Mathematics: Teaching

TEACHING
MATHEMATICS
AND ITS
Caryll A. Baylon and Jeramie M. Bulat-ag
Introduction
Teaching mathematics can be very

difficult and a challenging task. There are
many methods which teachers use in
handling a mathematics class, some of
these methods are effective than others.
Students learning goes on efficiently when
teachers are capable of guiding students,
especially in applying a step by step
process for problem solving. Learners may
feel mentally challenge but some may not
and its due to confusion and generalizing
that mathematics is a really difficult subject.
This article shows about teaching
mathematics and applications. Particularly
there are 5 articles:
1. Using Student Performance to Judge
the Difficulty of an Examination.
(Roegner 2014)
2. Investigating the Relationship between
the Usage of Mathematics Learning
Support and Performance of at-risk
Students. (Berry et,al. 2014)
3. Does Students Confidence in their
Ability in Mathematics Matter? (Parsons
et, al. 2009)
Teaching Mathematics and its Applicatons
4. Exploring Student Expectations in

Mathematics Learning and Support.
(Warwick 2009)
5. Using Sport to engage and Motivate
Students
to
learn
Mathematics.
(Robinson 2011)
About the Articles
Article 1
The standard difficulty of a mathematics
examination is determined with the use of
the analysis of a students performance. Its
contribution focuses on the transfer of the
underlying idea to a similar scheme for
examinations. Using these schemes, it is
possible
to
define
standards
for
examinations without standardizing the
examination questions. The proposed
schemes depend on experience gained by
working with students and on an analysis of
student
performance
in
previous
examinations. [1]
Article 2
Page 1
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Mathematics Learning Support is being
investigated whether it is productive in
helping to improve and enhance the
mathematical ability of those at-risk
students.
The provision of some level of Mathematics
Learning Support is now commonplace in
the majority of Higher Education Institutions.
[2]
Most of these supports were initially
established with the aim of trying to address
the problem of large numbers of first-year
students
with
weak
mathematical
backgrounds. The centers provide students
the opportunity to overcome mathematical
issues in their transition from school to
Higher Education. This article presents
findings from a recent quantitative study at a
university, where the range of supports
available and levels of engagement have
increased dramatically since they were first
offered in 2007.[2]
And so, the said researchers investigated if
the Mathematics Support Centre there was
still helping the students who needed it
most; in particular, researchers considered
students mathematical backgrounds, the
number and length of their visits and their
end of year module grades. [2]
Article 3
The aims were to understand better
students' confidences and explore which
factors affected performance and how these
were inter- related. Questionnaires were
administered which posed questions
regarding
previous
mathematics
qualifications, student confidences, attitude,
liking of the subject and motivation. The
responses were analyzed and compared
with marks achieved by the students in their
first
year
engineering
mathematics
examinations. The majority of students were
fairly
confident,
reported
improved
confidence acquired during their first year of
university study and had positive attitudes.
Better mathematically qualified students

were generally more confident and
successful in mathematics. The findings
suggest that having attended to the
mathematics syllabi, lecturers could
seek to boost student confidence in
their ability in mathematics as a
further means to improve student
performance at university [3]
Article 4
This article reports on the results of an
empirical study of student expectations and
mathematical anxiety among first-year
students who must study mathematics as a
supporting discipline. The article describes
the model of support we have developed
mixing, as it does, the more traditional ideas
of filling knowledge gaps with an
exploration of student expectations at the
start of a mathematics unit. The research
attempts to ascertain whether student selfjudgments about their mathematical abilities
are accurate and tentatively suggests how
we might use this as an alternative to more
anxiety-inducing diagnostic testing. [4]
Article 5
This article describes how technology has
been used to motivate the learning of
mathematics for students of Sports
Technology.
Sports
applications
are
introduced whenever appropriate and
Matlab is taught to enable the students to
solve realistic problems. The mathematical
background of the students is varied and
the required prerequisite is a General
Certificate of Secondary Education grade A
in mathematics. Group projects include
modeling the velocity of a downhill skier, the
effects of lift and drag on the length of drive
of a golf ball and the size of parachute
required to ensure a smooth landing. All of
these require the use of Matlab. In-class
Page 2
engagement
is
enhanced
by
the
introduction of electronic voting systems.
Questions involving sports applications can
be posed in-class and immediate feedback
received. The effect of introducing such
material, on attendance and progression
rates, and student engagement is reported.
[5]
Applications
Reflections
Teachers view about mathematics

learning
The Nature of understanding.
Understanding means being able to apply

knowledge flexibly. Teachers agree that an
indicator of mathematical understanding is
the flexible application of what has been
learned to problem situations that require
the students to use what they have learned
in different ways.
Understanding
abstract levels.
at
concrete
and
Understanding should start from students

concrete experiences.
Memorization and Understanding.
Memorization may have some effect on

mathematics learning, but it is not an
important component since there is a need
for understanding too.
[6]
Effective ways and practices for teaching
References
[1]
http://teamat.oxfordjournals.org/content/34/1
/35.abstract
[2]
http://teamat.oxfordjournals.org/content/earl
y/2015/04/13/teamat.hrv005.abstract
[3]
https://www.researchgate.net/publication/25
3370326_Does_students
%27_confidence_in_their_ability_in_mathe
matics_matter [4]
[4]
/14.abstract
[5]
/49.abstract
[6] Cai,Jinfa 2009. Effective Mathematics
Teaching from Teachers Perspective.
SENSE PUBLISHERS
ROTTERDAM/BOSTON/TAIPEI
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TEACHING

Teaching mathematics can be very

4. Exploring Student Expectations in

Free tutorial Services given by the

Better mathematically qualified students

Teachers view about mathematics

The Nature of understanding.

Understanding means being able to apply

Understanding should start from students

Memorization and Understanding.

Memorization may have some effect on

Teaching Mathematics and its Applicatons

Teaching Mathematics and its Applicatons

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