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Wyszukujesz frazę "pre-service mathematics teachers" wg kryterium: Temat


Wyświetlanie 1-3 z 3
Tytuł:
Traits of geometrical language used by future mathematics teachers
Autorzy:
Pietrucha, Anna
Maj-Tatsis, Bożena
Powiązania:
https://bibliotekanauki.pl/articles/749162.pdf
Data publikacji:
2014
Wydawca:
Polskie Towarzystwo Matematyczne
Tematy:
language and communication
geometrical language
pre-service mathematics teachers
Opis:
The paper presents a research on how future mathematics teachers use mathematical language and how they transmit and communicate their reasoning. The aim of the research was to elaborate on the characteristics of geometrical language used by students during transforming verbal information into figural one and vice versa. The results show the difficulty in expressing one’s thoughts by formal language. Meanings can be easily distorted because of the use of colloquial language that causes lots of ambiguities. The conclusions driven from relevant research depict the role that intuition plays in expressing mathematical thoughts. Moreover, it is not as easy as it may appear to transform verbal information into figural one, and figural into verbal one. However, teaching and developing these competences should be an integral part of mathematics education.
Źródło:
Didactica Mathematicae; 2014, 36
2353-0960
Pojawia się w:
Didactica Mathematicae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Inspiring pre-service teachers of early years education to create an inquiry environment for children to learn mathematics
Autorzy:
Bojarska-Sokołowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/32443987.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Komisji Edukacji Narodowej w Krakowie
Tematy:
Mathematics education
early years mathematics
motivation of pre-
service teachers
interactive education
Opis:
The paper presents a~teaching proposal for the Mathematics Education course for university students of Education with a specialisation in Early Childhood Education, in order to motivate pre-service teachers to self-discovery and to encourage individual mathematical problem solving. The proposal was pre-tested in practice. Interactive activities were carried out in which pre-service teachers individually solved mathematical problems at thematic stations and had the opportunity to learn by manipulating objects and discovering solutions to problems. The study was conducted using an action research approach. The results of the study are described in four areas of the researcher's activity: preparing the learning environment (organising the research), observing the subjects, communicating with the subjects (interviewing the pre-service teachers) and using the results.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia; 2023, 14; 159-171
2080-9751
2450-341X
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Solving Problems on the Blackboard in Slovenian High Education Mathematics Classrooms
Autorzy:
Lipovec, Alenka
Antolin, Darja
Powiązania:
https://bibliotekanauki.pl/articles/45882090.pdf
Data publikacji:
2012-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
higher education
mathematics education
elementary pre-service
teachers
anxiety
pedagogical experiment
teaching techniques
Opis:
Students solving mathematical problems on the blackboard are an everyday routine in Slovenian classrooms. On the other hand, it is commonly known that students often consider this situation as threatening. In order to highlight this phenomenon, Slovenian elementary pre-service teachers (N=242) filled out an Internet questionnaire about preferred teaching techniques. Only a third of the participants saw this teaching technique as an effective method for learning. In a pedagogical experiment, three teaching techniques were probed in a problem solving based mathematics course with combinatorial and probability topics. Empirical results showed no significant differences in knowledge according to experimental groups.
Źródło:
The New Educational Review; 2012, 30; 45-55
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

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