This action research study examined the effects of activity-based teaching methods on 7th grade students' understanding of adding and subtracting integers. The study involved 26 students who completed pre- and post-tests on integer addition. Between the tests, students learned about integers using group work, interviews, math lab activities, notebooks, games, and debates. Results showed students significantly improved their conceptual understanding and procedural skills, with the average test score increasing from 63.85 to 90.77. Specifically, students improved most at adding negative integers and adding negative and positive integers. The study concluded activity-based learning is effective for teaching integers and benefits students' mathematics performance.
Mathematics is always perceived as a difficult subject. How do teachers change the negative perception? This presentation which I presented to the staff of School of Mathematical Sciences, Universiti Sains Malaysia, shares some ideas on how to make learning Math meaningful and interesting.
Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
Mathematics is always perceived as a difficult subject. How do teachers change the negative perception? This presentation which I presented to the staff of School of Mathematical Sciences, Universiti Sains Malaysia, shares some ideas on how to make learning Math meaningful and interesting.
Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
Here is the improved and edited detailed lesson plan with a subject matter SSS Congruence Postulate. I uploaded the old version and now I upload the edited one. you can always download this one..maybe it could help you.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
Here is the improved and edited detailed lesson plan with a subject matter SSS Congruence Postulate. I uploaded the old version and now I upload the edited one. you can always download this one..maybe it could help you.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
TEACHING STRATEGIES TO ENHANCE MATHEMATICAL THINKING FROM ENVIRONMENTAL SITUA...Eugenio Theran Palacio
In this work we report research results that reference the title. The project was developed in freshmen, Basic Education, through sociocultural problem situations and science under a qualitative design in three phases: design and implementation of a diagnostic test for recognition of potential difficulties of students, classroom intervention, to overcome the difficulties encountered, and contrast test to assess the achievement of the strategies applied and obtain information for improving student learning.
EFFECTIVENESS OF SINGAPORE MATH STRATEGIES IN LEARNING MATHEMATICS AMONG FOUR...Thiyagu K
The Singapore math method is child-focused, and seeks to make sure that the student gains a full and complete understanding of the fundamental mathematical concepts, rather than merely memorizes a rote collection of facts. This approach not merely enhances mathematical learning; it also offers a firm foundation from which broader mathematical principles can be extrapolated. The present study tries to find out the effectiveness of Singapore math strategies in learning mathematics among fourth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 64 Fourth standard students for the study. According to the scoring of pre-test, 32 students were chosen as control group and 32 students were chosen as experimental group. Finally the investigator concludes; (a) the experimental group student is better than control group students in their gain scores. (b) There is no significant difference between control group and experimental group students in their pre test scores and post test. (c)There is significant difference between control group and experimental group students in the scores of posttest attainment of knowledge, understanding and application objectives.
Effectiveness of Division Wheel in Basic Mathematics Operation Case Study: Pr...iosrjce
Mathematics is important in everyday life. Mathematics involve with the concept of addition,
subtraction, multiplication, and division. Advance topic in mathematics may cause students to experience
difficulty catching up with the syllabus, especially as a majority primary students are not able to understand
basic concept of division. Therefore, this research study has been conducted to determine the effectiveness of
‘division wheel’ in mathematics division operations. The target for sample size is 400 respondents involving
only standard five in between excellent, moderate and poor classes. This research study involves a
questionnaire using the Likert scale, while the analysis used is descriptive analysis. A test will be carry out
before (pre-test) and after (post-test) teaching method using ‘division wheel’. Pre-test analysis shows majority
male respondents have poor achievement, while female respondents have moderate achievement. After applied
the ‘division wheel’, there are increasing numbers for excellent and moderate achievement for male respondents
and excellent for female respondents after taking post-test. Questionnaire results shows that the majority of
students prefer to use ‘division wheel’ as concrete material in learning process. ‘Division wheel’ had helps
students understand the concept of basic division operation and confident to answer question properly without
teacher’s help. Students start to love doing mathematics especially divide questions. In conclusion, the ‘division
wheel’has become a new method in mastering the concept of division.
REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS INVOLVING SUBTRACTIONWayneRavi
This study was conducted to determine the effect of reality based on the solving word problems involving subtraction. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Tibungol Elementary School to Fifty student of Grade Three section 1. Results revealed that there was a significant difference on the pretest and post test scores of pupils in reality based approach. Further, the reality based approach is effective in improving the performance of student.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
Diagnosis means the careful and extensive observation
In Medicine : Diagnosis refers to careful and extensive observation of the patient under controlled conditions
In Education : Diagnosis refers to the process of determining the nature and causes of the educational difficulties.
Diagnostic Testing may be defined as testing or evaluation programme carried out by a teacher for diagnosing the nature and extent of the learning difficulties and behavioural problems of an individual student or group of students alongwith the inherent causes for chalking out suitable remedial programmes aimed to help them in getting rid of their difficulties and problems.
Three Phases:
Planning Phase
Construction Phase
Final try out (Administration and interpretation)
1. Planning Phase involves
Identifying the areas of weakness or learning difficulties,
Isolating a unit, sub-unit or concept for diagnosing in depth,
Content Analysis,
Determining the pre-requisite behaviour, Determining the expected behavior outcomes,
Deciding about the nature of the items of the test
2. Construction Phase involves
Planning and preparation of the test items (Preliminary Draft),
Writing and editing of the test items, Try out of the preliminary draft ,Item analysis, Formulation of the final form of the test (Final Draft)
3. Final Try Out (Administration and Interpretation) : The following points need to be kept in view:
The first task of the teacher is to win the confidence of the students and reassure them that test is to help them in the improvement of their learning rather than for declaring pass or fail.
It should be administered in a released environment.
Students should be seated comfortably.
Students should be asked not to consult each other while taking the test.
If any student is not able to follow something, he should be allowed to seek clarification from the teacher.
The teacher may ensure that the students taking the test attempt all questions.
Time schedule should not be enforced strictly, if any
If any student takes a little more time, he should be allowed to do so.
Error analysis
Error analysis stands for the analysis of the errors committed by the students with a purpose to
To diagnose their weaknesses and learning difficulties
To frame a suitable remedial programme
Investigating learning strategies in a dispositional learning analytics conte...Bart Rienties
This study aims to contribute to recent developments in empirical studies on students’ learning strategies, whereby the use of trace data is combined with self-report data to distinguish profiles of learning strategy use [3, 4, 5]. We do so in the context of an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on our previous work which showed marked differences in how students used worked examples as a learning strategy [7, 11], this study compares different profiles of learning strategies with learning approaches, learning outcomes, and learning dispositions. One of our key findings is that deep learners were less dependent on worked examples as a resource for learning, and that students who only sporadically used worked examples achieved higher test scores.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Similar to Action Research on Math Integers chapter Grade 7 (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. ACTION RESEARCH ON ADDITION
OF POSITIVE ANDNEGATIVE INTEGERS
TARGET GROUP : 07V STUDENTS
3. Research Objective
By using activity-based teaching ,
improve students conceptual
understanding, perception and
procedural skills in “Directed
Numbers” Chapter.
4. Abstract
Students often have difficulty with the concept of integers which
makes them struggle when they algebraic solve equations.
This action research study focuses on data gathered in a seventh
grade mathematics class. This study has been carried out to 26
students and I have analyzed the effect of various activities using
models of integers like group method , interview , using
Mathematics laboratory , notebooks, smart board, questioning
method , games and debate. The results assessed student’s
conceptual understanding, procedural skills and perception.
These activities led to a greater increase in student’s performance
and conceptual understanding on integers. Results were
compared using the same assessment tool, Pre-Post Tests.
These data sets suggests that student’s conceptual understanding
and procedural skills are enhanced when activity-based
teaching is used.
Key words:- addition of integers
5. The poor performance of students in mathematics has
become a source of worry to many. Many experts proposed
several solutions to this problem, yet the problem persisted,
believing that poor knowledge in basic mathematics among
students is the key root to the problem.
One problem that students are facing when dealing with
Integers is that they are confused with signs and operations
of the integers, which make them struggle in computing the
integers . Students taught using number line model can
easily get confused with which direction to move when
adding or subtracting integers since students always
thought that adding means going forward and subtracting
means going backward.
Introduction
6. Introduction
I teach Mathematics to Gr 07v Students at
Bt/Bw/Karadiyanaru Maha Vidyalayam, when I
teach them “Directed Numbers” chapter, I found
73.1 per cent students(19 STUDENTS OUT OF
26) face difficulty on this topic from pre-test.
Since I got the guidance from Senior Lecturer
Mr.A.Nithlavarnan to do a action research I
decided to conduct a action research on
Directed Numbers chapter for
Gr-07v Students.
CONT…..
8. Purpose of the research
The problem I want to solve is for my students
to become more motivated learners in Addition
of Directed Numbers
I like to improve and develop my teaching method
I should focus on to develop our teaching most
effectively
I hope Action research as a solution to the problems
9. Statement of the problem
•Low performance in Mathematics of
Grade-7v students in the exam of
“Directed Numbers” Unit Exam .
•Poor classroom participation of
students in Mathematics during the
Directed Numbers Chapter.
10. Research Question
•What are the processes through which
teacher candidates (who may later teach
this topic) solve integer addition problems?
• What knowledge do students use to solve
the integer problems?
11. Research Methodology
This study adopted quantitative method, with convenient sample of 26
students from Grade 07v class.
All students attempted the pre-test and post-test, and attended all the
intervention lessons to be part of the data in this study.
Both pre-test and post-test consisted the same open-ended 10
questions, covering different combinations of operation and signs
of the two numbers .
However, addition of zero integer were not included in the test item but
covered in the intervention exercise.
Calculators were not allowed in both tests. A score of 10 would be
given to correct response and 0 for incorrect answer or unattempt
question.
19. Mathematics Lab
Using Mathematics Laboratory , Smart board ,
note books , numbers cards , number line mathematics
instruments I teach them with all.
22. Results anddiscussions
Simple descriptive statistics(Table 1) confirmed there
was difference in pre-test and post-test performance
before and after the intervention. The mean score increased
from 63.85 (SD=31.99) in the pre-test to 90.77 (SD=19.79)
in the post-test.
Table 1. Overall pre-test and post-test scores of the
sample based on total marks of 100
Table 1
23. CONT…..
Out of 26 students in the sample, the highest pre-test
mark was 100, scored by 7 students only. After the
intervention, 18 Students obtained a full mark of 10
The lowest mark obtained in the pre-test was 0, whil
in the post-test, 20 was the lowest mark. Only one of
the 26 participants scored lower in their post-test
compared to pre-test, and two students scored
the same in both the pre-test and the post-test.
Overall, the results suggest that students performed
better in the post-test than the pre-test.
24. CONT…..
Figure 1. Percentage of correct attempts in the pre-test and
post-test for the different combinations of integers in test items
involving addition.
Figure 1.
25. Bar graph in Figure 1 indicated that addition of nega
integer with negative integer improved the
most (overall increase by 30.0%) followed by additio
of positive integer with negative integer
(from 58% to 85%). Most students did not have prob
in adding the positive integers with positive integers
begin with and after intervention, as reflected in high
score in both pre-test and post-test scores. Overall,
there was improvement in students’ performance
on the addition of integers in which the overall
percentage increased significantly from average of 68
in the pre-test to average of 91% in the post-test.
26. Conclusion
In conclusion, in view of the importance of
ACTION RESEARCH, there is a need for
continuous professional development to equip
teachers with necessary content knowledge and
pedagogical skills in using various manipulatives .
This will ensure that teachers become more compete
in teaching using manipulatives, not only to integer
topics but to other basic mathematics topics as well.
27. CONT……
I got some weird things in this research A student,
his name is T.kokulatharshan he obtained 0 in
pre-test and changed his marks to 90. And I did
not think 18 students would get 100 marks.
So here I found some interesting teaching
methods and techniques should
be helpful for other teachers and future researches.
