Araştırma Makalesi
BibTex RIS Kaynak Göster

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

Yıl 2019, Cilt: 7 Sayı: 14, 496 - 514, 29.10.2019
https://doi.org/10.18009/jcer.612199

Öz

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.

Kaynakça

  • 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.
  • Algani, Y. (2018). Applying creative skills in teaching math at the primary school stage. Journal of International Economy and Business, 6, 26-33.
  • Ashburn, E.A. & Floden, R.E. (2006). Meaningful learning using technology: what educators need to know and do? New York: Teachers College Press.
  • Ausuble, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune and Stratton.
  • Coe, Kristi (2018). Strengthening student educational outcomes: mathematics menu of best practices and strategies. OSPI, RCW 28A.165 & 28A.655.235.
  • 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.
  • Ernest, P. (1988). The impact of beliefs on the teaching of mathematics. 6th International Congress of Mathematical Education, Budapest, August.
  • Harpaz, Y. (2012). Why theatre: from a profession to a field of meaning. Education. PO (5), 52-55.
  • Harpaz, Y. (2014a). Learning what can do? avnei derech. Avni Rosha Institute.
  • Harpaz, Y. (2014b). Conditions for meaningful learning. Hed-Hahinoukh, 20(4), 40-45 (Hebrew).
  • 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.
  • 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.
  • Israel Ministry of Education (2013). Policy for promoting meaningful learning in the educational system, Jerusalem- Israel (Hebrew).
  • Israel Ministry of Education (2014). Something good is happening now: milestones in meaningful learning, Jerusalem- Israel.
  • Israel Ministry of Education (2018). Curriculum of science and technology, Jerusalem- Israel (Hebrew).
  • Kamina, Penina, Iyer, Nithya N., (2009). "From concrete to abstract: teaching for transfer of learning when using manipulatives" NERA Conference Proceedings.
  • 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.
  • Ma’abrah, T. (2018). Innovative ways to teach mathematics, Alnjah University, Nablis-Palstain (Arabic).
  • Masa’adeh, M. (2016). Modern teaching methods of mathematics, Alnjah University, Nablis-Palstain (Arabic).
  • Michael, J. A. & Modell, H. L. (2003). Active learning in secondary and college science classrooms. Mahwah, NJ: Lawrence Erlbaum.
  • Plunner, K., (1995). Telling sexual stories: power change, and social worlds. New York: Routledge.
  • Rajkumar, R. & Hema, G. (2016). Modern mathematics classrooms: facilitating innovative teaching methods and learning strategies for 21st century learners. Edusearch, 7, 70-74.
  • RAMA (2018). Evaluation of the systemic plan "meaningful learning": perceptions of students, teachers and principals in the years 2014-2017, Jerusalem- Israel (Hebrew).
  • Ricardson, V. (1997). Constructivist teacher education. London: Falmer Press.
  • Rogers. C. R. (1973). Freedom to learn. Tel Aviv: Poalim Library (Hebrew).

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

Yıl 2019, Cilt: 7 Sayı: 14, 496 - 514, 29.10.2019
https://doi.org/10.18009/jcer.612199

Öz

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.

Kaynakça

  • 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.
  • Algani, Y. (2018). Applying creative skills in teaching math at the primary school stage. Journal of International Economy and Business, 6, 26-33.
  • Ashburn, E.A. & Floden, R.E. (2006). Meaningful learning using technology: what educators need to know and do? New York: Teachers College Press.
  • Ausuble, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune and Stratton.
  • Coe, Kristi (2018). Strengthening student educational outcomes: mathematics menu of best practices and strategies. OSPI, RCW 28A.165 & 28A.655.235.
  • 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.
  • Ernest, P. (1988). The impact of beliefs on the teaching of mathematics. 6th International Congress of Mathematical Education, Budapest, August.
  • Harpaz, Y. (2012). Why theatre: from a profession to a field of meaning. Education. PO (5), 52-55.
  • Harpaz, Y. (2014a). Learning what can do? avnei derech. Avni Rosha Institute.
  • Harpaz, Y. (2014b). Conditions for meaningful learning. Hed-Hahinoukh, 20(4), 40-45 (Hebrew).
  • 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.
  • 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.
  • Israel Ministry of Education (2013). Policy for promoting meaningful learning in the educational system, Jerusalem- Israel (Hebrew).
  • Israel Ministry of Education (2014). Something good is happening now: milestones in meaningful learning, Jerusalem- Israel.
  • Israel Ministry of Education (2018). Curriculum of science and technology, Jerusalem- Israel (Hebrew).
  • Kamina, Penina, Iyer, Nithya N., (2009). "From concrete to abstract: teaching for transfer of learning when using manipulatives" NERA Conference Proceedings.
  • 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.
  • Ma’abrah, T. (2018). Innovative ways to teach mathematics, Alnjah University, Nablis-Palstain (Arabic).
  • Masa’adeh, M. (2016). Modern teaching methods of mathematics, Alnjah University, Nablis-Palstain (Arabic).
  • Michael, J. A. & Modell, H. L. (2003). Active learning in secondary and college science classrooms. Mahwah, NJ: Lawrence Erlbaum.
  • Plunner, K., (1995). Telling sexual stories: power change, and social worlds. New York: Routledge.
  • Rajkumar, R. & Hema, G. (2016). Modern mathematics classrooms: facilitating innovative teaching methods and learning strategies for 21st century learners. Edusearch, 7, 70-74.
  • RAMA (2018). Evaluation of the systemic plan "meaningful learning": perceptions of students, teachers and principals in the years 2014-2017, Jerusalem- Israel (Hebrew).
  • Ricardson, V. (1997). Constructivist teacher education. London: Falmer Press.
  • Rogers. C. R. (1973). Freedom to learn. Tel Aviv: Poalim Library (Hebrew).
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Yousef Abd Alganı 0000-0003-2801-5880

Yayımlanma Tarihi 29 Ekim 2019
Gönderilme Tarihi 28 Ağustos 2019
Kabul Tarihi 16 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 7 Sayı: 14

Kaynak Göster

APA Abd Alganı, Y. (2019). Innovative Ways to Teach Mathematics: Are they Employed in Schools?. Journal of Computer and Education Research, 7(14), 496-514. https://doi.org/10.18009/jcer.612199

Cited By








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Değerli Yazarlar,

JCER dergisi 2018 yılından itibaren yayımlanacak sayılarda yazarlarından ORCID bilgilerini isteyecektir. Bu konuda hassasiyet göstermeniz önemle rica olunur.

Önemli: "Yazar adından yapılan yayın/atıf taramalarında isim benzerlikleri, soyadı değişikliği, Türkçe harf içeren isimler, farklı yazımlar, kurum değişiklikleri gibi durumlar sorun oluşturabilmektedir. Bu nedenle araştırmacıların tanımlayıcı kimlik/numara (ID) edinmeleri önem taşımaktadır. ULAKBİM TR Dizin sistemlerinde tanımlayıcı ID bilgilerine yer verilecektir.

Standardizasyonun sağlanabilmesi ve YÖK ile birlikte yürütülecek ortak çalışmalarda ORCID kullanılacağı için, TR Dizin’de yer alan veya yer almak üzere başvuran dergilerin, yazarlardan ORCID bilgilerini talep etmeleri ve dergide/makalelerde bu bilgiye yer vermeleri tavsiye edilmektedir. ORCID, Open Researcher ve Contributor ID'nin kısaltmasıdır.  ORCID, Uluslararası Standart Ad Tanımlayıcı (ISNI) olarak da bilinen ISO Standardı (ISO 27729) ile uyumlu 16 haneli bir numaralı bir URI'dir. http://orcid.org adresinden bireysel ORCID için ücretsiz kayıt oluşturabilirsiniz. "