Decimals and percent - walls, and clocks

The diagrams of fraction-walls, and beyond, may be useful aids for teaching those fascinating topics of fractions, and their cousins decimals and percentages.

Implementation of student active learning in primary mathematics in Indonesia

Twenty years after the first pilot projects began to develop Student Active Learning (SAL) in Indonesia, and four years since it was adopted for use in the last provinces, this research investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms. A study of the relevant literature indicates that teaching based on constructivist principles is unlikely to be implemented well in mathematics classrooms unless there are high quality teachers, readily available manipulative materials, and a supportive learning environment. As Indonesian schools often lack one or more of these aspects, it seemed likely that Student Active Learning principles might not be ‘fully’ implemented in Indonesian primary mathematics classrooms. Thus a smaller scale, parallel study was carried out in Australian schools where there is no policy of Student Active Learning, but where its underlying principles are compatible with the stated views about learning and teaching mathematics. The study employed a qualitative interpretive methodology. Sixteen primary teachers from four urban and four rural Indonesian schools and four teachers from two Victorian schools were observed for four mathematics lessons each. The twenty teachers, as well as fourteen Indonesian headteachers and other education professionals, were interviewed in order to establish links between the background and beliefs of participants, and their implementation of Student Active Learning. Information on perceived constraints on the implementation of SAL was also sought. The results of this study suggest that Student Active learning has been implemented at four levels in Indonesian primary mathematics classrooms, ranging from essentially no implementation to a relatively high level of implementation, with an even higher level of implementation in three of the four Australian classrooms observed. Indonesian teachers, headteachers and supervisors hold a range of views of SAL and also of mathematics learning and teaching. These views largely depended on their in-service training in SAL and, more particularly, on their participation in the PEQIP project Typically, participants’ expressed views of SAL were at the same or higher level as their views of mathematics learning and teaching, with a similar pattern being observed in the relationship between these latter views and their implementation of SAL principles. Three factors were identified as influencing teacher change in terms of implementation of SAL: policy, curricular and organisational, and attitudes. Recommendations arising from this study include the adoption of reflection as an underlying principle in the theory of SAL, the continuation and extension of PEQIP type projects, changes in government policy on curriculum coverage and pre-service teacher training, and more support for teachers at the school and local authority levels.

Primary teacher beliefs and practices in working and thinking scientifically and technologically

What are primary teachers' beliefs about thinking and working scientifically and technologically? How do the teachers' beliefs manifest in classroom practice? What differences do the teachers see between thinking and working scientifically and technologically? These questions were central themes of the case study research. Interviews and classroom observation were the techniques used to identify how three experienced primary teachers' beliefs about thinking and working technologically and scientifically were manifested in their classroom practice.

Implementing cooperative learning in grade four mathematics classes in Thailand

This study showed that successful implementation of cooperative learning in Thai primary mathematics classrooms requires three components: preparation of teachers, preparation of instructional materials and the preparation of pupils. In addition, cooperative learning was found to have a positive effect on pupils' mathematics achievement and their attitude towards mathematics.

Fostering meaningful learning by using word problems in post-secondary mathematics

This research is a case study of action research investigating the effects of using word problems with Chinese Malaysian post-secondary students studying mathematics as an enabling science. A variety of word problems, a discussion method, reflective and peer learning, specific values in mathematics, and relevant socio-cultural and language issues were explored.

Construction of social difference in mathematics education

This study investigated the social context in which the learning of mathematics occured. It examined the practices of schools and mathematics in order to identify the ways in which they contributed to the construction of social difference. Accordingly, this study was concerned with how schools and mathematics classrooms contribute to working-class students lack of success in mathematics. The differences that occurred in these practices could be seen to contribute to the different outcomes likely to occur in the later years of schooling. It was argued that these differences mean that students from middle-classes would be more likely to undertake and be successful in the study of mathematics than their working-class peers.

TPACK (Conhecimento pedagógico de conteúdo tecnológico): relação com as diferentes gerações de professores de matemática

Pós-graduação em Educação para a Ciência - FC

Experiências educativas e aula de matemática: enquanto a aula de matemática (não) acontece o que acontece?

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A produção de significados durante e processo de enisno-aprendizagem-avaliação de equações polinomiais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Narrativas sobre a prática de ensino de matemática de professores dos anos iniciais do ensino fundamental

Pós-graduação em Educação Matemática - IGCE