Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poem
Toinpere Mercy, Frederick-Jonah, 2Mojeed Kolawole Akinsola, Department of Teacher Education, Faculty of Education, Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria. Department of Teacher Education, Faculty of Education, University of Ibadan, Ibadan, Nigeria
This study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and sphere; Capacity and Weight). A total of 344 pupils from twelve public primary schools of Ogbia and Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest control group quasi-experimental design was adopted in the research. The moderating effects of gender were also examined on the independent and dependent variables.
"Best Practice" in the Classroom: Teaching Poetry and Mathematics
Barbara Kane Schneider, Erin Fletcher, Grand Valley State University
..."children who cannot apply their reading, writing, and math skills to real-world situations are not being educated to succeed beyond the walls of their classrooms."...
Exploring a Structure for Mathematics Lessons that Foster Problem Solving and Reasoning
Peter Sullivan, Nadia Walker, Chris Borcek & Mick Rennie
While there is widespread agreement on the importance of incorporating problem solving and reasoning into mathematics classrooms, there is limited specific advice on how this can best happen. This is a report of an aspect of a project that is examining the opportunities and constraints in initiating learning by posing challenging mathematics tasks intended to prompt problem solving and reasoning to students, not only to activate their thinking but also to develop an orientation to persistence. The results indicate that such learning is facilitated by a particular lesson structure. This article reports research on the implementation of this lesson structure and also on the finding that students’ responses to the lessons can be used to inform subsequent learning experiences.