mathematics

Process Approach to Learning and Teaching Mathematics

Author: Amalija Žakelj
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.

Changing the Manner of Teaching Mathematics in the Pandemic Era as a Chance to Reduce School Failures

Author: Piotr Remża
Institution: University of Białystok
ORCID: https://orcid.org/0000-0002-2755-4121
Year of publication: 2021
Source: Show
Pages: 258-275
DOI Address: https://doi.org/10.15804/kie.2021.04.15
PDF: kie/134/kie13415.pdf

This text contributes to the debate on the change in the way of teaching mathematics as it responds to the shifts caused by the transition to distance learning during the pandemic. The author analyses the conclusions of contemporary publications and international research alongside teaching experiences related to various aspects of the functioning of mathematics teachers, the efficacy and quality of their work as well as the issue of their education and improvement. In the course of literature research, probing questions on the pandemic-era school failures occurring in mathematics have clearly highlighted inequalities in the education system. The author analyses the application of ICT in distance learning, which has significantly stimulated processes and phenomena linked to the functioning of an individual in schooling. The time of the pandemic has exposed the shortcomings of the Polish education system and necessitated reflection on the future of Polish schooling. When the magnitude of failures in mathematics does not decrease but remains constant, it is imperative that the reason why it is the leading subject of school failures is determined. Therefore, it is important to establish the new role of the mathematics teacher in the process of changes prompted by distance learning.

Foreign Language Training Organisation for Natural Sciences and Mathematics Students

Author: Sergey Panov
Institution: National Pedagogical Dragomanov University
ORCID: https://orcid.org/0000-0003-4200-7270
Author: Olena Smolnikova
Institution: National Pedagogical Dragomanov University
ORCID: https://orcid.org/0000-0001-9614-505X
Year of publication: 2022
Source: Show
Pages: 46-50
DOI Address: https://doi.org/10.15804/ve.2022.01.05
PDF: ve/1/ve105.pdf

The article deals with issues related to the methodological problems of organising training in translation from a foreign language into a native language by the 1st-2nd year students. At the same time, teaching methods improvement is an everyday task of the Foreign Languages Department of natural history faculties and the teaching staff for developing science in modern society. Modern understanding of language opens new perspectives for studying the relationship between languages and the possibility of translation. Teaching foreign languages for non-language specialities in domestic pedagogical institutions of higher education shows that despite the general recognition of the need to develop communicative orientation in foreign language teaching, teachers’ focus is to develop students’ skills for reading and professional literature translation. This orientation of education does not contribute enough to students’ mastery of professionally- oriented communication. At present, the problem of improving the quality of higher education, which guarantees professional training quality and translator competitiveness in the domestic and foreign labour markets, is becoming increasingly important and is one of the main tasks of our time. Modern socio-economic conditions in the world community require educational institutions to develop a clear account of the social order mechanism for a graduate. The implementation level of this social order determines the quality and specialist training competitiveness. Nowadays, there is a powerful communicative shift in the planet’s geolinguistic situation, as a result of which English has acquired the status of the international communication language. Proficiency in English at the present stage of social development is a necessary condition for any individual’s entry into the global communicative space. This statement also applies to the competitive, creative, modern technical translator.

Matematyczne niepowodzenia dziewcząt i mniejszości etnicznych . Przyczyny, wyjaśnienia, środki zaradcze w świetle ideologii edukacyjnych

Author: Lucyna Kopciewicz
Institution: Uniwersytet Gdański
Year of publication: 2013
Source: Show
Pages: 29-55
DOI Address: https://doi.org/10.15804/kie.2013.02.02
PDF: kie/95/kie9502.pdf

Mathematical Failures of Girls and Members of Ethnic Minorities. Causes, Explanations, and Remedial Measures in the Light of Educational Ideologies

In this article I discuss the question: „What is mathematics really all about?” How mathematics is viewed is significant on many levels, especially in education and society. For many years, sociologists of mathematics education, have stressed that mathematics acts as a gatekeeper: mathematics more than any other subject, has been cast in the role as an ,,objective” judge. The main purpose of this article is to conjoin several sets of problems such as the mathematical underparticipation of women and ethnic minorities , the sense of cultural alienation from mathematics felt by many social groups, mathematics in the process of transmission of social and political values, its role in the unequal distribution of power and the social nature of mathematics as a discipline.

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