Innovative Ways to Teach Mathematics: Are they Employed in Schools?

Year 2019, , 496 - 514, 29.10.2019

Yousef Abd Alganı

https://doi.org/10.18009/jcer.612199

Cited By: 8

Abstract

This study sheds light on the various strategies
to teach mathematics and whether they are employed or not. The study
investigates the employed mathematics-teaching strategies in Arab schools in
northern Israel, and the hindrances that prevent teachers from applying diverse
effective strategies in their classrooms. The researcher follows the
qualitative approach based on in-depth interviews and recommendations of
previous studies and observation to obtain the maximum benefits and give
accurate qualitative results based on interviews, from Arab schools in northern
Israel who study in six different schools. Teachers assert that employing the
different innovative strategies are vital and efficient in teaching
mathematics, but there are many handicaps that prevent teachers from exploiting
them including, amongst others, the imposed duties to complete the entire
amount of loaded study material during the semester, as well as the lack of
available tools to computerize classes and teaching process in general, the
lack of building tangible tools, and the low proficiency level of some
teachers. The results of the interviews showed that technology is rarely
employed in teaching mathematics – if ever, as well as innovative and modern
strategies. The study concludes that the heavy burden of teaching mathematics
should be lightened to allow space for creativity in teaching strategies, as
they need more time to be employed. In addition, for mathematics to be
understood properly, the teaching process should be interesting to attract students.
Besides this, the suggested strategies are advantageous to be applied in the
teaching process.

Keywords

Teaching mathematics, Conceptual method, Innovative method

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