Teaching Secondary Mathematics

Brumbaugh, Douglas K.; Rock, David

doi:10.4324/9781410600165

Cited by 6 publications

(7 citation statements)

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“…is always much interest amongst the general public about standards of achievement in mathematics. Mathematics occupies a core status in the secondary school curriculum because it is a key to opening career opportunities for students (Brumbaugh & Rock, 2001).Nevertheless this subject warrants an empirical study to answer a number of questions, since there are several suggestions that there is limited research on transformational geometry (Boulter & Kirby, 1994, Hollerbrands, 2003.…”

Section: Introductionmentioning

confidence: 99%

The Teaching of Geometric (Isometric) Transformations at Secondary School Level: What Approach to Use and Why?

Mashingaidze¹

2012

ASS

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The topic of Geometric transformation is topic number 10 out of 11 topics on the national ordinary level mathematics syllabus. It involves both analytic and algebraic geometry. Analytic because it can be approached using the graphical perceptive, and algebraic because matrix theory can be applied. It requires learners to have a good grasp of a number of skills, the so called assumed knowledge. Thus Teachers of mathematics before designing, selecting and implementing a lesson, ought to understand the knowledge that their students already have (or do not have). This is because one mathematical topic depends on another, early strengths support later progress while earlier weaknesses compound into greater debility. Such information is extremely useful for planning instruction. Assumed knowledge base covers topics such as vectors, construction of shapes, symmetry, properties of shapes, Cartesian equations and graphs, similarity and congruency, etc. Because of such demands learners are found wanting especially where it involves deciding the type of transformation. It is thus the thrust of this paper to approach transformations first by using graphs. Such an approach may cause understanding and enjoyment amongst teachers and learners in the topic. This approach aims at exposing the student to real practical experiences with transformations. Brief synopses on issues of the subject content are provided.

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Section: Introductionmentioning

confidence: 99%

The Teaching of Geometric (Isometric) Transformations at Secondary School Level: What Approach to Use and Why?

Mashingaidze¹

2012

ASS

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“…Adalah penting untuk pelajar menentukan yang mana konsep yang betul bagi mengelakkan mereka membina pemahaman, kesimpulan, proses dan generalisasi yang salah. Proses pemahaman mereka perlu dibimbing secara terarah kearah proses penemuan dan penyelesaian masalah yang betul (Brumbaugh & Rock, 2006). Perbezaan dalam pemahaman pelajar dan pengajaran guru ini menyebabkan proses P&P tidak berkesan kerana maklumat yang ingin disampaikan adalah bercanggah disebabkan salah faham yang wujud di antara guru dengan pelajar.…”

Section: Pernyataan Masalahunclassified

Aplikasi Prinsip Animasi Exaggeration, Kemahiran Berfikir Kritis dan Kreatif serta Model Motivasi ARCS Terhadap Topik Integer Matematik Tingkatan Satu

Zohedi

Ubaidullah

Fabil

2017

JICTIE

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Kajian menunjukkan pelajar mempunyai masalah dalam mempelajari topik Integer Matematik Tingkatan 1. Ini menyebabkan pelajar mempunyai motivasi yang rendah dalam pembelajaran. Pelajar memerlukan sokongan tambahan dan motivasi agar mereka dapat belajar lebih baik dan bermotivasi. Kertas kerja ini bertujuan untuk mengkaji aplikasi prinsip animasi exaggeration, kemahiran berfikir kritis dan kreatif serta elemen motivasi terhadap topik Integer Matematik Tingkatan 1. Kertas kerja ini memfokus kepada aspek kemahiran berfikir kritis dan kreatif yang perlu dikuasai, model motivasi ARCS dan prinsip exaggeration dalam animasi iaitu elemen penting yang menyumbang kepada kerangka konseptual kajian.

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“…These efforts shows the commitment and creativeness of teachers that should be acknowledged as an ongoing process that are continuously evolving in searching ways and mean to help students acquire knowledge related to subtraction and addition operation in negative numbers. This was to help students avoid arising at incorrect assumption, conclusions, thought process and generalizations which is also important for them to determine what things are as well as what they are not (Brumbaugh & Rock, 2006). The first part of this study was to identify the incorrect answer produced by the respondents for each item and its frequency respectively.…”

Section: Introductionmentioning

confidence: 99%

Incorrect Thinking Process Prediction for Negative Numbers Subtraction Operation Involving Positive with Negative Integers

2014

Personalia

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This study was divided into two parts. The first part was to identify the incorrect answer produced by the respondents for each item and its frequency. Then, the second part was to predict the incorrect thinking process with respect to its frequencies that respondent might have adapted in solving such sentence questions incorrectly. The respondents of this study were five mathematics teachers and 124 students aged 14 years old from Malaysian secondary school. The finding shows types of mistakes made by the students for each type of items tested and the prediction of incorrect thinking process respectively. This paper focused on the third category: subtraction operation involving positive with negative integers. The findings revealed that in depth analysis into the students thinking process is an essential knowledge for teachers to re-assess their teaching and correct students their misconceptions.

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Teaching Secondary Mathematics

Cited by 6 publications

References 0 publications

The Teaching of Geometric (Isometric) Transformations at Secondary School Level: What Approach to Use and Why?

The Teaching of Geometric (Isometric) Transformations at Secondary School Level: What Approach to Use and Why?

Aplikasi Prinsip Animasi Exaggeration, Kemahiran Berfikir Kritis dan Kreatif serta Model Motivasi ARCS Terhadap Topik Integer Matematik Tingkatan Satu

Incorrect Thinking Process Prediction for Negative Numbers Subtraction Operation Involving Positive with Negative Integers

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