eric.ed.gov har udgivet: The purposes of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship between creativity and high school math teacher is focused on procedures and not on the product, presents the conception refers to the creativity in the perspective of learners. The observation of classes conducted by researchers for two weeks in a row can be used as an indicator that in teaching mathematics, high school teacher who observed indirectly applying creativity in teaching math though their confidence is lacking. They give an opportunity to him to be… Continue Reading →
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eric.ed.gov har udgivet: This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore the needs of learners and the learning contexts that would help them achieve higher dimensions of critical thinking and cognitive development. Based on Knowles’ six assumptions of andragogy, curriculum was designed to provide college math students meaningful learning experiences, critical thinking skills, and application within the context of the classroom. Creativity and hands-on learning proved to be beneficial not only to tactile and kinesthetic learners but to others in the classrooms as well. Additionally, math anxiety is addressed and how… Continue Reading →
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eric.ed.gov har udgivet: In Yucatec Maya middle schools in the Yucatán, math scores are low and drop out rates are high. Although addressing larger social and economic causes may ameliorate these issues, improving math instruction may be a more immediate, feasible approach. This ethnographic, mixed-methods study explores community approaches to problem-solving relevant to middle school math classrooms. Findings indicate: (1) community members possess specialized, practical mathematical expertise that is overlooked in the research around rural, impoverished students, and (2) formal math instruction misses opportunities to capitalize upon cultural approaches involving autonomy and improvisational expertise. Results are relevant for curriculum reform in the US, México, and beyond. [For the complete proceedings, see ED583608.] Link til kilde
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