When linking mathematics with visual arts, students somehow bring feeling and emotions to their work. They are learning through the affective domain by responding to the mathematical concepts they have learned, values it in their drawing and organize their prior knowledge of mathematics to modify their work and categories themselves as artists. In formal classroom teaching,
This in turn will become a resource material in the form of a book for teachers to use in assessing performance of students in Mathematics. The conceptualized authentic assessment methodologies are designed for major subjects such as Seminar in Problem Solving, Instrumentation in Mathematics and Investigation and Mathematical Modelling. Students need to experience a concrete application of the math concepts learned in these subjects to real life situation to make their knowledge more meaningful. Similarly, the Mathematics teachers can have a ready material which they can use in assessing students’ performance not only in the said subjects but also in the other areas of
Through GeoGebra modeling and simulations, the learning system could get fast feedback, on what lessons need further discussions and students could learn fast from its features. This mediation could be an answer to the needs of advancement of the mathematics education system for the students simultaneously developing the computer literacy skills which is the primary need of the learners to compete for this computer age world. The administrators would also benefit from this study as they would be provided with vital information on what particular strategies are to be utilized as means of maximizing participation from students. The findings would further give them necessary data on what particular seminar and trainings they would allocate more budgets to develop and advance teachers’ competence in utilizing the information technology equipment which in turn would address the countless needs of the students. The DepEd officials would also benefit since this study may serve as valuable guide that would give them essential information to determine the future direction of the schools particularly on designing and planning seminars and trainings to hone the teachers’ competence in utilizing the different strategies especially in using the computer as an instructional
Teachers should not neglect their mathematics instruction and their way of delivering it - mathematic instruction is essential in encouraging mathematical thinking. They should differentiate instruction through flexible grouping, invidualizing lessons, compacting, using assignments, and varying question levels. In order to put this into practice, they should: • Ensure that instructional activities are learner-centred and emphasizes inquiry/ problem-solving • Use experience and prior knowledge as a basis for building new knowledge • Use scaffolding to make connections to concepts, procedures and understanding • Ask probing questions which require students to justify their responses • Emphasize the development of computational skills There are however two types of mathematical instructions, namely the skill-based instruction and the concept-based instruction. In skill-based instruction, teachers focus exclusively on developing computational skills and a quick recall of facts. However, in concept-based instruction, teachers encourage students to solve a problem in a way that is meaningful to them and to explain how they solved the problem, resulting in an increased awareness that there is more than one way to solve most problems.
The need for investigation of the process path of the predictor variables, of the tertiary mathematics teacher education, and how these variables may influence self-efficacy beliefs in mathematics teaching. 4. The need for research-based teacher training program for mathematics teacher education. It is the purpose of this study to address these needs and to further find out how some demographic characteristics, professional development, teaching resources, strategies in teaching mathematics, social support (peer and supervisor), school climate, anxiety in teaching mathematics, attitude towards teaching mathematics, and teacher collaboration, among other factors, would impact mathematics teachers’ efficacy. Results of this study are expected to give mathematics students and teachers alike, insights on how to cope with the demands of mathematics learning and
Therefore, critical thinking skills enables an individual to analyze and synthesize information to solve problems in broad range of areas and to collect, analyze, evaluate, and conclude facts that could be used in sound arguments. Critical thinking teaching strategies promotes and enhance students’ performance in schools, as well as inside the classroom. Schafersmen (1991), suggests that the following critical thinking strategies and classroom techniques to school instructors are classroom instruction, homework, term papers, and examinations. Therefore, the teacher should emphasize students’ active intellectual in teaching
Problem posing could occur before (pre-solution), during (within-solution) and after problem solving (post-solution). (a) Prior to solve problems, problems can be generated from particular presented stimulus such as a story, a representation or a diagram. (b) During the process of solving problems, students may intentionally change the goals and conditions of the presented problems. This refers to the reformulation of problems as the given math problem or information are transformed or formulated into a new problem during the process of solving problem. (c) After solving a problem, students may apply the experiences and information from the solved problem to a new situation.
According to Kirby and Boulter (1999, p.285), transformations or transformation geometry is a “subset of geometry which makes the learners identify and illustrate the movement of shapes”. They also highlight its importance as being a topic which adds to the students’ development of their spatial and visual skills which in turn contributes their achievement. It also encourages the learners to be able to “mentally manipulate, rotate, twist or invert a pictorially presented stimulus object” (McGee, 1979, p.893). Furthermore, it allows learners to make original interpretations of the mathematics they have learnt so far. In a research conducted by Bansilal and Naidoo (2012, p.27), they have studied the students’ visual strategies in order to
Learning Outcomes: At the end of the lesson, the students will be able to: Discuss the language, symbols and conventions of mathematics; Explain the nature of mathematics as a language; Perform operations on mathematical expressions correctly; and Acknowledge that mathematics is a useful language. This chapter discusses mathematics as a language. Just like any other language, it is not self-explanatory. It has its own symbols, syntax and rules. Hence, it must be learned.
It also contained suggested activities to be used in teaching for understanding, which is the main emphasis of contemporary mathematics education. The curriculum content