Literary Approaches in teaching mathematics, Summaries of Legal English

Download Literary Approaches in teaching mathematics and more Summaries Legal English in PDF only on Docsity! Utilizing 2C2IR Pedagogical Approaches in Teaching Earth and Life Science at San Pascual Senior High School 2 Rosellie Tumambing Home /   Archives /   Vol. 3 No. 2K (2019): Ascendens Asia Journal of Multidisciplinary Research Abstracts /   Articles INTRODUCTION The Philippine educational system through theDepartment of Education prioritizes science and technology as the main instrument in achieving the industrialized status of the country. Science plays an important role in the educational system because it is used practically in all fields of knowledge. In pursuit of new understandings, pedagogical approaches in the earth and life science are vital, keen observation, skills in experimentation and problem-solving proficiency were equally important. This study aimed to assess the extent of utilization of pedagogical approaches and the challenges met by teachers in teaching earth and life science at San Pascual Senior High School 2. METHODS The descriptive research design was used with the teachers teaching earth and life science under humanities and social science (HUMSS) and accountancy, business and management (ABM) strands. A mixed method design was used in the study using a pragmatic approach, the researcher used a researcher-made questionnaire and a face-to-face interview with the subjects. RESULTS In the extent of the utilization of pedagogical approaches, the constructivist approach emerged as the most utilized approach while a reflective approach shows to a moderate extent utilization. Deficiency of learning materials (books) for students, absence of functional library facilities, absence of functional science laboratory rooms, lack of science laboratory equipment and supplies and poor internet connection within the school turned out to be the strongly agreed challenges encountered in teaching earth and life science, on the other hand, insufficient curriculum guides provided per subject area and scarcity of learning supplies such as manila papers, permanent markers, colored papers, and cartolina for the students are the most disagreed challenges encountered in teaching the subject. DISCUSSIONS Pedagogical approaches are deemed of much importance in the teaching-learning process. Many teachers confess during the face to face interview that among the pedagogical approaches the reflective approach needs more attention and expertise. Among the challenges met in teaching earth and life science deficiency of learning materials emerged as one of the strongly agreed problems due to that senior high school is a newly implemented curriculum and learning materials were not yet distributed. Published 2019-01-18 Implementation of 2c2ir: Experiences and Challenges By the Elementary Master Teachers in the District of Trece Martires City Ma. Theresa Obrero Zhi-Hong Chen,  Calvin C. Y. Liao &  Tak-Wai Chan  Research and Practice in Technology Enhanced Learning volume 14, Article number: 5 (2019) Cite this article 84k Accesses 12 Citations 3 Altmetric Metrics details Abstract Conventional teacher-led instruction remains dominant in most elementary mathematics classrooms in Taiwan. Under such instruction, the teacher can rarely take care of all students. Many students may then continue to fall behind the standard of mathematics achievement and lose their interest in mathematics; they eventually give up on learning mathematics. In fact, students in Taiwan generally have lower interest in learning mathematics compared to many other regions/countries. Thus, how to enhance students’ mathematics achievement and interest are two major problems, especially for those low-achieving students. This paper describes how we designed a game-based learning environment, called Math-Island, by incorporating the mechanisms of a construction management game into the knowledge map of the elementary mathematics curriculum. We also report an experiment conducted with 215 elementary students for 2 years, from grade 2 to grade 3. In this experiment, in addition to teacher-led instruction in the classroom, students were directed to learn with Math-Island by using their own tablets at school and at home. As a result of this experiment, we found that there is an increase in students’ mathematics achievement, especially in the calculation and word problems. Moreover, the achievements of low-achieving students in the experimental school outperformed the low-achieving students in the control school (a control group in another school) in word problems. Moreover, both the low-achieving students and the high-achieving students in the experimental school maintained a rather high level of interest in mathematics and in the system. Introduction Enhancing mathematics teachers’ quality through Lesson Study Laila S. Lomibao  https://springerplus.springeropen.com/articles/10.1186/s40064-016-3215-0 apri; 29 Abstract The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher’s quality is vital in improving the students learning outcome. Since, the usual top- down one-shot cascading model practice for teachers’ professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers’ quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers’ quality level in terms of SEARS-MT dimensions. A mixed method of quantitative–qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers’ quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher. Enhancing learning approaches: Practical tips for students and teachers Samy A. Azer , Anthony P. S. Guerrero  & Allyn Walsh Medical Teacher   Volume 35, 2013 - Issue 6 Pages 433-443 | Published online: 15 Mar 2013 Background: In an integrated curriculum such as problem-based learning (PBL), students need to develop a number of learning skills and competencies. These cannot be achieved through Cite https://doi.org/10.1016/j.sbspro.2011.12.091 Get rights and content Under a Creative Commons license Open access Procedia - Social and Behavioral Sciences Volume 31, 2012, Pages 486-490 Abstract Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. This review article outlines benefits of learning in collaboration style, begins with the concept of the term and continues with the advantages created by collaborative methods. This paper sets out major benefits of collaborative learning into four categories of; social, psychological, academic, and assessment benefits. Each of them is further subdivided to more specific themes. Inquiry-Based Mathematics Education  Authors  Authors and affiliations  Jean-Luc Dorier  Katja Maass  o  o 1. 1. 2. 2. Reference work entry First Online: 23 February 2020 DOI: https://doi.org/10.1007/978-3-030-15789-0_176  2 Citations    809Downloads How to cite Related Terms (and Acronyms) Inquiry-based education (IBE), Inquiry-based learning (IBL), Inquiry-based science education (IBSE), and Inquiry-based teaching (IBT). Definition Inquiry-based mathematics education (IBME) refers to a student-centered paradigm of teaching mathematics and science, in which students are invited to work in ways similar to how mathematicians and scientists work. This means they have to observe phenomena, ask questions, look for mathematical and scientific ways of how to answer these questions (like carrying out experiments, systematically controlling variables, drawing diagrams, calculating, looking for patterns and relationships, and making conjectures and generalizations), interpret and evaluate their solutions, and communicate and discuss their solutions effectively. The role of the teacher in such a setting is different to traditional teaching approaches: pedagogies make a shift away from a “transmission” orientation, in which teacher explanations,... Keywords Teaching Strategies Utilized by Mathematics Teachers in the 21st-Century 1. Home / 2. Archives / 3. Vol 59 No 2 (2021) / 4. Articles 5. Jonathan CampillaCalegu Integrated School, Catablan, Urdaneta City 2428, Philippines 6. Vener Abiett CastañagaUrdaneta City University, San Vicente West, Urdaneta City 2428, Philippines Keywords: Teaching strategies, multimedia-based, manipulative-based, game-based, contextual learning strategy Abstract Due to the increasing demands of the twenty-first century work environment, education system must reflect those skills essential for success. Through the development of the 21st-century standards for teachers and students, the Philippines education system has begun the reform process to initiate change towards addressing these new skills. It is through the introduction of various strategies and innovative materials in the teaching-learning process aligned with the development of the 21st-century skills. This study dealt with the teaching strategies utilized by mathematics teachers in the 21st-century in the Schools Division of Urdaneta City during the S.Y. 2019-2020. A total of one hundred two (102) secondary mathematics teachers of the SDO Urdaneta City served as the respondents. Data were obtained using a researcher-designed questionnaire checklist which was validated by experts in the field. Results showed that the least utilized 21st-century teaching strategy by the mathematics teachers is multimedia-based. Thus, a gamified PowerPoint presentation to support the application of multimedia-based strategy was developed. Interestingly, this study found significant differences in the extent of utilization of the teaching strategies by mathematics teachers across sex and type of school. Moreover, findings revealed that significant relationships exist between the extent of utilization of the teaching strategies by mathematics teachers and the profile variables age, sex, relevant training at the national level, and type of school. It was recommended that Mathematics teachers should be encouraged to utilize the gamified PowerPoint template to supplement the teaching-learning process in Mathematics. Prospects and Challenges in Implementing a New Mathematics Curriculum in the Philippines  Debbie Marie B. Verzosa  &   Catherine P. Vistro-Yu    Chapter  First Online:   27 April 2019  463 Accesses  1 Citations Part of the Mathematics Education – An Asian Perspective book series (MATHEDUCASPER) Abstract The Philippine Department of Education recently introduced a major revamp in the curriculum, providing for an additional two years in basic education. Three provisions of this new program directly relate to mathematics education. First was the shift of language of instruction in early primary education from English to the mother tongue. Second was the development of a new mathematics curriculum that places critical thinking and problem solving as the goal of mathematics education. Third was the extended opportunities for specialization in non-academic tracks. In this chapter, we draw upon studies in the Philippines to examine the issues and concerns that need to be addressed to derive the intended outcomes of the new curriculum. We first provide an overview of curricular changes in the Philippines. Next, we discuss the prospects and warrants of the curricular changes, given that the use of English to teach mathematics has been fraught with coping strategies, and that the relevance of school mathematics has repeatedly been questioned. Finally, we argue that achieving the intended goals is