Teaching Secondary and Middle School Mathematics

Brahier, Daniel J.

doi:10.4324/9781315685502

Cited by 17 publications

(8 citation statements)

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“…Rashidi, 2007). Therefore, deaf students need an appropriate teaching methods with the characteristics of the special needs of their problems (Tucker, Singleton, & Weaver, 2006;Brahier, 2005).…”

Section: Statement Of Research Problemmentioning

confidence: 99%

Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students

Thai¹,

Yasin²

2016

JEL

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Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students' perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As many as 70 deaf students from three special education primary schools in Selangor and Federal Territory were gathered as research respondent. Data were analyzed by using descriptive and inferential statistics of t-test. Findings from the t-test analysis showed that MFTM has a significant effect on multiplication facts achievement among deaf students whereas conventional teaching method does not given a significant effect on multiplication facts achievement among them. The findings from questionnaires found that the deaf students have high level of perception towards MFTM in the dimensions of interest, self-confidence, persistence and motivation in learning multiplication facts. The findings serves as an implication towards students, parents, teachers, Special Education Division and Malaysia Education Ministry in terms of awareness, involvement, planning and implementation in the context of diversifying of multiplication facts teaching method, and the suitability of supporting materials in teaching and learning multiplication facts.

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Section: Statement Of Research Problemmentioning

confidence: 99%

Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students

Thai¹,

Yasin²

2016

JEL

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“…수학의 정의적 영역이 수학 문제해결력과 수학적 성취 등에 관련성이 있다는 것은, 수학에 자신감이 없고 수학 불안(math anxiety)이 있는 학습자가 수학 학습에서 자발적으로 대답하거나 참여하는데 의 지를 보이지 않고 불안해하며 이런 성향은 결과적으로 수학의 학문적 성취를 방해한다는 연구결과들 (조시오, 2010;홍애순, 2012;Brahier, 2000;Czerniak 외, 1990 …”

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An analysis of the change in mathematical inclination of middle level engineering college freshmen

Lee¹,

Lee²

2015

Communications of Mathematical Education

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“…The affective domain is defined as the role that sentiments, emotions, and feelings influence the progress of a teacher. Recommendations from this division of education include suggestions of having specific affective objectives developed for mathematics teachers' educational courses which focus on the growth in attitudes, beliefs and feelings toward teaching mathematics (Brahier, 2009;Miller, 2005).…”

Section: Attrition Andmentioning

confidence: 99%

“…Affective objectives in a mathematics teachers' educational course development include growth in attitudes, beliefs and feelings toward teaching mathematics (Brahier, 2009;Miller, 2005). Teacher affective constructs that can determine how effective a teacher will be in a classroom include concerns and efficacy beliefs.…”

Section: Teacher Concerns and Self-efficacy Beliefsmentioning

confidence: 99%

“…With this philosophical disagreement and rising financial constraints, laboratory training schools declined in numbers during the sixties. (Trachtman, 2007 Schools that are not laboratory schools typically maintain a behaviorist orientation to learning in which teachers provide examples and students take notes (Brahier, 2009).…”

Section: Historical Overview Of Field Experiences For Pre-service Teamentioning

confidence: 99%

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The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

Harris¹,

Diane²

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Harris, Twyla Diane 1959-, "The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating preservice teacher concerns." (2015). Hamman, & Olivarez, 2007; Gold, 1985). A strategy for addressing attrition is to reduce self-preservation concerns in pre-service education programs.This study used a mixed-methods quasi-experimental research design to examine two STEM teacher education programs, with the long-term goal of improving STEM teacher retention. The first, "SkyTeach", incorporated instructional experiences and an assortment of mentoring models prior to student teaching. The second program utilized primarily observational field experiences and academic advisors preceding student teaching. This study investigated how engaged field experiences and multi-faceted mentoring impacted pre-service teacher concerns.Concerns measured included self-preservation, task-related, and impact concerns.Quantitative results showed no significant differences between Traditional and SKyTeach vi pre-service teachers (PST) on any concern before student teaching. Both programs possessed moderate levels of individual concerns. A qualitative investigation into self-preservation concerns revealed that Traditional PSTs recorded mainly content concerns; whereas SKyTeach PSTs primarily noted respect concerns before student teaching. Qualitative findings denoted a shift in Traditional PSTs' concerns from content to respect concerns, whereas SKyTeach self-preservation concerns essentially disappeared by end of student teaching.Impacts of mentoring and field experiences on self-preservation concerns were investigated. Before student teaching, Traditional PSTs experienced primarily observational experiences; whereas, SKyTeach PSTs had instructional practice experiences. Those PSTs with more instructional practices concluded that they were not intimidated by the upcoming teaching experience. Traditional PSTs identified academic advisors as mentors and SKyTeach identified a variety of mentors prior to student teaching. During student teaching, both programs stated their primary mentors were their cooperating teachers and university supervisors. SKyTeach PSTs also relied on SKyTeach Master Teachers as a secondary source of counsel. This evidence indicated that the presence of a trained mentor reduced self-preservation concerns.This study found having a mentor who provided a triad of support coupled with the focused observational and instructional field experiences helped reduce self-preservation concerns among PSTs before student teaching.

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Teaching Secondary and Middle School Mathematics

Cited by 17 publications

References 0 publications

Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students

Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students

An analysis of the change in mathematical inclination of middle level engineering college freshmen

The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

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