Embracing the Principles and Standards for School Mathematics: An Inquiry into the Pedagogical and Instructional Practices of Mathematics Teachers in High-Poverty Middle Schools

McKinney, Sueanne E.; Frazier, Wendy M.

doi:10.3200/tchs.81.5.201-210

Cited by 12 publications

(8 citation statements)

References 13 publications

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“…It calls for a student‐centered environment where students can discern and solve problems. Students need to learn how to understand the concepts that are presented in the mathematics, not just go through the motions of solving the problems to satisfy the teacher (McKinney & Frazer, 2008; Smith, 2000).…”

Section: Current Foundations Of Mathematical Writingmentioning

confidence: 99%

Understanding the Affects of Audience on Mathemtaical Writing

Seo

2009

School Sci & Mathematics

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This study formally explored how high school students addressed audience when they wrote mathematically. Student explicated the solving of a mathematics problem to their mathematics teacher and their English teacher. This study showed that students did change the style and language of their mathematical writing as their audience changed. It adds knowledge and support to current ideas of teacher presentation during routine daily instruction. Also included are implications this information may have on mathematics education.

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Section: Current Foundations Of Mathematical Writingmentioning

confidence: 99%

Understanding the Affects of Audience on Mathemtaical Writing

Seo

2009

School Sci & Mathematics

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“…22 of 2016 (MECRI, 2016) emphases that the purpose of learning mathematics at primary and secondary education levels is that students are able to: (1) have mathematical knowledge, (2) use reasoning, (3) solve problems, (4) communicate ideas with symbols, tables, diagrams, or other media to clarify the situation or problem and (5) have an attitude of appreciating the usefulness of mathematics. Mathematical learning objectives are also formulated by the National Council of Teachers of Mathematics, but to realize it is not easy (McKinney & Frazier, 2008). The results of the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) show that middle-level students in Indonesia still do not have high mathematical abilities.…”

Section: Introductionmentioning

confidence: 99%

Pisa-Like Problems Using Islamic Ethnomathematics Approach

Afgani

Paradesa

2021

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The study aimed to produce PISA-like mathematics problems with the Islamic ethnomathematics approach that were valid and practical. A development study with formative evaluation was used as the method in this study with 32 9th-grade students as the subjects at one of the junior high schools in Palembang, South Sumatra province, Indonesia. There are five phases: self-evaluation, expert review, one-to-one, small group, and field test. Interviews, questionnaires, and tests were used in this study as the instruments to collect the data. The results showed that three experts from the expert review phase assess that 77.78% agree that six PISA-like mathematics problems meet the validity criteria. For the practicality criteria, three students from the one-to-one step set about 77,78% agree, three students from the small group phase assessed about 61,11% strongly agree, and 26 students from the field test phase considered 61,33% agree. This result is supported by the average test result that was classified as a low category. This showed that the results obtained are not optimal because students still did not understand the problems and had difficulty solving them.

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“…Science classes are predominantly lecture based (McKinney & Frazier, 2008) and if done well, collaboration could help science teachers decrease the amount of lecture style instruction and help facilitate inclusion of all students (Casale-Giannola, 2012).…”

Section: Middle and Elementary Schoolmentioning

confidence: 99%

“…Middle school science teachers could use class wide behaviour supports and add targeted supports for individual learners as needed. Science is often taught through whole class direct instruction (McKinney & Frazier, 2008) which can be more effective when teachers use empirically supported behaviour management strategies (Morningstar et al, 2015). Challenging behaviour often interferes with student learning (Karhu et al, 2018;Trussell et al, 2016) and addressing these behaviours can increase learning (Mulcahy et al, 2014).…”

Section: Middle/ High School Mathmentioning

confidence: 99%

“…Changing or increasing the quality of teacher talk is beneficial to a wide range of students. High school teachers predominantly use lecture or direct instruction, using it for 70%-78% of their teaching (McKinney & Frazier, 2008). Therefore, incorporating more teacher talk strategies could be easily integrated into a science teachers' current pedagogy and be beneficial for many students in the class.…”

Section: Middle School Sciencementioning

confidence: 99%

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Working smarter not harder: Inclusive lessons for middle school science

Baker¹

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Classrooms are becoming increasingly diverse and the need for effective inclusive strategies is becoming more pronounced. Including students with exceptionalities into general classrooms is becoming the norm, however effective strategies are necessary to facilitate meaningful inclusion rather than superficial sharing of space. This need is especially true in content areas such as science. In these classes, students with exceptionalities tend to complete alternative programs in a resource room or have poor learning experiences in class. This project contains a content analysis of inclusive strategies and presents inclusive teaching resources that can help inclusion in middle school science classes. The strategies surveyed are research-based strategies that a teacher can implement in a general middle school science class. The strategies include technology, collaboration, universal design for learning (UDL), differentiated instruction (DI), strategy instruction, peer assisted learning, behaviour supports, and teacher practices. The strategies were analysed from the point of view of a learning support and science teacher for effectiveness in a middle school science class. A directed literature review was completed to more deeply examine strategies chosen for the teaching resources. Teaching resources were created and included with this project. The teaching resources were designed using universal design for learning (UDL) and other strategies from the content analysis.

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Embracing the Principles and Standards for School Mathematics: An Inquiry into the Pedagogical and Instructional Practices of Mathematics Teachers in High-Poverty Middle Schools

Cited by 12 publications

References 13 publications

Understanding the Affects of Audience on Mathemtaical Writing

Understanding the Affects of Audience on Mathemtaical Writing

Pisa-Like Problems Using Islamic Ethnomathematics Approach

Working smarter not harder: Inclusive lessons for middle school science

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