mathematics

  • Process Approach to Learning and Teaching Mathematics

    Author: Amalija Žakelj
    E-mail: amalija.zakelj@pef.upr.si
    Institution: Uiversity of Primorska
    Year of publication: 2018
    Source: Show
    Pages: 206-215
    DOI Address: https://doi.org/10.15804/tner.2018.54.4.17
    PDF: tner/201804/tner5417.pdf

    In the research, a quasi-experimental model was applied and the experimental group received the process approach to learning and teaching mathematics, which builds on the cognitive-constructivist findings of educational profession about learning and teaching mathematics. In the control group, the transmission approach prevailed.
    In the research, the question was answered of what impact the implementation of the process approach to learning and teaching mathematics has on the learner’s knowledge, which can be tested and assessed.
    Students in the experimental group (EG) performed significantly better in basic and conceptual knowledge, in solving simple mathematical problems, and in complex knowledge than those in the control group. Results of the research have also shown that there are statistically significant correlations between individual areas of mathematical knowledge. The correlations between the areas of knowledge are from medium high to high, indicating that conceptual knowledge correlates significantly with solving simple mathematical problems and with complex knowledge.

  • Self-Assessment Ability of Pre-Service Teachers

    Author: Manja Podgoršek
    Author: Alenka Lipovec
    Year of publication: 2017
    Source: Show
    Pages: 213-223
    DOI Address: https://doi.org/10.15804/tner.2017.48.2.17
    PDF: tner/201702/tner20170217.pdf

    Knowing one’s own level of knowledge is an important characteristic of an individual. It enables individuals to objectively evaluate their abilities and properly adapt to their advantages and disadvantages. In this paper, we present the results of the empirical research, where pre-service teacher students had to perform self-assessment after their seminars and mathematics classroom performance. We compared their self-assessments to their teachers’ assess- ments. Results show that the students’ self-assessments on average deviate from their teachers’ assessments. We also noticed that the Dunning-Kruger effect is present both for seminars and mathematics classroom performance. The students that received low assessment scores from their teacher provided too high self-assessment scores.

  • Investigating the relationship between the student’s Ability and Learning Preferences: evidence from Year 7 Mathematics students

    Author: Rafidah Othman
    Author: Masitah Shahrill
    Author: Lawrence Mundia
    Author: Abby Tan
    Author: Miftachul Huda
    Year of publication: 2016
    Source: Show
    Pages: 125-138
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.10
    PDF: tner/201602/tner20160210.pdf

    In the last decade, the emergence of diverse students in a streamed class based on the mathematical ability brought upon challenges for the teacher to find an approach which could accommodate all students. This study aims to investigate the connection of students’ ability with their learning preferences in mathematics by applying differentiated instruction using tiered assignments and parallel tasks. This qualitative approach was used for this study from a sample of year 7 mathematics students within Pengukuhan Kemahiran Asas programme (PeKA) (the Basic Skills Strengthening programme), which revolved upon low ability for students with very weak numeracy skills. The findings in general revealed that there is an improvement in their performance.

  • Teachers on the efficacy of support to students with learning difficulties

    Author: Amalija Žakelj
    Author: Mara Cotič
    Year of publication: 2016
    Source: Show
    Pages: 187-197
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.15
    PDF: tner/201602/tner20160215.pdf

    The empirical study investigated to what extent the implementation of the dPMAT model (a didactic approach to supporting pupils with learning difficulties in mathematics) contributed to the qualification of teachers for the implementation of support to pupils with learning difficulties in mathematics. 80 mathematics teachers and 101 generalist teachers completed a questionnaire through which they rated the impact of the dPMAT model on their knowledge and skills in relation to the teaching and learning of students with difficulties in learning mathematics. The mathematics teachers assessed the contribution of the model to their skills in the selection and design of appropriate teaching aids (M = 4.1, Sd = 0.8) and in the recognition and identification of learning difficulties the highest (M = 4.0, Sd = 0.8). The generalist teachers assessed the contribution of the model to their skills in facilitating the use of appropriate teaching aids the highest (M = 4.0, Sd = 1.1).

  • An example of integrated teaching of mathematics and environmental education in the second grade of basic school

    Author: Nastja Cotič
    Author: Mara Cotič
    Author: Darjo Felda
    Author: Jurka Lepičnik Vodopivec
    Year of publication: 2015
    Source: Show
    Pages: 17-26
    DOI Address: https://doi.org/10.15804/tner.2015.41.3.01
    PDF: tner/201503/tner20150301.pdf

    On the basis of research and the syllabi for mathematics and environmental education, which promote integrated teaching, a model of integrated teaching of mathematics and environmental education has been designed. 331 basic school second grade pupils participated in the experiment (163 pupils in the experimental group and 168 in the control group). The differences in the results were statistically significant after the second test, as compared to the control group, the experimental group performed better at all levels of TIMSS taxonomy. With this the importance of interdisciplinary integration or of holistic teaching, indispensable in the first years of schooling, was confirmed.

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