the interest and academic performance of secondary school students in Mathematics in a metropolitan city in Nigeria. The respondents for this study were 525 students and 75 teachers. A survey was conducted to identify some of the factors hindering the teaching and learning of mathematics in the study area using a structured questionnaire as a means of data collection. We designed two separate questionnaires for both mathematics students and teachers. The investigation shows that lack of qualified
Teaching Effectiveness and Job Satisfaction of Secondary School Mathematic Teachers. Dr. Sunila Dhir Lecturer, HCE, Mandola (Bhiwani) Abstract Job plays a important role in one’s life. If a person’s seek to be happy and productive;
design positive experiences in math, remove the importance of ego in the classroom, make math relevant, let students have input in their own evaluations, and emphasize the importance of original, quality thinking rather than manipulation of formulas. (Furner & Duffy as cited by Shannon, 2008). Effective and engaging mathematics instruction must begin in the elementary school classroom if we are to reduce mathematics anxiety in students. Thus, teacher education programs are obligated to find ways to reduce
theory, RME is an approach specifically developed for learning mathematics. Freudhental (1971) in Daryanto and Tasrial (2012) instead that RME combines view of what the mathematics, how students learn mathematics and how mathematics should be taught. Based on the above background, a study is conducted by using contextual problems as an effort to enhance student conceptual understanding of
Curriculum Framework (NCF) is based on the Goals of the National Curriculum (MoEHr: 2006) taking into consideration the local and global conditions of its operationalisation and the need to ensure validity and currency (Ministry of Education and Human Resources,2009). The objectives were to create a link between the different types of learning areas. Due to this, the Overarching Learning Outcomes (OLO) was introduced. The first concern of the OLO according to the NCF, is about language. Language is the
Teachers are the backbone of education. They are the ones who build a foundation for the success of their students. A teacher should provide quality education despite adversity, an education leading each student to the epitome of achieving their goals to be successful professionals. Teachers are expected to meet each demand and to deliver his/her best ability not only to create a good product but also to improve excellence in the academic community. Teachers are the creators of individuals who someday
camp, which is “UPSR Motivational Camp (Zero to Hero)”. This is a program that will be carried out specifically for Year 6 students who are going to sit for Ujian Penilaian Sekolah Rendah (UPSR), which will be conducted by EDU 5016 Motivation in Education class students. This program is used as incentive to prepare students toward betterment and own development as well as mainly focusing on UPSR that is equally important apart from other public examinations in Malaysia. This program involves famous
culture. Game Studies, 3,1: http://gamestudies.org/0301/fromme McFarlane, A, Sparrowhawk, A and Heald, Y (2002). Report on the Educational Use of Games. TEEM (Teachers Evaluating Educational Multimedia): www.teem.org. uk Kamra R, (2010). The Importance of Using Games in the English Classroom. http://englishtips.org Lengelling, M & Malarcher, C. ( 1997).” Index Cards”. A Natural Resource for Teachers. V. 35, N. 4. http://exchanges . state .govern/ forum. Wright, A., Betteridge, D., & Buckby
leads us to trace back to the intrinsic differences between the Chinese and the Western philosophical systems in the pursuit of knowledge, such as social and economic patterns, feudal order, development in rational and irrefutable methodology like mathematics for quantification and relating it to occurrences in nature.
and concerns in Teacher Education between developing and developed country. (Choose ant ONE (1) country from each category) Abstract Teacher education programs among countries are often examined and are analyzed for further enhancement of their effectiveness. In this 21st century, teachers are not only expected as imparters of knowledge, teachers are also to hold the responsibility of shaping a better citizenry. This paper aims to compare and contrast the teacher education in Singapore and Malaysia