This study was carried out as part of the research project Utopia in TeachingMathematics in Elementary School, executed by the School of Mathematics at National University of Costa Rica. This article shows the perception of a group of elementary school educators about mathematicsand its teaching. The information was gathered through a 66 question questionnaire, designed to assess the perception of elementary school teachers about mathematicsand its teaching in relation to the current programs provided by the Ministry of Public Education, and also their perception of the initial training they obtained when they were studying and in processes of training. Among the main findings are: beliefs of teachers tend to be positive about mathematicsand its teaching, and educators teaching primary school levels tend to use more problem-solving exercises in which students can apply their mathematics knowledge, rather than having learners work on routine exercises and memorize rules. However, this aspect should be strengthened and deepened in the processes of training being offered by educational authorities. Although participants considered that students’ beliefs and perceptions are quite important when framing classroom activities, a significant number of them pointed out that mathematics can make students feel insecure. Teachers feel little satisfaction regarding the theoretical aspects, teaching strategies and assessment of mathematics in public schools; they stated that their initial training is not concomitant with the work they must carry out in elementary school classrooms.
what is leading to students of being unsuccessful in mathematics. It has been concluded from these studies that for students to be successful in the learning of mathematics there are so many factors that come into play. One major factor is the teacher (Haider & Jalal, 2018; Haig & Sexton, 2014; Kutnick & Jules, 1993; Sanders, 2010: Scarboro, 2012). The problem is still as fresh as it was 10years ago. It is for this reason that this research study tries to look at this situation using a different angle, this research study does not bash the traditional methods of collecting information but simply capitalises on the traditional methods. Instead of using traditional methods maybe research needs to move as technology is moving, what was new yesterday is old today, for this reason, this research study is proposing a new way of looking at the problem of mathematicseducation that has been faced for over two decades now. Who is a good teacher, this question can be effectively be answered by using an environment that students feel comfortable with. As Bain puts it, this questions depends on who, how and where you ask it. Informal conversations are free and without restrictions or conditions and provide insights into student’s opinions. With such conversations on social media like twitter and online discussion forums students exchange information unofficially and are free to express their opinions with people they may have relations or not. The shortfall of studies investigating this issue in educational research on
choice of behavioral approach during teaching-learning process, which derives from values, beliefs, characteristics, aspirations, and history-individual and social culture. Teacher’s behaviors in classroom are called "teaching beliefs" which is considered as one of the effective and important factors in teaching, because it determines the type of teacher training tasks and it is the basis for the learners’ classroom activities (Shabani, 2011). Teacher beliefs in teaching are strategies that teachers use in their teaching process in order to affect the learners’ mental- practical processes, and ultimately, learners can better adapt to their living environment or can act more effectively, and flourish all their personality aspects (Hofer & Pintrich, 1997). Hofer and Pintrich (1997) defined belief as a coherent and fully consistent system of teacher education activities and learners’ learning activities that take place for specific educational purposes. Recognizing teacher beliefs is necessary in achieving educational goals in any educational system. Because knowing the beliefs of teachers can determine the vital elements of the teaching-learning process for teacher and learner.
Regarding the content of the final project, the truth is that at first I didn’t even knew where to start. At the end, I realized that one of the things I liked most during my school practices was telling stories; so here I turned my attention and effort to it. Once carried out and finished the job, I have acquired great knowledge about this resource through experience that the investigations of various authors have provided me. So I have to say, as many authors cite, and as I myself have experienced, storytelling in teaching English offers many advantages to the teacher such as motivation, divertissement and participation of students in the classroom of English.
The research trends present in the proceedings of the International Group for the Psychology of MathematicsEducation (PME) conferences were addressed by including the papers of Llinares and Krainer (2006), Ponte and Chapman (2006), and Krainer and Llinares (2010) in the review. These three papers summarize re- search trends and key issues in mathematics teacher education research, based on the review of the PME proceedings produced during the last three decades. These are quite comprehensive reviews that provide a broad perspective on the research trends produced within the PME community. These general reviews were includ- ed in the first layer of my own review. In the case of the CERME proceedings, I mainly focused on reviewing the reports of the mathematics teacher education working groups. In the case of the ICME proceedings I used the same criterion. However, I also included the individual writings—individual papers, plenary lec- tures—addressing topics related to mathematics teacher education. As for the proceedings of the symposium on the occasion of the 100 th anniversary of ICMI, I only included the paper of Grevholm and Ball (2008), but I also consulted some of the papers of the working group “The Professional Formation of Teachers” of the same symposium.
New technologies and advances of the digital revolution have permeated not only school education with innovative tools and means to improve teachingand learning, they also have become a relevant resource of work in higher education. Professional technical higher education represents an important percentage of the enrollment of tertiary educationand has characteristics and context that differentiates it from college education. Considering this and in the framework of COVID-19 pandemic, this article refers to the need faced by technical- professional higher education to urgently implement forms of distance work which, in turn, requires seeking new strategies, paths and approaches that take in account the use of different virtuality tools that exist today.
The three dimensions are equally important for understanding the structures and constructions. But we can speak about linear and surface structures, thus it means that one dimension is less important than the other two, concerning their geometry. The definition of curves of the arcs is a significant source of models for the course "if the column is art, the arc is technique" (Torroja 2000). Our studies of these elements are based on the parameterization of the different curves. Anyway we do not lose sight of their constructive and structural meanings. The arc is always associated to the wall to carry loads to the foundations, besides it provides a remarkable control of the proportions. The beauty and understanding of the cycloid whose proportions are set by its definition, that refers to this mathematical concept. On the other hand, exempt arches change their shape to fit the path of the forces, so the parable is adapted to the anti-funicular curve.
Here, apart from having a fear problem with my students,There is also a matter of frustrarion. This connection is not arbitrary; respecting language evolution, It has got correspondance with the historic sense of the word: Frustration precisely comes from latin “nullificare”, which literally means to nullify and ignore someone (2006). When the teacher punished students, what she was doing was actually arbitrarily ignoring the reasons why they did not understand what they were being asked to do. In order to change the logics relying behind the acts of my guide-teacher, I will suggest an action research methodology which integrates students‟ voices and opinions since they must be the basis of any pedagogical practice that aims to create a democratic and respectful atmosphere.
In the second place, there are also differences with respect to the teachers’ perceptions about the teaching styles which are most accepted by the students. So, the graduates in physical educationand primary school teachers believed that the command style was the most accepted, i.e., the style which promotes physical abilities in the students. However, physical activity and sport science graduates and teachers with both degrees, and also teachers who teach in secondary schools, considered that the styles of free exploration and guided discovery are the most accepted by students, styles which also help to improve the students’ cognitive abilities. Jaakkola and Watt (2011) claim that the most motivational styles i.e. the ones that allow students to have a more positive attitude toward the task are the teaching styles which involve them in their own learning. However, Sánchez, Byra and Wallhead (2012), in their investigation affirm that some students prefer the command style because they only have to follow a model, while others students prefer participatory styles. Isaza and Henao (2012) say that the socialising styles improve academic performance and the students' attitudes towards the subject of physical education. Sometimes the teachers decide to use traditional styles so they can have more time for practice and therefore physical development, losing less time in explanations and feedback (Byra, Sanchez and Wallhead, 2014). In spite of that, there is a great variety in preferences of teachingand learning styles (Tuomey 1998).
Recent developments in learning technologies are creating a significant shift in the educational experience. The paper aims at exploring the potential of PLEs (Personal Learning Environments) and PLNs (Personal Learning Networks) through the description of a case study relating to an online training initiative: an innovative answer to the “lifelong competency” management approach to language teaching. The case study refers to an online international initiative promoted in 2012 addressed to teachers, trainers and educators from all over the world, passionate about language learning with the use of technologies. The authors of this contribution planned and moderated a five-week training session within “EVO 2012” (Electronic Village Online), offering a free opportunity to discuss and share ideas, practices, experience through a Moodle platform, in synchronous meetings with international experts and asynchronous working tools. The main aim was to promote greater awareness of this topic, guiding teachers and trainers to the effective exploitation of the potential of PLE and PLN in EFL (English as a Foreign Language) classes.
This paper presents the results of a study on the current situation of the teachers in the area of Social Sciences Education in Spanish Universities. Based on the data through individual and collective questionnaires, directed to teachers who, during the course of 2014-2015, taught in this area, and using the results obtained in previous studies (Aguirre, 1988; Liceras, 2004), as well as data published by the Ministery of Educationand the Universities themselves, this study reveals that, although the area has experienced significant growth in aspects such as the number of teachers, the qualification of these, or the research lines developed, this growth has been accompanied by a progressive labour precariousness that, according to the authors, could have a negative impact on the quality of its research activity, and would explain, at least in part, the difficulties it is having to reach its full scientific maturity. Recalling the origins of the area, and the role that the University Association of Teachers of Social Sciences did in its evolution and in the many achievements achieved, the area now has to face new challenges that affect both teachingand research, and which require greater job stability for this teaching staff, as well as a review of the criteria established for their accreditation, more in line with reality and more just with their specificity: Social Science Education.
Throughout this article we will talk about bilingual teaching from Early Childhood Education. We will define the bilingual teachingand we will see the different programs that we can find in the classrooms to teach it; We will analyze why this learning is so important since childhood. Then we will give a few brushstrokes on the methodology that we must carry out in the classroom for that purpose, as well as the materials and resources that we can count on to carry out this learning. This will be introduced from a first section dedicated to the teaching-learning of oral language.
Child education is a stage that seeks the integral development of children and to carry it out we cannot forget that among many other aspects, methodology used for teaching history is an important part of this development. As we will see later on, many professionals defend the possibility of introducing children to learn history during this stage, although the most important thing is the methodology used. In this case, we have opted for a playful methodology because it arouses interest among the smaller kids. Keywords: Children's education, playful methodology, history.
In reviewing how the methodology can be implemented in the classroom, a framework introduced by Mortimer and Scott (2003), mentioned by Morton (2012), will be followed. Such a framework helps teachers to gain a better understanding of their performance in the classroom and become aware of the part they play in trying to meet the pedagogic goals. The framework consists of five related areas that need to be taken into account when analyzing teacher performance in science classrooms. These areas are teaching purposes, content, communicative approach, patterns of discourse and teacher interventions. To simplify things, these five areas can be dealt with under three broad headings: focus, approach and action.
However, while the latter employed a Term Frequency – Inverse Document Frequency (TF- IDF) score for term extraction, the former uses a new composite measure called Salience, Relevance and Cohesion (SRC), which has been shown to outperform TF-IDF approaches (Periñán, 2015). “Salience” measures the weight or representativeness of each lexical unit in a corpus, that is, it helps estimate whether a candidate unit is terminological or otherwise belongs to common language; “relevance” calculates the terminological weight of the same unit compared to the entire domain under scrutiny, and not the corpus alone; finally, “cohesion” measures the semantic strength among the elements of multi-word expressions. The paper will not go into great detail explaining all the features of the software environment; here, only the aspects that are relevant from a didactic point of view will be discussed (the reader is referred to Periñán & Arcas, 2014; Felices-Lago & Ureña, 2014; Periñán & Mestre, 2015). Pedagogically, the tool has three main advantages. Firstly, it is multilingual; thus, the teaching model proposed here can be applied to any content and/or foreign-language class regardless of the subject areas. It should be noted at this point, however, that during the data processing, the tool relies on language-specific filters to improve the relevance of the results; although these can be conveniently adapted for different languages. Secondly, can- didate terms can be studied in context, since the tool allows the users to check the co-text of the elements retrieved so that their meaning can be easily identifiable. Moreover, to make the checking process quicker, the extractor enables the removal of functional and common words, since both are terminologically irrelevant, as well as non-lexical items such as num- bers or symbols. Thirdly, DEXTER has a graphical user interface, which means users can easily interact with menus, thus making it especially suitable for non-proficient students.
In 1989 the Victorian (Australia) state government conducted a state-wide media campaign, Maths Multiplies Your Choices, to combat the prevalent sex segrega- tion of the labour market and encourage parents to think more broadly about their daughters’ careers. The role of mathematics as a critical filter to career and em- ployment opportunities was highlighted. The success of the campaign was meas- ured in various ways. Many schools subsequently reported an increase in girls’ enrolment in mathematics subjects once they were no longer compulsory. A market research company was employed to determine how many parents had in fact “seen or heard advertising about encouraging girls to continue with maths and science in years 11 and 12” (McAnalley, 1991, p. 35) and to explore parents’ attitudes to their daughters’ educationand career. Since then, in Victoria, there has been no concerted attempt to measure directly the public’s views about mathematics learning and the role of mathematics in determining males’ and fe- males’ career options.
According to previous information my work as a research assistant is focus in macro- project one, exactly in subproject two “Understanding English teaching & learning contexts and their importance in EFL education”. This subproject try to describe how is the process in EFL teachingand learning in different context according to their specific characteristics, In order to make a relevant description so I needed to make a relevant state of the art, it is look at background previous research, to know what has been done and what lacks to be done on a specific topic, Londoño, Maldonado and Calderon (2014) the main objective is to establish a critical and analytical account on the research tendencies, research outcomes, and hypothesis in regards to the research topic. It is important to do a state of the art before starting any investigation as it allows researchers to use prior knowledge and save efforts in doing research that perhaps has already been investigated. A state of the art can be organized having into consideration topics and subtopics, periods of time and geographical settings. The selection of the approach to conduct the state of the art depends on the researcher’s logic and particular needs.
In modern education, colleges and universities should teach students in accordance of their aptitude, in the light of their mental health. This paper empirically analyzes the demographic features and mental health status of college students, and their recognition of the mental health education system, and discusses how to optimize mental health education curriculum and construct the theoretical basis of mental health education system. The research data were collected through a questionnaire survey. The result show that it is possible to identify the problems with the mental health education system through analyzing the demographic features and mental health status of college students; the merits and defects of the system can be tested by assessing the students’ cognition, internalization and comprehensive quality; the curriculum design of mental health must fully consider the theory of positive psychology. The research results provide a good reference for the curriculum design andteaching theory of mental health education in colleges and universities.
Wayside stops are unplanned, so a teacher has to decide in the moment on the potential mathematical richness and whether the class as a whole or perhaps just some individuals will benefit from it. This requires deep pedagogical content knowledge. The teacher must also balance time that might be spent against the time pressures of the day’s agenda. On the other hand, wayside stops have many advantages, especially when these mini-investigations arise from the spontaneous observations of students. This sends a strong message that students can find interesting mathematical properties for themselves if they look for them, and it promotes problem posing. Listening to students ‘discoveries’ gives insight into how they see mathematicsand what further teaching they need. Wayside stops can add a spirit of inquiry to any curriculum.