Case Studies of Mathematics Teachers’ Learning in an.

Improving teaching and learning in mathematics: case studies Figure 1 Developing teaching and learning approaches This first task requires copies of the chosen case study for each teacher and access (one between two) to a reference copy of Teaching and Learning Approaches. Exploration task: using a case study Choose one of the case studies to.

Case studies of mathematics teachers’ learning in an online study group. Contemporary Issues in Technology and Teacher Education, 7(1), 490-520. Case Studies of Mathematics Teachers’ Learning in an Online Study Group Randall E. Groth Salisbury University Abstract Two teachers participating in an online study group provided the foci for in-.


Case Study Of Automated Mathematics Teachers

The purpose of this qualitative case study was to explore how professional development on the topics of mathematics anxiety and incremental theories of intelligence affect the planning and instruction of mathematics by classroom teachers, as well as changes in student mindset and grit as perceived by teachers.

Case Study Of Automated Mathematics Teachers

This research examined a case of a secondary mathemati cs teacher’s classroom teaching in England in which a web-based dynamic mathematical tool, the Cornerstone Maths software, was used in the teaching of geometric similarity.

Case Study Of Automated Mathematics Teachers

Teaching mathematics to a visually disabled student is different from teaching a sighted student. This study seeks to find in what ways this can be done. The study focuses on one disability that is Visual Disability. This is done through a single case study in which I taught Mathematical content up to an appropriate ordinary level.

 

Case Study Of Automated Mathematics Teachers

I, MAPHETLA MAGDELINE MACHABAdeclare that TEACHER CHALLENGES IN THE TEACHING OF MATHEMATICS AT FOUNDATION PHASE is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references.

Case Study Of Automated Mathematics Teachers

Heretaunga is a coeducational Decile 6 school where they have a roll of around 900 students. Around 20% of these students are Maori and another 5-6% are Pasifika. In today’s case study, we hear about how he uses My Study Series with his department to increase student outcomes and provide more authentic and meaningful learning opportunities.

Case Study Of Automated Mathematics Teachers

This research is presented in a way that provides useful knowledge for successful problem posing by mathematics pre-service teachers. We present a review of the concept of mathematical creativity (by different authors) and review studies that underline the relevance of problem posing in teaching mathematics, studies that consider problem posing a way to identify students’ learning patterns.

Case Study Of Automated Mathematics Teachers

The aim of this study was to introduce a formative-assessment practice in a mathematics classroom, by implementing the five strategies of the formative-assessment framework proposed by Wiliam and Thompson (2007), in order to investigate: (a) if this change in assessment practices had a positive influence on students’ mathematical learning and, if this was the case, (b) which these changes.

 

Case Study Of Automated Mathematics Teachers

This qualitative collective case study explored the mathematical teaching of three excellent elementary teachers who were nominated by experts in mathematics and mathematics educational organizations, agencies and universities.

Case Study Of Automated Mathematics Teachers

Likando Lesson Study Implementation in Mathematics in Zambia Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education 2014 2 bearing on the professional development of teachers and, indirectly, the economy of a nation.

Case Study Of Automated Mathematics Teachers

The study examines teachers’ understanding of their learning theories on pedagogic practices in teaching mathematical concepts in Grade 1. The study emanates from the findings of the National Education Evaluation and Development Unit (NEEDU) Report and also from research which.

Case Study Of Automated Mathematics Teachers

This case study, written by Maiden Erlegh geography teacher Martin Sutton, explains the weather station and weather club in more detail and offers a number of geographical and cross-curriculuar activity ideas. About the weather club.

 


Case Studies of Mathematics Teachers’ Learning in an.

This study explores the classroom assessment practices of twelve teachers teaching Pure Mathematics at Intermediate Level in a Maltese sixth form college. Apart from identifying the participants’ assessment views and practices (including how they explain their practices), the focus is on examining the implications that these views and practices have for leaning.

Mathematics Teacher Education and Development, v19 n2 p4-24 2017. This case study investigated how three teachers developed mathematical modelling activities integrated with content standards through participation in a course on mathematical modelling. The class activities involved experiencing a mathematical modelling activity, reading and.

The aim of the present study is to investigate pre-service secondary mathematics teachers' cognitive-metacognitive behaviours during the mathematical problem-solving process considering class level. The study, in which the case study methodology was employed, was carried out with eight pre-service mathematics teachers, enrolled at a university.

The main purpose of this study is to identify the factors that may have contributed to the students’ low, medium and high achieving performances in mathematics in three case study primary.

Teaching approaches and assessment practices are key factors that contribute to the improvement of learner outcomes. The study on which this article is based, explored the methods used by KwaZulu-Natal (KZN) teachers in teaching and assessing mathematics and statistics.

A QUALITATIVE STUDY OF SECONDARY MATHEMATICS TEACHERS’ QUESTIONING, RESPONSES, AND PERCEIVED INFLUENCES by Melissa Joan McAninch A thesis submitted in partial fulfillment of the requirements for Doctor of Philosophy degree in Teaching and Learning (Mathematics Education) in the Graduate College of the University of Iowa May 2015.