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Teacher education is an important pillar of every education system worldwide. Consequently, there is a need to determine the efficacy of teacher education programs in preparing good-quality teachers. The aim of this study is to investigate the impact of learned media and teaching skills on the teaching of mathematics in secondary schools. We therefore explore how secondary school mathematics teachers perceive the effect of media practicals and microteaching on teaching practice through a...
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This study investigates the impact of secondary school students perceptions of mathematics teachers formative assessment practices and feedback delivery on their feedback use, and mathematics performance. The sample consisted of 2767 Form 3 (Grade 11) students from 48 secondary schools in Tanzania. Surveys and focus group discussions were used to measure students perceptions of formative assessment, feedback delivery, and feedback use. Structural Equation Modelling (SEM) of survey data...
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This study investigated student mathematics teachers' ability to recognise and explain their understanding of school level functions. We challenged the assumption that studying advanced mathematics automatically develops an understanding of school mathematics that is sufficient to explain concepts and justify reasoning. This case study tested this assumption by exploring the depth of pre-service mathematics student teachers' understanding of school function concepts at the University of...
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Literature is replete with research confirming the benefits of cooperative learning on students' academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling...
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This study compares the literacy and numeracy attainments of naturalized refugees and the majority rural and urban local children in Tanzania. Samples of 150 pupils were administered Early Grades Reading/Mathematics Assessment. Further, 45 parents and three principals were individually interviewed. Results indicate that naturalized refugees outperformed both urban and rural majority on literacy measures. On numeracy tests, naturalized refugees outperformed the rural majority and had...
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The disturbing issue of mathematics underachievement among gifted students seems more like a mystery than a reality and therefore calls for urgent intervention. This is why this study was motivated to investigate the psycho-social predictors that are reliable in discriminating potential achievers and underachieving gifted students in Mathematics. The study is a causal comparative study of 154 gifted SSII students purposively selected through multi-stage screening form 15 secondary schools in...
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The recent development of making secondary school education free in Ghana has raised concerns about the level of preparedness of teachers to teach students with diverse needs in one classroom. Significantly, mathematics is one of the core areas that the Ghanaian government has prioritised, and it has institutionalised mechanisms to encourage participation by many students. Accordingly, this qualitative study aimed to document the level of preparedness of mathematics teachers to support the...
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Geometry and culture are interrelated, making school geometry closely connected to the environment as well as culture in which it is taught. With regard to this connectedness, the Zimbabwean mathematics syllabus indicates that geometry should be connected to the learners' environment and culture. This article explores teacher-related challenges to the integration of ethnomathematics approaches into the teaching of geometry. Findings are based on feedback received from questionnaires and...
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This paper reports on some aspects of an investigation on the impact of an instructional approach aimed at generating and maintaining students interest in mathematics for secondary school students in displaced and re-settled communities in South Sudan. Two groups of Grade 11 students, an experimental group (E-group) and a control group (C-group), participated in the study. The E-group (n = 31) was taught using a Humour-supported Instructional Approach (H-SIA) and the C-group (n = 20) was...
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In the modern era where technology usage is a tradition of the generation, integrating the teaching and learning with mediums that could catch up and satisfy pupils' interest is noteworthy. In line with this, the contributions of GeoGebra in the teaching-learning of mathematics: as a tool to foster students' interest and achievement, and as an environment to flourish different learning styles are explored in this study. Besides, the cautions to consider before implementing a GeoGebra...
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This quasi-experimental research examines the abilities of mathematical problem solving and mathematical connections through the application of Accelerated Learning Cycle. The samples of research were 63 students of seventh grade students in Riau Province, which were divided into an experimental group and a control group. The research instruments were mathematical problem solving and mathematical connection abilities test, and the data were analyzed using Mann-Whitney and two ways ANOVA...
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The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result,...
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Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for...
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