Principles to Actions: Mathematics Programs as the Core for Student Learning

Brahier, Daniel J.; Leinwand, Steven; Huinker, DeAnn

doi:10.5951/mathteacher.107.9.0656

Cited by 11 publications

(6 citation statements)

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“…Such questions aid in building bridges of understanding and fruitful mutual cooperation between teachers and their students. Examples of such questions for teaching and learning calculus are presented in http://math.colorado.edu/activecalc/ Kress (2017) explicates 6 educational questions that are basic when dealing with complex math problems (NCTM, 2014;Brahier et al, 2014), and are in sync with active learning principles (Webb, 2016). These 6 questions are different from those designed by Polya (1945), but they adhere to the same approach in solving problems.…”

Section: Impact Of Questions In Teaching and Learning Mathematicsmentioning

confidence: 99%

“…More often than not, asking and answering questions is interconnected with the train of students" thoughts and their insight into the problem. Clear-cut and well thought-out questions assist in assessing and developing students" reasoning capabilities, they help learners grasp math ideas and establish relationships between math concepts (Brahier et al, 2014;NCTM, 2014). It is necessary for the teachers to understand the importance of "Good Question-asking Skills" in mathematics lessons (Sullivan, & Lilburn, 2002).…”

Section: Impact Of Questions In Teaching and Learning Mathematicsmentioning

confidence: 99%

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Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices

Tarasenkova

Akulenko²,

Hnezdilova³

et al. 2023

RREM

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The paper is an exposure to the latest practices of questioning in teaching and learning math (TLM) on the basis of psychological-semiotic approach. Emphasis is placed on the degree of semantic support of the expected answer when formulating educational questions. The paper explored: whether teachers are able to distinguish between types of questions and to use them in sync with didactic purpose; what types of questions teachers consider to be the most effective; what factors influence this process. To achieve these goals, survey-based research was conducted among 173 high school mathematics teachers across Ukraine. The research proved that, in their majority, teachers are able to correctly distinguish among the types of the questions offered. According to the teachers, questions with full semantic support for the answer are less useful in TLM. The study showed teachers’ lack of ability to identify the goals of the questions. There has been revealed a gap between the teachers’ attitude to the expedience of using questions with several possible answers and the practice of their implementation in TLM. The study yielded 35 variables characterizing the current status of the problem. They were optimized to 13 factors. It was stated that questioning should comply with the content of educational material, and the questions formulated with the use of topical vocabulary known to the students are viewed as most cost-effective. The research revealed the significant impact of the number of questions that teachers or students ask. The factor of primary importance appears to be that of time.

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Section: Impact Of Questions In Teaching and Learning Mathematicsmentioning

confidence: 99%

Section: Impact Of Questions In Teaching and Learning Mathematicsmentioning

confidence: 99%

Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices

Tarasenkova

Akulenko²,

Hnezdilova³

et al. 2023

RREM

View full text Add to dashboard Cite

show abstract

“…The traditional mathematics classroom approaches normally do not engage students in critical thinking and establish a community of learners for change and progress; there was a lack of critical pedagogy (Freire, 1970) as cited in (Apple, 2011). Brahier et al (2014) believe a mathematics classroom should stimulate interaction, idea-sharing, and problem-solving. Teachers may require a social justice lens to teach arithmetic.…”

Section: How Do You See Individual Differences?mentioning

confidence: 99%

Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

Atta¹,

Bonyah²

2023

Journal of Mathematics and Science Teacher

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The<b> </b>study aimed to explore the prospects and challenges of teaching mathematics for social justice at Ghanaian senior high schools (SHSs). A non-random sample of seven respondents, including two experienced mathematics educators and five SHS students, were interviewed and analyzed qualitatively using thematic analysis. The analysis revealed seven themes: individual differences, students’ mathematics interests, participatory lessons, extracurriculars, non-interactive teaching, technology use, and cultural diversity. These thematic findings are related to technical, practical, and emancipatory knowledge constituent interests in schools and Ghanaian social, cultural, and historical settings. A teacher should utilize egalitarian pedagogy so that the students will gain practical and emancipatory skills.

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“…The new math that woefully failed in the US was primarily criticized for being developed by only experts without much involvement from the subject teachers [24]. It is worthy to note that since the council of mathematics teachers was instituted to take charge of curriculum issues, the transitions have been smooth and efficient [25,26]. Mereku [18] alerted that the modern mathematics introduced in Ghana in the 1987 reform came with high expectations but failed because the concept design was by psychologists without incorporating teachers' views of the subject.…”

Section: Introductionmentioning

confidence: 99%

High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana

Oppong-Gyebi¹,

Atta²,

Amo-Asante³

et al. 2023

Education Research International

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How do mathematics teachers view about the curriculum can affect their role in classroom activities. In this context, this study examined teachers’ perceptions of the math curriculum for senior high schools in Ghana and their interrelation with classroom practices. Quantitative data were collected from a random sample of 69 mathematics teachers across the senior high schools in the Ashanti Region of Ghana. The results of the data showed that the teachers have confidence toward the subject. However, they view math curriculum as a rigid and abstract with more theoretical practices rather than practical connection, which they think is nonrealistic and irrelevant in the current form. Most of the math teachers were not confident about linking the classroom activities to students’ real life. They do not have sufficient knowledge and experience in curriculum design. In this sense, the core mathematics curriculum for Ghanaian senior high schools is not realistic and relevant. Some curriculum recommendations have been suggested at the end of this paper.

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Principles to Actions: Mathematics Programs as the Core for Student Learning

Cited by 11 publications

References 0 publications

Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices

Efficient Questioning in Teaching Mathematics: Teachers’ Attitudes and Practices

Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana

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