Interpretation Awareness of Creativity Mathematics Teacher High School

High School Mathematics Pathways

Defining the Two Pathways For the purposes of planning for high school curriculum, Indiana Department of Education (IDOE) is setting forth two possible paths for high school mathematics: a traditional pathway and an integrated pathway. It is important to note that Indiana is not mandating either approach; however, IDOE encourages districts to carefully consider both options before making a deci...

The Study of Concept Map Implementation for Enhancing Professional Knowledge of a High School Mathematics Teacher

This paper presents a case study of an eight-year teaching experiences junior high school teacher conducting the concept map as a mathematical teaching and learning tool to enhance her professional knowledge. Data collection for the study included the subject’s interviews, classroom observations, the subjects' teacher professional development community discussion sessions, teaching videotaping,...

Doing High School Mathematics Carefully

We show how solutions to typical problems of High School and rst-year University mathematics can be written using structured derivations. Such a derivation extends the calculational proof format with subderivations that allow inferences to presented at diierent levels of detail. By using structured derivations and a minimal amount of logical syntax, we can write solution to typical problems in ...

Elementary School Teachers' Interpretation and Promotion of Creativity in the Learning of Mathematics: A Grounded Theory Study

Mathematics: Moving from Humor to Creativity

This study aimed to examine the effects of integrating humor into math curriculum on mathematical creativity of sixth grade students in primary school. The current paper reports the results of the quantitative section of a larger study conducted through a mixed methods design. Mathematical creativity of students based on their performance was measured after the implementation of the researcher-...