study's research design was quasi-experimental. The MELC was used to identify the topics. Under online distance learning, the study has fifty (50) student-respondents. The majority of those who completed the questionnaire believed that the Mathematics Teaching Strategies of Cooperative Learning, Discovery Learning, and Problem-based Learning were helpful in classroom setup. As a result, Mathematics Teaching Strategies in terms of Cooperative Learning, Discovery Learning, and problem-based learning as a learning tool have improved their performance and provided the requisite knowledge and abilities in Statistics and Probability. Before adopting the Mathematics Teaching Strategies, the respondents' pre-test level with some of the topics in Statistics and Probability was average. The post-test level then rose to Above Average. This indicates that they have a deeper comprehension of concepts and theories than the minimum criteria and can apply their knowledge to solve more mathematical problems. It was also discovered that some of the pupils scored below average in Statistics and Probability. This suggests that, despite the lack of a traditional face-to-face classroom approach, students were able to follow the proper information provided, leading to correct responses. The findings revealed that the level of mathematics teaching strategy in terms of cooperative learning, discovery learning, and problem-based learning was noteworthy. Students' pretest performance was average, but their posttest performance was higher in terms. There is a significant difference between the pretest and post-test scores because the gained score increased after the mathematics teaching strategy was used. Except for problem-based learning, which has an impact on learner performance, the level of mathematics teaching strategy has no significant effect on students' academic performance.

ONLINE TEACHING EXPERIENCES AND CHALLENGES OF PHYSICAL EDUCATION COLLEGE TEACHERS AMIDST THE NEW NORMAL: A PHENOMENOLOGICAL STUDY

Strategies are crucial in the learning process. This is an important tool for teachers to use in order to make learning more efficient and effective. However, these strategies have been tested in the last two years due to a pandemic that has altered the school structure. Distance learning is now used for teaching, and the presence of technology is significant. This prompted the researcher to conduct this study with the goal of determining the efficacy of existing strategies in the New Normal System. This study determined the difference and effectiveness of the Mathematics Teaching Strategies in Statistics and Probability, School Year 2021-2022. It sought to answer the following questions: (1) what is the level of Mathematics Teaching Strategies in terms of cooperative learning, discovery learning and discovery learning; (2) what is the level of students? performance using Mathematics Teaching Strategy with regards to pre-test and post-test?; (3) Is there a significant difference before and after using the Mathematics Teaching Strategies in Statistics and Probability and (4) Do the Mathematics Teaching Strategies have significant ffect to the Learner?s performance in Statistics and Probability? The study's research design was quasi-experimental. The MELC was used to identify the topics. Under online distance learning, the study has fifty (50) student-respondents. The majority of those who completed the questionnaire believed that the Mathematics Teaching Strategies of Cooperative Learning, Discovery Learning, and Problem-based Learning were helpful in classroom setup. As a result, Mathematics Teaching Strategies in terms of Cooperative Learning, Discovery Learning, and problem-based learning as a learning tool have improved their performance and provided the requisite knowledge and abilities in Statistics and Probability. Before adopting the Mathematics Teaching Strategies, the respondents' pre-test level with some of the topics in Statistics and Probability was average. The post-test level then rose to Above Average. This indicates that they have a deeper comprehension of concepts and theories than the minimum criteria and can apply their knowledge to solve more mathematical problems. It was also discovered that some of the pupils scored below average in Statistics and Probability. This suggests that, despite the lack of a traditional face-to-face classroom approach, students were able to follow the proper information provided, leading to correct responses. The findings revealed that the level of mathematics teaching strategy in terms of cooperative learning, discovery learning, and problem-based learning was noteworthy. Students' pretest performance was average, but their posttest performance was higher in terms. There is a significant difference between the pretest and post-test scores because the gained score increased after the mathematics teaching strategy was used. Except for problem-based learning, which has an impact on learner performance, the level of mathematics teaching strategy has no significant effect on students' academic performance.

Perceived Effectiveness of Mathematics Teaching Strategies and Students’ Academic Performance in Blended Learning Modality

Perceived Effectiveness of Mathematics Teaching Strategies and Students’ Academic Performance in Blended Learning Modality

Level of Teaching Practices in Mathematics in Relation to Indigenous Students’ Academic Performance in Selected Schools in Zambales SY 2019-2020

The study revealed that the teacher-respondent is in her early adulthood, bachelors’ degree holder and attended few numbers of training relevant to teaching IP students. The teacher-respondents assessed “Always Practiced” on the dimensions of teaching Mathematics strategies among IP students. The students assessed “Always Practiced” on the dimensions of teaching Mathematics strategies among IP students. The IP students were rated “Satisfactory” in both Mathematics subjects Algebra and Geometry. There is significant difference on the perception towards dimensions on teaching Mathematics strategies for IP students between teachers and students. There is significant difference on the perception of the teacher-respondents while no significant differences to the students towards dimensions of teaching Mathematics strategies among IP students as to Creating Student’s Learning Environment Focused on Mathematics Goals, Providing Opportunities for Independent and Collaborative, Facilitating Mathematical Discussion, Using Appropriate Mathematics Language, connections, tools, and presentations, Developing and Using Teacher Knowledge to Initiate Learning and Assessing Student Academic Performance in Algebra and Geometry. The researcher offered the following recommendations based in the study that the school management is encouraged to organize an in-house teacher’s capability training in order to enhance motivational techniques and teaching strategies in Mathematics among IP students; the teachers are encouraged to be resourceful and creative in organizing the lesson in order to unlock the difficulty among the students in learning mathematics; the teachers are encouraged to conduct and in-depth study on the nature of the students and apply the learning activity and exercises based on their capability and competence.

Exploration of Higher Mathematics Teaching Strategies of Vocational Undergraduate Education

The pilots of undergraduate major of higher vocational colleges are the transforms of vocational education to the socio-economic development, which advance sound development for vocational education, in order to response students’ acceptance of higher level talent training plan. Under the vocational undergraduate curriculum system, Higher Mathematics as one of the public basic courses, the teaching methods should be adjusted promptly and used to teach students in accordance with their aptitudes, as a fundamental role in Vocational Undergraduate Education. Combining with the teaching characteristics of vocational undergraduate education, this paper applied several teaching strategies of higher mathematics to adjust vocational undergraduate course system.

احتیاجات النمو المهنی لمعلمی الریاضیات فی ضوء المعاییر المهنیة للمعلمین فی المملکة العربیة السعودیة The professional growth's needs of mathematics teachers in the light of teachers' professional standards in Saudi Arabia

هدفت الدراسة إلى تحديد احتياجات النمو المهني لمعلمي الرياضيات في ضوء المعايير المهنية للمعلمين في المملکة العربية السعودية. وقد اعتمدت الدراسة المنهج الوصفي، ولتحقيق أهداف الدراسة تم إعداد أداة الدراسة وهي استبانة اشتملت على (55) فقرة موزعة على ثلاثة مجالات: المجال الأکاديمي، والمجال التربوي، وأساليب تحقيق النمو المهني المستمر، وتکونت عينة الدراسة من (186) معلما ومعلمة و (14) مشرفا ومشرفة من معلمي إدارة تعليم جازان. وأظهرت نتائج الدراسة أن المتوسط العام لدرجة احتياجات النمو المهني لمعلمي الرياضيات في المحاور الثلاثة کانت کبيرة. وأن أکثر الاحتياجات المهنية لمعلمي الرياضيات في المجال الأکاديمي هي: طرق حل المسألة الرياضية واستراتيجياتها، والمفاهيم الهندسية ونظرياتها، وحساب التفاضل والتکامل. وأکثر الاحتياجات المهنية في المجال التربوي هي: طرق دمج التقنية في تدريس الرياضيات، وتجهيز بيئة جاذبة تحقق التفاعل الإيجابي، واستراتيجيات التدريس الحديثة في الرياضيات. وأن أکثر أساليب النمو المهني إسهاما في تحقيق النمو المهني المستمر لمعلمي الرياضيات هي: الالتحاق ببرامج التدريب التربوي، وإعداد وحضورالدروس التطبيقية في الرياضيات، وحضور المؤتمرات والندوات التربوية المتخصصة. وتوصلت الدراسة إلى أن الاحتياجات المهنية في المجال التربوي جاءت في أعلى احتياجات المعلمين، ثم الاحتياجات الأکاديمية التخصصية. وأظهرت نتائج الدراسة عدم وجود فروق ذات دلالة إحصائية في تقدير احتياجات المعلمين تعزى لمتغيرات ( نوع الجنس، وطبيعة العمل، وسنوات الخدمة، المؤهل العلمي). کلمات مفتاحية: احتياجات- النمو المهني- معلم الرياضيات- في ضوءالمعايير المهنية للمعلمين - المملکة العربية السعودية. Abstract The study aimed to identify the professional growth needs of mathematics teachers in the light of the professional standards of teachers in the Kingdom of Saudi Arabia. The researcher used the descriptive method, and to achieve the objectives of the study the study tool was prepared which included (55) paragraph divided in three areas: Academic field, educational field, methods of achieving continuous professional growth, the sample consisted of (186) teachers and (14) supervisors and supervisor of Jazan Education Department teachers. The results of the study showed that the overall average level of professional growth needs of mathematics teachers in the three axes was significant. The most professional needs of mathematics teachers in the academic field are: Methods of solving the mathematical issue and its strategies, engineering concepts and theories, and calculus. The most professional needs in the field of education are: methods of integrating technology into the teaching of mathematics, the preparation of an attractive environment for positive interaction, and modern teaching strategies in mathematics. The most professional development methods to contribute to the continued professional growth of mathematics teachers are: to enrol in educational training programmes, to prepare and attend applied courses in mathematics, and to attend specialized educational conferences and symposia. The study found that the professional needs in the educational field came on top of the needs of teachers, and academic needs. The results of the study showed that there were no statistically significant differences in estimating the needs of teachers due to variables (gender, nature of work, years of experience, scientific qualification). Key words: needs - professional growth - math teacher - in light of professional standards for teachers - Saudi Arabia.

Impact of Integrating IT in Mathematics Teaching Strategies on Undergraduate Foundation Students at the Bahrain Polytechnic

Impact of Integrating IT in Mathematics Teaching Strategies on Undergraduate Foundation Students at the Bahrain Polytechnic

Innovative Teaching Strategies in Mathematics and Statistics

Innovative Teaching Strategies in Mathematics and Statistics

Determining factor in Mathematics Achievements of the Freshmen College Students in an Asian Country

Mathematics Attitude Scale Instrument was designed to the measure attitude toward learning mathematics. Motivating students to learn has been a major issue for teachers; they find it difficult to make their students enthusiastic and interested to learn mathematics since it was viewed by many students as a difficult subject. In view of this, the determinants in mathematics achievement of the 105 freshmen college students were looked into. Descriptive design was utilized. Questionnaire and grade sheets were used to gather data which were interpreted using frequency counts and percentages, weighted mean, and chi-square. Findings showed that the level of determinants in terms of confidence in learning mathematics, motivation and teaching strategies in mathematics was high; the level of mathematics achievement was good; there was a significant relationship between the respondents' mathematics achievement and the confidence and motivation in learning mathematics; while there was no significant relationship existed between the respondents' mathematical achievements and strategies in teaching mathematics. This study concludes that the learners must be motivated either intrinsically or extrinsically. High-achieving students feel more positive about their problem-solving abilities.

A Meta – Analysis of Experimental Research Studies on Mathematics Teaching

Choosing correct teaching strategy and how this strategy is established, is important in teaching mathematics to attain good performance. In an effort to this, this study utilized the quantitative methods using the Meta-analysis specifically the Gene Glass technique to investigate the different experimental research studies on the effectiveness of teaching strategies in mathematics and their effect on the student achievement. Particularly, a researcher made instrument was used to determine the profile of the different research studies on mathematics’ experimental teaching strategies across the elements of Research Problem and Research Methodology. The effectiveness of those strategies across the said elements was examined using the Glass Formula. Hypotheses on significant differences in mathematics achievement of students exposed in the experimental so with the traditional method and in the effectiveness of teaching strategies in the experimental group were tested at 0.05 level of significance using the effect size formula of Gene Glass, t – test and Analysis of Variance (ANOVA). Results showed that among the research studies reviewed, students’ achievement in mathematics utilizing the experimental teaching strategies was significantly higher compared to those students taught using the traditional ones. Furthermore, teaching strategy was identified as the significant predictor on the achievement of students in mathematics. Keywords – Meta-Analysis, effect size, experimental teaching strategies, research problem, research methodology, Surigao del Sur, Philippines

The Formula of Faa Di Bruno

(1980). The Formula of Faa Di Bruno. The American Mathematical Monthly: Vol. 87, No. 10, pp. 805-809.

Word Problem Skits for the Deaf

In elementary school mathematics, teaching word problems is one task that causes as many difficulties for teachers as for students. Poor reading skills, lack of an adequate vocabulary, and lack of mastery of skills to perform the relevant arithmetic operations are often cited as major factors in students' inadequate and inappropriate attempts at solving word problems. On the other hand, teachers' lack of knowledge or familiarity with specific teaching strategies in mathematics may be major factors in students' unsuccessful attempts.

A Forum for Researchers: Recent Cooperative Research concerning the Acquisition of Spatial and Geometric Concepts

In the spring of 1975, the Georgia Center for the Study of Learning and Teaching in Mathematics (GCSLTM) sponsored a series of five research workshops involving (a) teaching strategies in mathematics, (b) number and measurement concepts, (c) space and geometry concepts, (d) models for learning mathematical concepts, and (e) problem solving. This fo rum is a discussion of the activities of the working group that developed from the space and geometry workshop. The existence of a successful, nonfunded, multi-institutional, cooperative research effort is in itself a significant research innovation in mathematics education.

Recent Cooperative Research concerning the Acquisition of Spatial and Geometric Concepts

In the spring of 1975, the Georgia Center for the Study of Learning and Teaching in Mathematics (GCSLTM) sponsored a series of five research workshops involving (a) teaching strategies in mathematics, (b) number and measurement concepts, (c) space and geometry concepts, (d) models for learning mathematical concepts, and (e) problem solving. This forum is a discussion of the activities of the working group that developed from the space and geometry workshop. The existence of a successful, nonfunded, multi-institutional, cooperative research effort is in itself a significant research innovation in mathematics education.