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Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

The purpose of this report is to identify the school setting variables and the teacher competencies which contribute to achievement in the basic skills in mathematics. The search for indicators of competence was accomplished by literature review, expert opinion, research data, and identified student outcomes. The objective was to identify those observable classroom behaviors whose presence or absence is likely to affect student performance. Two types of competency indicators are identified: (1) cognitive-based; and (2) performance-based. Specific instructional competencies are identified and stated in each of the basic skills areas. Five general behaviors were used to group these specific competencies. They are: (1) diagnosis and prescription; (2) organization and management; (3) instruction; (4) growth patterns; and (5) evaluation. (MP)

The purpose of this report is to identify the school setting variables and the teacher competencies which contribute to achievement in the basic skills in mathematics. The search for indicators of competence was accomplished by literature review, expert opinion, research data, and identified student outcomes. The objective was to identify those observable classroom behaviors whose presence or absence is likely to affect student performance. Two types of competency indicators are identified: (1) cognitive-based; and (2) performance-based. Specific instructional competencies are identified and stated in each of the basic skills areas. Five general behaviors were used to group these specific competencies. They are: (1) diagnosis and prescription; (2) organization and management; (3) instruction; (4) growth patterns; and (5) evaluation. (MP)

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Exploring ratios

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts. (Contains 8 tables and 1 figure.)

This research studied the practices and challenges encountered by Secondary Mathematics teachers during limited face-to-face learning modality in Zone IV, Division of Zambales for the school year 2021–2022. It utilized a descriptive quantitative research design with a questionnaire as the main instrument. Results showed that teachers strongly agreed on the indicated practices on Health and Safety Protocols; Accessibility, Teacher Performance; Teaching Strategy, and ICT Access and Use. They disagreed with challenges related to Class Scheduling, Teaching and Learning Delivery, Assessment of Students’ Performance; but agreed that Class structuring and Management posed difficulties for effective discussions and student engagement. However, there is no significant difference between the appraised practices and challenges when grouped according to age, gender, teaching position, years in teaching, and average number of hours rendered in mathematics class weekly. There exist significant differences on the perceived practices among respondents handling Grades 7, 10, and 11. Post Tukey HSD tests and the Games-Howell test indicate that Grade 7 and Grade 11 groups differ significantly with their perceived practices of limited face-to-face modality. Therefore, the grade level to which the teachers are assigned has an impact on how they perceive the implementation of the limited face-to-face modality. Lastly, there is no significant relationship between assessed practices and perceived challenges faced by the teachers in the conduct of limited face-to-face learning modality and the correlation that was established was negligible negative correlation, suggesting that teachers who strongly agreed on the indicated practices tend to have low perceived challenges.

In the present paper, we describe some experiences in using programming, commands and graphical interfaces based on computer algebra systems, as tools for learning Physics and Mathematics.

Mathmatics for machine learning

Mathmatics for machine learning

Mathmatics for machine learning

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

228 p. : 25 cm

228 p. : 25 cm

228 p. : 25 cm

The purpose of this study was to explore the critical life-events of the first author's journey of learning and teaching mathematics that prompted critical thinking about his past experiences as a student and teacher. It portrays a paradigmatic shift from a traditionalist thinker to a constructivist actor in the classroom from the critical life-events within and out of classroom experiences by using autoethnography as the writing and research genre by connecting his personal experiences in the social, cultural, and teaching/learning contexts of Nepal. The major themes emerged from the autoethnography were-- Thinking Narratively: Joining a School and Dropping Out; Thinking Narratively: Back to School and Dropping In; Thinking Interpretively: Dropping out of School; Thinking Poetically: Dropping in School; and Nightmare of the First Teaching: A Pedagogical Boomerang. These themes portrayed a pedagogical boomerang in learning and teaching mathematics from a remote village in Western Nepal to the neighborhood of the capital city Kathmandu.

Mathematics for Machine Learning By Naveed R. Butt Lec1-Lec2

Mathematics for Machine Learning By Naveed R. Butt Lec1-Lec2

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Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Mathematics plays a crucial role globally due to its significance in paving the way for the fields of science and technology. The study aimed to investigate teachers' attitudes towards pupils' Mathematics learning; and strategies that can be employed to enhance pupils' positive perceptions of Mathematics in the learning process. The study conducted in Misungwi District in Mwanza Region, focusing on public primary schools. The study was guided by social learning theory and employed a convergent parallel research design. A total of 210 respondents took part in the study, including 168 pupils, 28 teachers, and 14 head teachers. The study used questionnaires and interview guides. Data obtained from the study were analysed using the Statistical Package for Social Sciences (SPSS) version 20 for quantitative data, while qualitative data were coded, categorised, and analysed using thematic analysis. The study's findings revealed that majority of Mathematics teachers exhibited negative attitudes towards pupils, which contributed to the pupils' negative perceptions of Mathematics learning. The study recommends that  fostering positive teacher attitudes to promote a favorable environment for learning Mathematics and highlights a range of strategies that can be implemented  to improve pupils' positive perceptions of learning the Mathematics subject in public primary schools within Misungwi District.

Equivalent ratios

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics

Support fall-readiness for students as your student prepares to enter the next grade in mathematics