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Student Voice in Mathematics Classrooms around the World

The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners’ practice with at least the same priority as that accorded to the teachers’ practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner’s Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory.

Matches or Discrepancies: Student Perceptions and Teacher Intentions in
Chinese Mathematics Classrooms INTRODUCTION Efforts to pursue high-quality
mathematics teaching have led to ever-increasing research interests in exploring
the ...

STUDENT TEACHER'S PERCEPTIONS OF THE PRE-SERVICE MATHEMATICS PROGRAMME IN A PRIMARY TEACHERS' COLLEGE IN ZIMBABWE

This case study investigated the perceptions of the third year student teachers of the first year pre-service Mathematics programme at Seke Teachers' College in Zimbabwe. Student background characteristics of gender, age, teaching experience and Mathematics specialisation were the independent variables also investigated. Data was collected from 278 third year students enrolled for the general Diploma in Education course using questionnaires with a five point Likert type 33 item rating scale and open ended items. The data so collected were analysed both quantitatively and qualitatively. The findings indicated that although the programme was able to provide students with a foundation in subject knowledge more could be done to improve on training in teaching methods and provision of resources. From the variables investigated gender was found to have an effect on students' perceptions of the programme but teaching experience was found to have no effect. The possible relationship between the independent variables of age and Mathematics specialisation and the dependent variable of students' perception of the programme was indicated in too few items to warrant a definite conclusion. Implications for the improvement of the programme are that there is need for the college to revisit some aspects of the structure and organisation of the programme. There is also need for further research involving all primary teachers' colleges.

The instruction experienced by the students may be different from the intended
instruction; or the instruction may not be understood or perceived by the students.
Wittrock (1986) found that the student's perception of teaching influences student
 ...

Practical Problems in Mathematics for Health Occupations

This newly revised book provides a strong foundation in the essential math processes that are employed by health occupations workers in all areas of health care. Exercises are presented in a word problem format with concrete examples of how the math process is used in different health care careers. Problems start with simple examples and progress to complex paradigms that induce readers to tackle difficult situations. In addition to basic applications with whole numbers, fractions, and decimals, information is also featured on common graphs, charts, and gauges that are likely to be encountered in the health care field. This edition includes a large portion of coverage that is devoted to problems involving medications, intravenous solutions, and other emulsions.

This newly revised book provides a strong foundation in the essential math processes that are employed by health occupations workers in all areas of health care.

Proceeding The international Conference On Mathemetics, Sciences, Education and Technology (ICOMSET 2015): "Education, Mathematics, Science and Technology for Human and Natural Resources

Mathematics for Elementary School Teachers

Mathematics for Elementary School Teachers is designed to give you a profound understanding of the mathematical content that you are expected to know and be able to teach. The chapters integrate the National Council of Teachers of Mathematics (NCTM) Standards and Expectations and the new Common Core State Standards, as well as research literature. The five NCTM Process Standards of problem solving, reasoning and proof, communication, connections, and representation highlight ways that teachers present content, the ways that students learn content, and various ways that students can demonstrate procedural and conceptual understanding. The worked examples and homework questions provide prospective elementary school teachers with opportunities to develop mathematical knowledge, understanding, and skills that they can apply in their own classrooms effectively. The learning path begins with the Where Are We Going? Chapter Openers, worked Examples with Yellow Markers that indicate the Process Standards throughout the text, to the Concept Maps, to the Section Question Sets with their refreshers of Process Standards, to the Chapter Organizers with Learning Outcomes and a list of the corresponding Review Questions, and finally, conclude at the Chapter Tests with their overarching Learning Outcomes. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Chapter Openers, worked Examples with Yellow Markers that indicate the Process Standards throughout the text, to the Concept Maps, to the Section Question Sets with their refreshers of Process Standards, to the Chapter Organizers with ...

The Impact of SMART Board Technology on Growth in Mathematics Acheivement of Gifted Learners

This study examined whether SMART Board technology increased growth in mathematics performance of fourth grade gifted students. Gifted students in North Carolina were studied to determine if the use of SMART Board technology during mathematics instruction impacted their growth on standardized state tests. The sample consisted of 175 students from six elementary schools with similar populations. Three of the schools used SMART Boards during mathematics instruction, and three schools did not use SMART Board technology. All students were taught the mathematics curriculum according to the North Carolina Standard Course of Study. The instrument for evaluating growth was the state End-of-Grade mathematics test. A formula developed by the state's Accountability Department was used to compare third grade mathematics results to fourth grade mathematics results to determine the degree of growth for each student. The results did not indicate significant growth among gifted students who received instruction using SMART Board technology. This study was limited by the small sample of gifted students who did not receive instruction with a SMART Board. Schools, in this district, matching the specific demographics of the sample are equipped with SMART Boards and utilize them during instruction. Due to this limitation, further research regarding the use of creative technologies to stimulate and challenge the brightest learners is warranted.

This study examined whether SMART Board technology increased growth in mathematics performance of fourth grade gifted students.