Perceptions of social issues as contexts for secondary mathematics

Mamolo, Ami

doi:10.1016/j.jmathb.2018.06.007

Cited by 14 publications

(9 citation statements)

References 11 publications

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“…On the other hand, another paper suggests using complexities of social justice contexts to encourage mathematical understanding in educational programs [29]. Finally, there is a need to increase the number of research works analyzing how teachers support active participation of students in mathematics classes [30].…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

2019

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In this paper, a teaching experience carried out within the framework of the subject of mathematics is presented. This subject is taught at several levels in secondary schools. In addition to some specific content related with mathematics (percentages, fractions, graphics, and bank interest), the methodology is designed in order to enhance the development of transversal skills (e.g., oral exposition, poster design and presentation, the analysis of social inequalities, etc.). Survey results based on the responses from over 110 students across four consecutive years, as well as the teacher’s self-assessment, indicate that the proposed methodology enhanced the students’ motivation and was helpful for developing mathematical content in a more pleasant way than in a conventional class based on a master class and problem-solving class.

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Section: Literature Reviewmentioning

confidence: 99%

Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

2019

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“…Understanding the current conceptions of the PSTs and building a possible strategy for growth can help better prepare teachers to work with the growing population of students holding complex, diverse, and often marginalized identities in their future classes. We agree with Mamolo (2018) that helping prepare teachers to incorporate authentic real-world contexts is an important yet understudied problem that needs further attention. It is therefore helpful to provide examples for PSTs of what this looks like, and to provide spaces for reflection on which contexts they deem appropriate and why, and how to incorporate them into their teaching.…”

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confidence: 63%

Preservice Teachers' Understanding of 'Real world': Developing a Typology

Simić-Muller

Fernandes

2020

IJMTL

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This study examines the beliefs of 33 preservice teachers (PSTs) from the U.S. have about using different types of real-world contexts in the mathematics classroom. Qualitative data about the participants' reactions to specially designed word problems that varied in contexts from 'neutral' to controversial were collected. A thematic analysis of the responses indicated that they could be arranged into three typologies on a continuum based on their openness towards the use of controversial issues in the mathematics classroom. Drawing on the analysis of PSTs' responses and the literature, a fourth typology was inferred. The typologies can be useful to teacher educators and education programs as they seek to prepare PSTs to work with increasingly diverse students in their future mathematics classes. The study also highlights the potential of using word problems as a tool to understand PSTs' beliefs.

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“…The contextual teaching and learning (CTL) model might be a better alternative for improving students' abilities (Hoogland, de Koning, Bakker, Pepin, & Gravemeijer, 2018;Rustam & Handayani, 2017;Rustam & Adili, 2016). Mathematical abilities, including representation, develop through learning from the context (Clarke & Roche, 2018;Mamolo, 2018). Jaenudin (2008) stated that in the contextual approach, the students are given chances to construct the learned mathematical concept through an inquiry process.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation

Priyadi¹,

Negeri²,

Yumiati³

2021

eqr

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This study aimed to determine the effect of the implementation of the Contextual Teaching and Learning (CTL) model with the outdoor approach towards students’ ability in mathematical representation. It was quasi-experimental research consisting of two experimental classes and one control group. It used a pretest-posttest control group design. The population of this study was the students of SUPM Tegal. Sampling was conducted using cluster random consisting of three classes. The first experimental group was carried out by implementing the learning model of CTL with the outdoor approach. The second experimental group was carried out by implementing a learning model of CTL, while the control group was conducted by implementing a conventional learning model. The research instrument was a 7-point mathematical representation test in the form of an essay. The results of the research were 1) the learning model of CTL with an outdoor approach affected the improvement and achievement of the students’ ability in mathematical representation and was higher than CTL and a conventional learning; 2) the improvement of the students’ ability of representation in the groups of CTL with outdoor approach, CTL, and conventional learning respectively was in high, medium, and low category.

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Perceptions of social issues as contexts for secondary mathematics

Cited by 14 publications

References 11 publications

Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

Preservice Teachers' Understanding of 'Real world': Developing a Typology

The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation

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