TY  - JOUR
T1  - Innovative Ways to Teach Mathematics: Are they Employed in Schools?
TT  - Innovative Ways to Teach Mathematics: Are they Employed in Schools?
AU  - Abd Alganı, Yousef
PY  - 2019
DA  - October
Y2  - 2019
DO  - 10.18009/jcer.612199
JF  - Journal of Computer and Education Research
JO  - JCER
PB  - Tamer KUTLUCA
WT  - DergiPark
SN  - 2148-2896
SP  - 496
EP  - 514
VL  - 7
IS  - 14
LA  - en
AB  - This study sheds light on the various strategiesto teach mathematics and whether they are employed or not. The studyinvestigates the employed mathematics-teaching strategies in Arab schools innorthern Israel, and the hindrances that prevent teachers from applying diverseeffective strategies in their classrooms. The researcher follows thequalitative approach based on in-depth interviews and recommendations ofprevious studies and observation to obtain the maximum benefits and giveaccurate qualitative results based on interviews, from Arab schools in northernIsrael who study in six different schools. Teachers assert that employing thedifferent innovative strategies are vital and efficient in teachingmathematics, but there are many handicaps that prevent teachers from exploitingthem including, amongst others, the imposed duties to complete the entireamount of loaded study material during the semester, as well as the lack ofavailable tools to computerize classes and teaching process in general, thelack of building tangible tools, and the low proficiency level of someteachers. The results of the interviews showed that technology is rarelyemployed in teaching mathematics – if ever, as well as innovative and modernstrategies. The study concludes that the heavy burden of teaching mathematicsshould be lightened to allow space for creativity in teaching strategies, asthey need more time to be employed. In addition, for mathematics to beunderstood properly, the teaching process should be interesting to attract students.Besides this, the suggested strategies are advantageous to be applied in theteaching process.
KW  - Teaching mathematics
KW  - Conceptual method
KW  - Innovative method
N2  - This study sheds light on the various strategiesto teach mathematics and whether they are employed or not. The studyinvestigates the employed mathematics-teaching strategies in Arab schools innorthern Israel, and the hindrances that prevent teachers from applying diverseeffective strategies in their classrooms. The researcher follows thequalitative approach based on in-depth interviews and recommendations ofprevious studies and observation to obtain the maximum benefits and giveaccurate qualitative results based on interviews, from Arab schools in northernIsrael who study in six different schools. Teachers assert that employing thedifferent innovative strategies are vital and efficient in teachingmathematics, but there are many handicaps that prevent teachers from exploitingthem including, amongst others, the imposed duties to complete the entireamount of loaded study material during the semester, as well as the lack ofavailable tools to computerize classes and teaching process in general, thelack of building tangible tools, and the low proficiency level of someteachers. The results of the interviews showed that technology is rarelyemployed in teaching mathematics – if ever, as well as innovative and modernstrategies. The study concludes that the heavy burden of teaching mathematicsshould be lightened to allow space for creativity in teaching strategies, asthey need more time to be employed. In addition, for mathematics to beunderstood properly, the teaching process should be interesting to attract students.Besides this, the suggested strategies are advantageous to be applied in theteaching process.
CR  - Algani, Y., M. & Eshan, J. (2019). Reasons and suggested solutions for low-level academic achievement in mathematics. International e-Journal of Educational Studies (IEJES), 6 (3), 142-151. DOI: 10.31458/iejes.571751.
CR  - Algani, Y. (2018).  Applying creative skills in teaching math at the primary school stage. Journal of International Economy and Business, 6, 26-33.
CR  - Ashburn, E.A. & Floden, R.E. (2006). Meaningful learning using technology: what educators need to know and do? New York: Teachers College Press.
CR  - Ausuble, D. P. (1963). The psychology of meaningful verbal learning. New York:  Grune and Stratton.
CR  - Coe, Kristi (2018). Strengthening student educational outcomes: mathematics menu of best practices and strategies. OSPI, RCW 28A.165 & 28A.655.235.
CR  - Entwistle, N. (2005). Contrasting perspectives on learning. In: F. Marton, D. Hounsell, N. J. Entwistle (eds.), The experience of learning: Implications for teaching and studying in higher education (pp. 106-125). Edinburgh: University of Edinburgh.
CR  - Ernest, P. (1988). The impact of beliefs on the teaching of mathematics.  6th International Congress of Mathematical Education, Budapest, August.
CR  - Harpaz, Y. (2012). Why theatre: from a profession to a field of meaning. Education. PO (5), 52-55.
CR  - Harpaz, Y. (2014a). Learning what can do? avnei derech. Avni Rosha Institute.
CR  - Harpaz, Y. (2014b). Conditions for meaningful learning. Hed-Hahinoukh, 20(4), 40-45 (Hebrew).
CR  - Hattie, J.A.C., & Timperley, H. (2006). The Power of feedback. Review of Educational Research, 77(1), 81-112.       
 
Heyd-Metzuyanim, E. (2015). Vicious cycles of identifying and mathematizing: a case study of the development of mathematical failure. Educational Studies in Mathematics, 89(1), 504-549.
CR  - Heyd-Metzuyanim, E., & Graven M. (2016). Between people-pleasing and mathematizing: South African learners' struggle for numeracy. Educational Studies in Mathematics, 91(3), 349-373.
CR  - Israel Ministry of Education (2013). Policy for promoting meaningful learning in the educational system, Jerusalem- Israel (Hebrew).
CR  - Israel Ministry of Education (2014). Something good is happening now: milestones in meaningful learning, Jerusalem- Israel.
CR  - Israel Ministry of Education (2018). Curriculum of science and technology, Jerusalem- Israel (Hebrew).
CR  - Kamina, Penina, Iyer, Nithya N., (2009). "From concrete to abstract: teaching for transfer of learning when using manipulatives" NERA Conference Proceedings.
CR  - Keller, J. M. (1983). Motivational design of instruction. In: C. M. Reigeluth (ed.), Instructional-design theories and models: an overview of their current status. Hillsdale, NJ:  Lawrence Erlbaum Associates.
CR  - Ma’abrah, T. (2018). Innovative ways to teach mathematics, Alnjah University, Nablis-Palstain (Arabic).
CR  - Masa’adeh, M. (2016). Modern teaching methods of mathematics, Alnjah University, Nablis-Palstain (Arabic).
CR  - Michael, J. A. & Modell, H. L. (2003).  Active learning in secondary and college science classrooms. Mahwah, NJ: Lawrence Erlbaum.
CR  - Plunner, K., (1995). Telling sexual stories: power change, and social worlds. New York: Routledge.
CR  - Rajkumar, R. & Hema, G. (2016). Modern mathematics classrooms: facilitating innovative teaching methods and learning strategies for 21st century learners. Edusearch, 7, 70-74.
CR  - RAMA (2018). Evaluation of the systemic plan "meaningful learning": perceptions of students, teachers and principals in the years 2014-2017, Jerusalem- Israel (Hebrew).
CR  - Ricardson, V. (1997). Constructivist teacher education. London: Falmer Press.
CR  - Rogers. C. R. (1973). Freedom to learn. Tel Aviv: Poalim Library (Hebrew).
UR  - https://doi.org/10.18009/jcer.612199
L1  - https://dergipark.org.tr/en/download/article-file/842986
ER  -