Mathematics,
Journal Year:
2022,
Volume and Issue:
10(15), P. 2641 - 2641
Published: July 28, 2022
This
article
reports
on
two
aspects
of
a
professional
learning
(PL)
and
research
study.
Twenty-five
teachers
participated
in
two-year
PL
program
that
sought
to
support
implement
classroom
connectivity
technology
(CCT)
their
Algebra
I
classrooms.
Students
one
school
who
learned
with
CCT
outperformed
peers
without
CCT.
Therefore,
we
explored
the
practices
teacher
whose
students
attained
higher
achievement.
There
were
several
this
teacher’s
instruction
created
context
for
noticing
potentially
led
significant
difference
First,
describe
foundational
components
established
expectations
lesson
mini
cycles
provided
consistent
format
students.
We
discuss
work
supported
student
noticing,
including
connections
prior
knowledge,
task
analysis,
carefully
curated
lessons.
Students’
observations
codified
conjectures
they
developed
individually
groups
as
well
summaries
engagement
ways.
The
implications
these
results
future
are
discussed.
European Conference on Games Based Learning,
Journal Year:
2023,
Volume and Issue:
17(1), P. 490 - 496
Published: Sept. 29, 2023
Mathematics
is
one
of
the
school
subjects
where
demotivation,
dislike
and
failure
are
frequent
concerns.
To
address
this,
it
important
to
actively
engage
students
in
classroom
employ
resources
that
make
math
classes
more
appealing
captivating,
leading
meaningful
learning
experiences.
Active,
cooperative,
participative
methods
should
be
prioritized
over
traditional
didactic
teaching
mere
transmission
knowledge.
Active
offer
alternative
approaches
conventional
lecture
format,
involving
process.
The
concept
an
escape
room,
a
gaming
experience
participants
must
solve
challenges
from
locked
has
gained
popularity
educational
contexts.
room
extension
this
concept,
aiming
promote
real-time
problem-solving,
teamwork,
discovery
clues
mysteries
facilitate
active
learning.
By
engaging
various
tasks
within
work
together
teams,
fostering
environment.
offers
several
benefits,
including
enhancement
problem-solving
skills,
student
performance,
motivation.
incorporating
gamification
strategies
into
processes,
approach
proves
effective
way
promoting
mathematics.
In
paper,
we
present
case
study
explores
use
with
first-year
undergraduate
Portuguese
higher
education
institution,
goal
improving
their
mathematical
skills.
aims
evaluate
how
rooms
can
contribute
increased
motivation.
assess
perception
regarding
methodology,
quantitative
survey
was
conducted.
findings
indicate
using
as
effectively
interest
improved
outcomes
mathematics.
Journal of Mathematics and Science Teacher,
Journal Year:
2023,
Volume and Issue:
3(2), P. em038 - em038
Published: April 6, 2023
This
study
explores
the
practice
of
mathematics
teaching
and
learning
in
semester
system
Nepal.
Three
teachers
six
students
Master
Education
from
Faculty
Education,
Tribhuvan
University
(TU)
were
selected
purposively
for
interview.
In
addition,
21
also
focused
group
discussion
(FGD),
classroom
observation
FGD
used
to
collect
information
participants
study.
Thematic
analysis
is
It
concluded
that
at
TU,
Central
Department
particularly
mathematics,
has
a
radical
shift
pedagogical
practices.
There
provision
supportive
internal
external
evaluation
systems
promote
multiple
skills
knowledge
or
holistic
development
learners.
The
assessments
encourage
motivate
learning.
supported
enhance
weakness
teaching-learning
activities
system.
document
effective
Advances in Mobile Learning Educational Research,
Journal Year:
2023,
Volume and Issue:
3(2), P. 886 - 892
Published: Nov. 22, 2023
The
objective
of
this
study
is
to
develop
Kobatar
learning
media
and
assess
the
viability
products
derived
from
creation
for
teaching
mathematics
in
third-grade
elementary
classes.
This
research
falls
under
category
development
(R&D).
process
adheres
Borg
Gall
procedure
theory,
encompassing
seven
distinct
steps.
findings
investigation
indicate
that
product
meets
stipulated
eligibility
criteria.
Practicality
evidenced
by
material
expert
validation
yielding
a
final
percentage
92.59%,
followed
with
95.62%.
Additionally,
practicality
response
questionnaire
three
students
resulted
95.13%.
All
these
percentages
align
criteria,
categorizing
as
"Very
Eligible."
In
conclusion,
school
demonstrates
its
potential
versatile
tool
educational
setting.
Mathematics,
Journal Year:
2022,
Volume and Issue:
10(15), P. 2641 - 2641
Published: July 28, 2022
This
article
reports
on
two
aspects
of
a
professional
learning
(PL)
and
research
study.
Twenty-five
teachers
participated
in
two-year
PL
program
that
sought
to
support
implement
classroom
connectivity
technology
(CCT)
their
Algebra
I
classrooms.
Students
one
school
who
learned
with
CCT
outperformed
peers
without
CCT.
Therefore,
we
explored
the
practices
teacher
whose
students
attained
higher
achievement.
There
were
several
this
teacher’s
instruction
created
context
for
noticing
potentially
led
significant
difference
First,
describe
foundational
components
established
expectations
lesson
mini
cycles
provided
consistent
format
students.
We
discuss
work
supported
student
noticing,
including
connections
prior
knowledge,
task
analysis,
carefully
curated
lessons.
Students’
observations
codified
conjectures
they
developed
individually
groups
as
well
summaries
engagement
ways.
The
implications
these
results
future
are
discussed.
