This study aims to find out: 1) What Islamic character values are instilled in students of SDN 3 Nisam. 2) The process of implementing the Islamic character building of students through the ...application of 5S culture to mathematics lessons in SDN 3 Nisam. The type of research is qualitative descriptive with sampling techniques are: observational data, interviews, and documentation. The results are: 1) Islamic character values for elementary school students are instilled in students, namely: religious, honest, social and environmental caring attitude, cleanliness, discipline, hard work, nationalism, respecting achievement, peace-loving, friendly, and fond of reading and counting, 2) Implementation of Islamic character building for elementary school students: a) Formulating Islamic character into math subjects in primary school, b) Cultivate students' habits of good manners through 5S culture, c) Giving appreciation to students who are have good character, d) The Teacher becomes an example in the formation of Islamic character.
This study examined 69 Chinese preschool teachers’ use of feedback strategies in their math lessons. Guided by the Initiation-Response-Follow-up (IRF) framework, math lessons were coded using quality ...feedback strategies in CLASS (CLASS-PreK; Pianta et al., 2008). Specifically, the frequency of teachers’ feedback strategies as well as their effectiveness of engaging children in higher-order thinking were examined. Results showed that teachers were quite familiar with the use of feedback strategies such as recognition, back-and-forth exchanges, and teacher persistence. Moreover, in terms of promoting children’s critical thinking, teachers were ineffective when scaffolding and querying children’s responses and actions.
•Teachers frequently use recognition and feedback loops in math lessons.•Informative or thinking-elicited feedback are seldomly seen in math lessons.•Quality feedback strategies are associated with children’s critical thinking in math.•Teachers ineffectively use scaffolding, queries in math classes.
I investigated U.S. elementary teacher candidates' global perspectives before and after completing a student teaching experience in the People's Republic of China (PRC). The samples, four elementary ...teacher candidates (TCs), purposely selected for the present study, completed student teaching in a Primary School in Xian, PRC, because they all come from Midwestern-culture family, complete teacher preparation course work, and are ready to do student teaching. I employed math lessons in this exploration of TCs' global perceptions, looking for modifications; my primary interest was in potential changes from provincial to more refined perspectives. It is worth noting that the questions may have may have communicated expectations that such changes would occur. Interviews and class observations were collected from the four candidates and analyzed by means of an axial coding process across the four candidates. Results demonstrated that pre-service teachers change from what I termed a "local" (or what might be termed "parochial)" perspective to more "global" views of schooling and culture. The four teacher candidates evinced this new sophisticated understanding along three axes, (1) the global cognitive development, (2) the social strategies change under different physical environments, and (3) noticing and appreciating cultural divergence. An evolving sense of justice appeared to connect the three concepts. A tangentially connected issue that came up, as might be expected, was the vulnerability of candidates' foreign communication skills. TCs' effectively developed their global perspectives in teaching math lessons and suggest that math or STEM may be better for acquiring global perspectives than are either social studies or language arts.
One favored approach to teaching computational thinking (CT) and coding skills in PK-12 computer science education is to use educational physical computing and robotics devices (ePCRs). Marrying the ...physical functionalities and computer coding possibilities, ePCRs show great promise in cultivating PK-12 students' CT and 21-st century skills. However, in practice, there is a lack of experienced teachers and readily-available ePCR curricula, which poses challenges in classroom integration. Thus, the purpose of this article is to analyze publicly-available ePCR math lesson plans designed for middle school students, especially focusing on lesson characteristics, instructional strategies, assessment plans, and 21st-century skills cultivated. After analyzing 283 publicly-available ePCR math lesson plans, we found that they used a variety of educational technologies. In particular, the majority utilize physical coding and the tools' functionalities to move, draw, show visuals, and play audio. However, most of the lesson plans are in critical need of research-based instructional strategies and assessment plans and instruments. Our empirical evidence warrants a great need for additional research, design, and professional development in the area of effectively integrating ePCRs into content areas, especially in the aspects of active learning strategies, student-centered assessment, and more profound pedagogies to cultivate students' 21st-century skills.
In the context of sustainable education, remote areas require special treatment. However, teachers are not evenly distributed in terms of quantity and quality. Adaptable, creative, and innovative ...teachers are needed in remote areas. Therefore, universities must prepare preservice teachers to teach in these places. This study explores indigenous artifacts from local communities related to mathematical content that preservice teachers can adopt to design lesson plans using available resources. Data were collected through the artifacts of indigenous people in a mountainous region on the border of Yogyakarta and Central Java, Indonesia, and the math curriculum content was examined. The relational ideas of the artifacts and the math curriculum content were analyzed. Based on the results, this study shows that artifacts can be incorporated into math learning materials. Elaborating on the artifacts can potentially relate culture and math in the classroom. The artifacts contain mathematical value and are close to students' thoughts. Hence, preservice math teachers can use them to design lesson plans, particularly for math learning. By understanding artifacts in remote areas, preservice teachers will have a particular capability for preparing lesson plans relevant to students’ environment for sustainable education.
sustainable education, indigenous knowledge, ethnomathematics, preservice math teacher, math lesson plan
This study investigated preservice teachers' (PTs) conceptions of how math is well-taught, their ability to design lessons that employ reform-based practices, and relations between their conceptions ...and lesson plans. We developed a survey and a rubric, in relation to the most recent standards and practices in U.S for the teaching and learning of math, to measure conceptions of how math is well-taught, and to measure the quality of a lesson plan. We designed and implemented a series of activities based on most recent reform-based standards and practices in a math methods course. The results showed significant change in PTs' (n = 68) conceptions, however, there was not any significant relationship between their conceptions and their capability of designing reform-based lesson plans. While significant change occurred both in PTs' conceptions and lesson-planning styles, the scores indicated that they were not yet fully convinced, nor fully capable. Suggestions and implications for teacher educators are discussed.
The objective of this study was to follow up changes in knowledge related to the mathematics education field work of preliminary early childhood teachers. The subjects of this research were 28 ...students who were taking mathematics education courses in early childhood education departments at various universities. This research ran for 15 weeks and was conducted through field work relating to mathematics education. The study collected data from pre-service teachers' knowledge, the diagram of concept, writing journals, interviews, and materials from the internet. Through this procedure, pre-service teachers' knowledge for mathematics education could later be expanded, ordered, and integrated. In addition, pre-service teachers not only understood the importance of contents and levels of lesson plans, but also learned how to utilize educational media to make effective lessons. Furthermore, pre-service teachers realized that the mathematical concepts of students could be expanded depending on the contents and methods of pre-service teachers' lesson plans and students could then apply these concepts into daily situations.
Monica’s Story Marx, Sherry; Housen, Monica; Tapu, Christine
Our International Education
Book Chapter
Iskola seems to be going well enough, but the kids are completely lost academically. Henry’s teacher allows him to read books from home during most of his lessons because he can’t understand the ...class anyway. With the exception of his math lesson, Henry is reading all day at school.
Picture (Im)Perfect Mathematics Herget, Wilfried; Torres-Skoumal, Marlene
Modelling and Applications in Mathematics Education
10
Book Chapter
In this paper some unusual open-ended problems are presented, which have been “tried and tested” in secondary school. The main focus is not on calculation but rather on all the steps necessary before ...the calculations can begin. “Here is a situation. Think about it!” (Henry Pollak) Such exercises are indispensable toward the introduction of skills inherent in mathematical modelling where the emphasis is not on algorithmic procedures but rather on the higher order skills of translation, interpretation, and evaluation of the real life problem in terms of the mathematical model and its solution(s).
PDF
