issues concerning the teaching

8/12/2019 Issues Concerning the Teaching

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By

Thelma Perso (2006)

Australia

Presenter:

Amiruddin Faizal Bin Basar (MPM201076)

PPS2873

Current Issues in Maths Education


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Numeracy have generally focused on threeapproaches

* basic skills approach* choosing and using approach* mathematical literacy approach

To be numerate is to use mathematicseffectively to meet the general demands of lifeat home, on paid work, and for participation incommunity and civic life. (AAMT, 1997)


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Schools and teachers are responsible to havea clear picture on how mathematics andnumeracy are connected in order to increasenumerate children.

Application of incorrect mathematicsknowledge may reduce the level ofconfidence among children towardsmathematics. Hence, children become notinterested in mathematics.


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Much time is devoted in schools to teachchildren to perform the tasks than calculatorcan do better buttoo little time spent indeveloping knowledge and skills in mentalcomputation.

So, the mathematics curriculum has balance

focussed on computation and HOTS -evaluating, justifying, judging answers andothers. (refer to Blooms Taxonomy).


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The Natureof SchoolMathematics

PublicPerception

CurriculumContent

TeachingMethods

SchoolLeadershipRole of

Technologyin Changing

Practice

Role ofLanguage

Assessment

Equity


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Teachers Preparation &Professional Development

Teacher must have a deep knowledge aboutMathematics.

Teacher must understand the scope ofmathematics they are teaching & can makeconnections with mathematics used outside theclassroom.

Teacher must use pedagogical practices thatpromote inquiry learning and HOTS

Teacher must focus on instilling love andconfidence in mathematics.


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Understanding the development andenhancement of numeracy as a sharedresponsibility of all teachers across all curriculumareas in all phases of schooling is essential.

Numeracy across the curriculum may enhancestudents confidence in applying theirmathematical understanding outside themathematics classroom.

Students may become lack depth inmathematics understanding if numeracy is notimplemented across the curriculum .


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ByAljaz Ahmed Gujjar, Naeemullah Bajwa

& Dr. Ghazala Shaheen (2011)

Pakistan

PPS2873



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Main purpose of study is to compare theachievements of the students, over a period

of three years, from grade 8 to grade 10. 40 female respondents that got admission in

school and passed their matriculation exam

(grade 10).


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Mathematics is a way to see and have a senseof the things around.

Mathematics is a subject that lends itself wellto the illustration of learning hierarchies ofintellectual skills.

Mathematics is use to* communicate information & analyze

situations.

* tackle all sort of real life problems.


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Objectives

To measure the

achievements of thestudents in the

subject ofMathematics over a

period of 3 years.

To compare theachievements of students inthe subject of Mathematics

among 3 classes.

To compare the

achievements ofindividuals in the

subject ofMathematics among

3 classes.


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METHODOLOGY

Population & sampling

Research tool

development & datacollection

Administration of researchtool

Data analysis

HYPOTHESIS

There is no significant differencebetween the achievements ofstudents in the subject ofMathematics in class 8thand 9th.

There is no significant differencebetween the achievements ofstudents in the subject ofMathematics in class 9thand 10th.

There is no significant differencebetween the achievements ofstudents in the subject of

Mathematics in class 8thand 10th.


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There is no significant differencein the meanscore of class 8thand 9thin the subject

Mathematics. There is a significant differencein the mean

score of class 8thand 10thin the subjectMathematics.

There is a significant differencein the meanscore of class 9thand 10thin the subjectMathematics.


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ByTina L. Heafner &

Paul G. Fitchett (2012)

USA

PPS2873



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To understand how policy decisions to extendtesting to science affected teacher decision in

regard to instructional time allocation forcore subjects area of ELA, mathematics,science and social studies in elementaryschools.


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METHODOLOGY

Research tool

development & datacollection

DataanalysisSurvey


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Over the fifteen- year period, instructional timein ELA and math increased almost as much asscience and social studies declined, suggesting

significantrestructuring of time allotments forcore content.

Over time, teachers responded to external policymandates and testing pressures by emphasizingELA and math instruction while significantlyreducingin structional time for science and socialstudies.


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The findingsof this study affirm marginaliza-tion research suggesting that teachers aremaking tough instructional decisions which

compromise social studies time in order tomeet the demands of a restrictive curriculum.

Teachers decisions regarding how they useinstructional time were driven by whether ornot the subject is tested.


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Social studies is likely to be taught much lessfrequently in the era of national policymandates and is losing ground in

instructional time compared to other testedcontent.

Lastly, they conclude that teachers,

educators, and other stakeholders have beencomplicit in the continuing diminished role ofsocial studies.


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