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Improving teaching Methods in Mathematics and Science

Improving teaching Methods in Mathematics and Science. Action Plan Mpumalanga – South Africa David. CONTENT. Background Problem Tree Objective Tree Content Learned Operational Plan Conclusion References. BACKROUND.

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Improving teaching Methods in Mathematics and Science

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  1. Improving teaching Methods in Mathematics and Science Action Plan Mpumalanga – South Africa David

  2. CONTENT • Background • Problem Tree • Objective Tree • Content Learned • Operational Plan • Conclusion • References

  3. BACKROUND • A research was conducted in South Africa and revealed that learners in the intermediate and Foundation Phases have challenges in Mathematics especially with regard to counting. • A project called Foundations for Learning is put in place to address these challenges. • Most learners perceive Mathematics as a difficult subject and hence they do not like it. They also don’t see a link between what they learn and their daily experiences, and that some of the teaching methods do not challenge their thinking and creativity. • The New teaching methods I have learned here in Japan will assist a great deal in improving learners performance in Mathematics.

  4. Problem Tree

  5. Objective Tree

  6. Content learned • Japanese learn for/by themselves • Education System & Practice in Japan • Open ended Approach, Origami,and Hands on approach. • Japanese’ Curriculum and Challenges in Mathematics and Science. • Pre-service and In-service Teacher Training • Lesson Study.

  7. Tentative plan

  8.  Hands-on Let’s Play  Cuthere What is the result? gluehere Professor Tsubota Lecture 8

  9. Project Outline • Project title: Improving Teaching Methods in Mathematics at Primary School. • Period: March 2010 – December 2012 • Project Site: Ehlanzeni Region • Target group: Dinaledi Feeder School Math Educators • Overall Goal: To improve learners Performance in Mathematics

  10. Plan of Operations

  11. Conclusion • It is very possible to implement lesson study in Mpumalanga because it has been introduced already. So I will support the existing program. • Our Curriculum is using a learner centered approach, of which Open ended and Hands on approaches are also learner centered. So these approaches compliment each other, and that simply means that they does not clash with the NCS.

  12. References • PROFESSOR ISODA MASAMI, UNIVERSITY OF TSUKUBA, MATHEMATIC EDUCATION • PROFESSOR TSUBOTA KOZO, ATTACHED ELEMENTARY SCHOOL OF UNIVERSITY OF TSUKUBA • PROFESSOR KAZUO HAGA, UNIVERSITY OF TSUKUBA • Abraham Arcavi, Ph.D., Associate Professor Incumbent of the Lester B. Pearson Professorial Chair • DR. HIROKI YAHARA , UNIVERSITY OF TSUKUBA, MATHEMATIC EDUCATION • SEIYAMA SENSEI LESSON STUDY • Maeno Elementary School • Sakura Junior High School • Otsuka Attached Junior High School • PROFESSOR OONEKA, MATHEMATICS DEPARTMENT • Attached Elementary School • PROFESSOR HITOSHI SHIRAIWA, SCIENCE DEPARTMENT, • PROFESSOR KAZUO TSUYUKI , SCIENCE DEPARTMENT • PROFESSOR YOSHIKAZU YAMAMOTO, MATHEMATICS DEPARTMENT, • PROFESSOR NATSUSAKA MATHEMATICS DEPARTMENT

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