Teaching mathematics understandings for transfer

Jones, Jennifer L.; Jones, Karrie A.; Vermette, Paul J.

doi:10.1093/teamat/hrp008

Cited by 7 publications

(6 citation statements)

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“…Additionally, rewards, punishments, and praise must be given to learners in order for them to appreciate the target behavior. Appreciating the achievement of small tasks through incentives motivates students to perform well in higher tasks (Jones, Jones, & Vermette, 2010).…”

Section: Skinner's Theory Of Operant Conditioningmentioning

confidence: 99%

“…Assessment practices can be used to improve the quality of education. In addition, a short time in lesson delivery and the transition among different activities will ensure productive classroom learning (Jones et al, 2010).…”

Section: Vygotsky's Cognitive Development Theorymentioning

confidence: 99%

“…Self-assessment in Mathematics allows learner to develop positive dispositions towards subject. It also promotes the development of conceptual understanding at application level (Jones et al, 2010). Whereas, peer-assessment allows learner to construct their cognitive understanding from social setting (Jarrett, 2016).…”

Section: ____________________________________________________________...mentioning

confidence: 99%

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Assessment Practices for Teaching and Learning of Mathematics: The Perception of Pre-service Teachers in District Khairpur, Sindh Pakistan

Sehar Mangi,

Amjad Ali Rind,

Nindwani

2023

ojs

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Mathematics plays a vital role in academics as well as in the everyday lives of individuals. Moreover, it is considered the most complicated and tough academic subject among students due to its complexity. Whereas, in terms of teaching and assessment strategies, mathematical conceptualization is also one of the most challenging aspects among teachers. In the classroom, mostly pedagogical and traditional assessment practices develop students' negative attitudes towards mathematics. Similarly, assessment in mathematics is an integral part of teaching and learning, but it is usually viewed as a problematic part of the instructional task. There is considerable evidence that teachers' beliefs about mathematics assessment impact their teaching of mathematics. This study aims to identify the perceived approaches to assessment in the mathematics classroom and analyze the effective domains of assessment in the mathematics classroom by pre-service teachers in Khairpur. Therefore, to explore this perspective, this study has been conducted with pre-service teachers to analyze their perceptions regarding assessment practices for mathematics. The qualitative research methods employed in this study and the qualitative data collected through a structured interview protocol. The sample of study comprises five pre-service teachers from district Sukkur, Sindh. In an effort to address the research questions, thematic analysis has been used. Furthermore, the findings of this study indicated that the different perceptions of pre-service teachers about assessment in mathematics range from traditional to constructive, which highlights the importance of teaching approaches that focus on formative assessment in the math classroom along with summative assessment in a constructive way. It is recommended that formative assessment be used during the teaching and learning process of mathematics because formative assessment is more effective than summative assessment.Moreover, the study suggests that teachers should adopt some effective strategies for assessment of mathematics.

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Section: Skinner's Theory Of Operant Conditioningmentioning

confidence: 99%

Section: Vygotsky's Cognitive Development Theorymentioning

confidence: 99%

Section: ____________________________________________________________...mentioning

confidence: 99%

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Assessment Practices for Teaching and Learning of Mathematics: The Perception of Pre-service Teachers in District Khairpur, Sindh Pakistan

Sehar Mangi,

Amjad Ali Rind,

Nindwani

2023

ojs

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“…Grouping students for learning tasks is an essential organisational practice that can give opportunities for students to articulate thinking and understanding. Social-constructivists believe that learning takes place in social interactions (Jones, Jones, & Vermette, 2010). In this view students actively share ideas with their peers, thus promoting the development of mathematical knowledge (Lau, Sing, & Hwa 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Factors impacted on students’ beliefs and attitudes toward learning mathematics: Some findings from the Solomon Islands

Kele¹

2018

Waikato Journal of Education

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• Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. • Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use • NonCommercial-You may not use the material for commercial purposes.

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“…American ethnomathematics expert ASCHER argued that students becoming aware of mathematical culture, maintaining interest in mathematics, and being able to engage in ongoing mathematical activities is a shared concern among mathematicians (whether they realize it or not) and other minority groups [3]. JONES, in the 1950s, suggested that infusing the history of mathematics in the classroom could serve as a teaching method to improve students' attitudes towards mathematics [4]. Bishop categorized mathematical culture into six activities: counting, measuring, locating, designing, playing, and explaining [5], providing a reference for implementing mathematical culture means to promote students' mathematical interest.…”

Section: Introductionmentioning

confidence: 99%

Research on the Relationship between Mathematical Culture and Junior Middle School Students' Interest in Mathematics Based on PLS-SEM Analysis

Song,

Yang,

Xiong

2024

Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–

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This paper aims to analyze the relationship between mathematical culture and the interest of junior middle school students in learning mathematics. The aspects of interest examined include emotional experience, knowledge acquisition, autonomous involvement, and value recognition. The elements of mathematical culture considered are mathematical knowledge, mathematical thoughts and methods, mathematical thinking, and mathematical awareness and activities. Based on the PLS-SEM method, this study explores the path relationship from facets of mathematical culture to facets of mathematical learning interest. The results reveal that the path coefficient between the facets of mathematical culture and mathematical learning interest is positive, with acceptable effects. The evaluation results are ideal and show significance at the 0.05 level, indicating a positive correlation between mathematical culture and the interest of junior middle school students in learning mathematics. This offers valuable references for further research on mathematical culture and students' interests.

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Teaching mathematics understandings for transfer

Cited by 7 publications

References 0 publications

Assessment Practices for Teaching and Learning of Mathematics: The Perception of Pre-service Teachers in District Khairpur, Sindh Pakistan

Assessment Practices for Teaching and Learning of Mathematics: The Perception of Pre-service Teachers in District Khairpur, Sindh Pakistan

Factors impacted on students’ beliefs and attitudes toward learning mathematics: Some findings from the Solomon Islands

Research on the Relationship between Mathematical Culture and Junior Middle School Students' Interest in Mathematics Based on PLS-SEM Analysis

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