Teaching Mathematics Essay

and its many strands and sub strands. Numeracy most notably is vital to the development and teaching of Mathematics and underpins many concepts including that of Number sense which is therefore also fundamental to not only the development of mathematic, but also the success of the implementation of the Australian curriculum. Learners need to be cognitively and physically active in the learning of mathematics (Baturo, A ….) which can be achieved through the combination of the use of tools to engage

Teaching that Engages a Broad Range of Learners Rousseau and Powell (2005) contend that there is a significant difference in the way teachers respond to reform efforts within context, particularly with students in urban and high-poverty areas. They found teachers with high proportions of African American and Hispanic students were more likely to focus on low level skills and less likely to engage in problem solving and reasoning (Rousseau & Powell, 2005). Furthermore, Lewis (2007) contends that

presence of mathematics in everything that we are doing and in nature all around us. It was that broad exposure that led me to write about the importance of mathematics in our life. First, coming from a different country, and starting off with a different cultural background while searching for college admission in the United States to pursuing my personal academic interests. The road to success was not an easy path for me, but I succeeded in obtaining my bachelor’s degree in mathematics at Jersey

THE IMPACT OF USING TECHNOLOGY ON STUDENTS’ ACHIEVEMENT, ATTITUDE, AND ANXIETY IN MATHEMATICS Maxima J. Acelajado, Ph.D. De La Salle University Manila, Philippines e-mail: acelajadom@dlsu.edu.ph ABSTRACT This was an experimental study designed to determine the effects of using technology, specifically graphing calculators, on students’ achievement in College Algebra, attitude, and anxiety in mathematics. The respondents of the study belonged to two intact classes consisting of 66 freshman students

The thirty-third participant was matched with a comparison teacher two grade levels away of the same gender, ethnicity, general education status, and with each having over twenty years of teaching experience. Part of the issue with exact grade matching was the smaller proportion of comparison teachers of grade 5 teachers and the group’s larger number of grade 4 teachers. Since the grade level of a teacher was viewed as the most important criterion

Examining Mathematics Achievement Gaps in Three Middle Schools in Greenville County School District The achievement gap refers to the persistent disparity of educational measures observed between the performance of groups of students, such as students grouped by race, ethnicity or gender. The mathematical achievement gap in Greenville County School District can be observed on a variety of measures, including advanced placement in mathematics courses and standardized test scores. Data shows an unflinching

Dissertation in Education (Curricula and Methods of Teaching Mathematics) Submitted by Mohamed Mahmud Hassan Raslan Assistant teacher, Faculty of Education, Sadat Branch Supervised by Dr. Ahmed El Sayed Abd-El Hameed Mostafa Dr. Adel Tawfik Ibrahim Professor of Curricula and Teaching Professor of Curricula and Teaching Methods of Mathematics Methods of Mathematics Faculty of Education

This paper reviews some of the work produced by Gutierrez throughout her career so far. The evidence that Rochelle Gutierrez presents in her earlier work is in her article Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda challenges both teachers and mathematics researchers that changes need to made for a meaningful and productive change in equity to happen. Gutierrez starts by shining a light on the need for work to be done around equity and why it is so

have been reasonably influential in providing mathematics educators and researchers with a well-defined terminology to refer to learners’ knowledge of mathematics (Star: 2005, 406). Haser and Star (2004, 147) believe that proceptual and conceptual understanding are the two main fields that analyse the “nature of mathematical knowledge” while Hiebert and Leferve (1986, 1) attain that with the compact structure and distinctly defined content, mathematics “has provided an arena for much discussion of

was to reflect upon relevant content descriptors of the Australian Curriculum Mathematics documents and how modern educators are implementing proficiency through their teaching practice. This report demonstrates how two teachers achieved learning outcomes from the Australian Curriculum through their best practice methods in the classroom. Concepts Taught In Video A, Christie Kawalsky (Australian Institute for Teaching and School Leadership [AITSL] (n. d. a)) is the teacher of a Year 3/4 class. In