The Importance Of Teachings In Teaching Mathematics

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2.4.1.3 Lecturers knowledge Curricular as factor
The curriculum is the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experience under the auspices of the school, for the learner 's continuous and wilful growth in personal-social competence. Bringing all these points together, the curriculum is viewed as a composite whole that includes the learner, the teacher, teaching and learning methodologies, anticipated and unanticipated experiences, outputs and outcomes possible within a learning institution(Mereku & Agbemaka ,2009).
This highlight shows the fact that the curriculum must take into account not only established knowledge but also emergent knowledge.
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Zan and Martino (2007) also argued that lecturer’s attitudes affect the effectiveness of the implementation of Problem solving approach in teaching mathematics. Nagasaki and Senuma (2002) for instance revealed that Japanese teachers perceived students’ ability to think creatively as an important element to succeed in Mathematics. However, they may have to change their perspectives on the thought that Mathematics is not really useful in terms of application in the real world, as it may influence a student’s attitude towards Mathematics. According to Perry (2007), concrete materials are deemed as necessary in assisting students to understand a mathematical idea. Perry (2007) also reported that Australian Mathematics teachers regarded the importance of memorization in order to recall relevant information, but disagreed when memorization is associated with drilling and rote learning. Their opinion was that practice will gradually help to build up the …show more content…
It is, therefore, necessary to explore the effects of attitudes and beliefs of lecturers on the implementation of problem solving approach in teaching mathematics at universities. Thus, I have pointed out that understanding and changing the attitudes and belief structures of lecturers is essential to improve their professional preparation and teaching-learning processes as this idea supported by many researchers (Peterson, 2004:639; Zan & Martino,

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