Pedagogical

PEDAGOGICAL STRATEGIES FOR THE TEACHING OF MATHEMATICS IN NIGERIAN PRIMARY SCHOOLS FOR SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENT BY AJILEYE, Adewole Mukaila Department of Mathematics Osun State College of Education, Ilesa E-mail: ajileye4ever@yahoo.com Abstract For a country to be technologically developed there is need for efficient handling of mathematics at levels of education. The perennial low performance of pupils in mathematics has been attributed among other things to inadequate

beliefs and attitudes frame pedagogical approaches in multicultural classrooms is the influence of education on the teacher’s own personal experiences as learners. Additionally, beliefs and attitudes of language teachers are predicated upon practical knowledge gained from lived experiences, and not theoretical knowledge (Barrot, 2016). Yoshihara (2012) also analyzed several qualitative case studies in which a number of lessons are gained for the use of framing pedagogical approaches in multicultural

Through these analysis experiences, students are able to develop a personal voice as active citizens of the world, where critical literacies see’s the growing individual as the agents of change for the future (Dyson, 2001; Kalantzis et al., 2016). Critical literacies draws attention to all matters of literacy and texts in the 21st century, including popular culture and new media (Kalantzis et al., 2016). There is a need for critical literacies in the modern educational domain, as students need

by both teachers and learners in the second language classroom as a medium but also it is the goal of their learning by using this language. Property two is that pedagogy and interaction have an influence on each other, which means that if the pedagogical focus changes, the interaction changes as well and vice versa. Whatever one says in the second language classroom usually reflects that he is displaying his analysis of the relationship between pedagogy and interaction. Property three is that the

identify one of the 6 Assumptions of the Andragogical Model 2. In the next box you will provide a description of the Assumption you identified. 3. In the last box you will discuss your perspective on how this Assumption differs from the Pedagogical Model. 4. Repeat steps until all 6 Assumptions are identified, described, and discussed. Each description and discussion should be substantive and requires a minimum of 3 sentences per response. Save this document and type directly onto

To implement an adequate period of instruction into which a student will take the information retained, critically think of how it can be applied, and implement it in some fashion towards any aspect of their applicable task at hand, is solely the responsibility of the facilitator for that information and how it was delivered. Knowing this, the aspects of understanding different adult learning theories is critical. As a Faculty Advisor behaviorism will be one of the theories that I will implement

chapter of “The Ignorant Schoolmaster” Ranciere analyzes two radically different pedagogical orders in education. Ranciere characterizes the two orders by a stultifying or an emancipatory master. All conscientious professor’s believe in the order of stultification, which aspires to lead students through a series of steps until reaching the master’s level of knowledge. The principle of stultification supports the pedagogical myth, dividing intelligence into inferior or superior (7). On the other hand

students’ questions (Kahan, Cooper & Bethea, 2003). This section will provide a description and evidence to support the following four sub-categories: alignment of instructional materials and tasks, discipline-specific conceptual understanding, pedagogical content knowledge, and teacher knowledge of content. Alignment of Instructional Materials and Tasks The first component of the fourth criterion is aligning instructional materials to given tasks (CEL5D+, 2014). According to the teachers’ evaluation

like Alcibiades (1.2.46). Finally, Alcibiades states “…I could have been your companion at the time, Pericles, when you where at your cleverest” (1.2.46). At stake here, is the extent to which the subversive nature of Socrates’ anti-democratic pedagogical praxis can be directly held responsible for having corrupted Alcibiades. Indeed, we learn earlier on in the Memorabilia, that part of the logic

use technology with their students, but only in a way that enhances the material being taught. For this reason, it is essential for teachers to understand the concepts of the TPACK framework. The TPACK framework includes technological knowledge, pedagogical knowledge, and content knowledge. It is obvious that a teacher must know the specific content to teach and know how to teach it, but it is less obvious to note that they must know how to effectively integrate technology into their lessons in a way