Promoting Sustainable Development in School Classrooms: Using Reciprocal Teaching in Mathematics Education

Aslam, Sarfraz; Saleem, Atif; Hali, Ali Usman; Zhang, Baohui

doi:10.18421/tem101-49

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…According to the results of a critical analysis of the literature, it is clear that mathematics teachers should pay special attention to setting goals and objectives (Ivanova, 1999;Lovyanova, 2015;Panisheva, 2011;Rakov, 2005;Serdjuk, 2011;Symonova, 2012). At the same time, their activities should involve selecting effective methods and techniques, forms and tools that allow to form and develop the student's cognitive processes and willingness to independent work in the study of mathematics (Aslam et al, 2021;Behlol et al, 2018;Mzomwe et al, 2019). It stimulates pupils' cognitive activity and shows them the necessity of mathematics in life and the possibility of its use in solving standard or non-standard challenges (Blazar & Kraft, 2017;Chang & Beilock, 2016;Devine et al, 2018;Passolunghi et al, 2019).…”

Section: Methodology Of the Researchmentioning

confidence: 99%

Organization of an Individual Approach to Teaching Mathematics to Non-Mathematical Pupils Under the Covid-19 Conditions

Shvets¹,

Shyshenko²,

Sbruieva³

et al. 2022

JCT

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The problem of teaching mathematics in modern Ukrainian schools is general, but it has become more difficult for students with a non-mathematical background. Despite numerous studies of this problem, no specific recommendations have been made. Therefore, to develop and implement an experimental method of teaching mathematics aimed at activating the cognitive activity of non-mathematical specialties pupils. The goal was solved by conducting a questionnaire among students and teachers, which allowed us to reveal and deepen the aspects of the specified problem. Two groups were created: experimental and control. The experimental group studied according to the new model of education, and the control group - according to traditional methods of teaching mathematics. The study revealed a complex of interrelated problems, both for teachers and students. Among the problems, the lack of motivational mechanisms and a complex pedagogical approach to explaining mathematics and the limited amount of teaching mathematics to students with a non-mathematical background are of primary importance. The results of the study indicate the need to introduce the specifics of conducting classes, which would focus on understanding the subject through imaginative thinking. The need to develop textbooks and manuals, which would focus on a more in-depth and understandable teaching of the subject with exercises and tasks for humanitarian areas, has been proven. At the same time, such measures became urgent due to the introduction of quarantine measures of the Covid-2019 pandemic.

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Section: Methodology Of the Researchmentioning

confidence: 99%

Organization of an Individual Approach to Teaching Mathematics to Non-Mathematical Pupils Under the Covid-19 Conditions

Shvets¹,

Shyshenko²,

Sbruieva³

et al. 2022

JCT

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show abstract

“…The drafting of lesson plans, class events, and collections of teaching and/or classroom activities are labeled teaching planning [31]. The arrangement of classrooms includes organizing classroom furniture, arranging student seating, studying the core materials, understanding the physical conditions of the classroom, and learning participation [32][33][34].…”

Section: Teacher Job Performance Standardsmentioning

confidence: 99%

Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

et al. 2021

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Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

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“…Prasetio et al (2018), Erwanto et al (2018), andZaman (2019) also found that between the Reciprocal Teaching model-treated class and the standard learning class, pupils' ability to answer math problems differed significantly. Reciprocal teaching of mathematics may aid pupils in developing superior critical thinking, reasoning, and understanding abilities (Aslam et al, 2021). Reciprocal teaching has been recommended to enhance pupils' understanding and metacognitive skills (McAllum, 2014).…”

Section: Introductionmentioning

confidence: 99%

A comparison of reciprocal teaching and scientific approaches for improving pupils' mathematical understanding

Apryani

Sasongko

Kristiawan

et al. 2022

jel

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This study is intended to result in instruction that will help pupils improve their mathematics understanding skills. The similarity of strategies in both the scientific and reciprocal teaching approaches makes it difficult to choose which approach is better. This investigation aims to investigate and explain (1) Improving pupils' mathematical understanding through comparison of scientific approaches and Reciprocal Teaching based on PAM; (2) The impact of the interaction between learning approaches with pupils' PAM on enriching pupils' mathematics understanding ability. It is a quasi-experimental research project that uses two experimental classes. The results of this study are (1) Pupils who learn through the scientific approach and pupils who learn through reciprocal teaching strategies based on PAM pupils have different mathematical thinking abilities, with the average value of improvement in the scientific approach class being more significant than the reciprocal teaching approach class; (2) Learning and pupils' PAM have no interaction effect. It means that learning in both experimental classes applies to all pupils overall in improving pupils' mathematical understanding ability. Based on the results of this study, this study implies that teachers can employ learning using a scientific approach as one of the learning options for pupils to increase their mathematical understanding abilities.

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Promoting Sustainable Development in School Classrooms: Using Reciprocal Teaching in Mathematics Education

Cited by 6 publications

References 10 publications

Organization of an Individual Approach to Teaching Mathematics to Non-Mathematical Pupils Under the Covid-19 Conditions

Organization of an Individual Approach to Teaching Mathematics to Non-Mathematical Pupils Under the Covid-19 Conditions

Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

A comparison of reciprocal teaching and scientific approaches for improving pupils' mathematical understanding

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