Classroom Teaching Practice of Expert Mathematics Teachers

Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.

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VALIDATION OF MATHEMATICS TEACHING PRACTICE INSTRUMENTS AMONG SECONDARY SCHOOL MATHEMATICS TEACHERS: EXPLORATORY FACTOR ANALYSIS (EFA)

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.536005 ◽

2020 ◽

Vol 5 (36) ◽

pp. 56-69

Author(s):

Norkumalasari Othman ◽

Nor Hasnida Che Md Ghazali ◽

Mohd Nazir Md Zabit

Keyword(s):

Factor Analysis ◽

Secondary School ◽

Mathematics Teachers ◽

Mathematics Teaching ◽

Teaching Practice ◽

School Mathematics ◽

Chi Square ◽

Secondary School Mathematics ◽

Bartlett Test ◽

Value Measure

This study aims to review the instruments of mathematics teaching practice among secondary school mathematics teachers. A total of 100 mathematics teachers were involved as respondents in this study. The data were analyzed descriptively by access to Alpha Cronbach's reliability and EFA analysis using SPSS software. The results of the analysis show that the Alpha Cronbach value is 0.934 which is more than 0.60. Results from the exploration factor analysis show four factors with Eigenvalues greater than 1.0. The KMO value (Kaiser-Meyer-Olkin) 0.867 > 0.6 indicates the items in the variable of attitude towards math are sufficient for inter-correlation. While the Bartlett Test was significant (Chi-Square 1521.621, p <0.05), an anti-image value (Measure of Sampling Adequacy, MSA) for items correlation exceeded 0.6. However, there are three items that need to be removed because the values obtained are less than 0.60, which were the items G11, G14, and G18. The value of the total variance explained by these three factors was 62.76 percent. Therefore, the overall findings indicate that the items for mathematics teaching practice instruments can measure and answer the study objectives.

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The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

Acta Scientiae ◽

10.17648/acta.scientiae.6839 ◽

2021 ◽

Vol 23 (6) ◽

pp. 93-120

Author(s):

Gilsimar Francisco de Souza ◽

Paulo Tadeu Campos Lopes

Keyword(s):

High School ◽

Public Schools ◽

Mathematics Teachers ◽

Teaching Practice ◽

Basic Education ◽

Test Results ◽

High School Mathematics ◽

Data Collection And Analysis ◽

Municipal Networks ◽

Curricular Structure

Background: The curricular structure of Brazilian basic education has changed in recent years. With the promulgation of the National Common Curricular Base (BNCC) for elementary and high school education, there is a need to change the curricula of state and municipal networks, which takes place precisely with the actual implementation in schools. Objective: To understand the view of mathematics teachers on capacity and knowledge they must have for the effective application of the BNCC in the classroom considering all the requirements, especially the skills and competencies that contemplate the curricular base. Design: Applied work, with quantitative bias, as the work presents statistical analyses. Setting and participants: Twenty-four high school mathematics teachers of the state network of the municipality of Itumbiara-GO. Data collection and analysis: Questionnaire applied to mathematics teachers, with percentage and inferential analyses such as Cronbach’s Alpha and correlation test. Results: The teachers believe that they know well the specific competencies and skills required in mathematics and its technologies, but they do not know well other areas of the BNCC and feel very insecure about applying these concepts in class. Conclusions: We noticed that the teachers play a fundamental role in implementing the BNCC in schools successfully, requiring pedagogical support such as formative courses and teaching materials to help correct the knowledge gaps they have for that task.

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A One-Stop Organic Chemistry Online Flipped Classroom Teaching Practice Based on MOOC

Daxue Huaxue ◽

10.3866/pku.dxhx202004025 ◽

2020 ◽

Vol 0 (0) ◽

pp. 0-0

Author(s):

Minhui Cao ◽

Wei Shi ◽

Hong Jiang ◽

Shengzhen Xu

Keyword(s):

Organic Chemistry ◽

Flipped Classroom ◽

Teaching Practice ◽

Classroom Teaching ◽

One Stop

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An Exploratory Study of Classroom and Online Teaching Practice in Relation to Inquisitiveness, Attitude, and Teaching Effectiveness

Radical Reorganization of Existing Work Structures Through Digitalization - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-5225-3191-3.ch011 ◽

2018 ◽

pp. 187-210

Author(s):

Neetu Singh

Keyword(s):

Exploratory Study ◽

Teaching Practices ◽

Online Teaching ◽

Positive Attitude ◽

Teaching Effectiveness ◽

Swot Analysis ◽

Teaching Practice ◽

Classroom Teaching ◽

Educational Institute ◽

Indian Perspective

The present study is aimed at achieving main objectives i.e. to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils' teachers practicing classroom-teaching practices; to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils teachers practicing online-teaching practices, to explore the effectiveness of online teaching practice, to find out the future horizons of online teaching practice in Indian perspective. The sample of the present study is pupil teacher studying in Dayalbagh Educational Institute Deemed University Agra. 150 pupil teachers practicing classroom teaching and 150 pupil teachers practicing online teaching have been selected. T-Test, Linear Regression and SWOT Analysis have been used as statistical techniques. Pupil teachers possess more positive attitude and inquisitiveness towards online teaching practice in comparison to classroom teaching practice. Inquisitiveness and attitude significantly predicts the teaching effectiveness in online teaching practice and classroom teaching.

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Situational inquiry method in the research teaching mode for ideological and political courses

Journal of Intelligent & Fuzzy Systems ◽

10.3233/jifs-189398 ◽

2020 ◽

pp. 1-12

Author(s):

Rong Wu ◽

Jian Xu ◽

Ping Qian

Keyword(s):

Teaching Practice ◽

Optimization Methods ◽

Classroom Teaching ◽

Teaching Process ◽

Existing Problems ◽

Positive Effects ◽

Depth Analysis ◽

Combination Of Methods ◽

Inquiry Method ◽

Effective Use

Based on the existing literature review and background analysis, the article first expounds the theoretical basis, realistic basis, main principles and links of the situational inquiry method applied to the research teaching of ideological and political courses, and combines teaching practice Interviews and investigations conducted an in-depth analysis of the current situation of the application of situational inquiry methods in the research teaching of ideological and political courses. Through inquiry analysis, it summarizes a series of positive effects of the situational inquiry method in the research teaching of ideological and political courses, such as enriching the teaching methods and enhancing the fun of the classroom; improving the effectiveness of classroom teaching and enhancing the comprehensive quality of students; promoting the professionalism of teachers Development, teachers’ teaching literacy. At the same time, it also found some problems to be solved urgently, such as insufficient participation of teachers, insufficient enthusiasm of students, chaotic and disorderly classroom teaching process caused by random arrangement, and difficulty in application caused by the limitations of situational inquiry method itself. Secondly, based on the analysis of the existing problems, it is proposed to strengthen the continuing education of teachers and promote teachers ’"one specialty and multiple abilities"; create a good atmosphere and improve students’ classroom participation; optimize the teaching process and generate charming classrooms; adhere to appropriate use and other teaching The combination of optimization methods such as the combination of methods is aimed at further optimizing the effective use of situational inquiry methods in the research teaching of ideological and political courses, and further improving the effectiveness of classroom teaching.

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Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Mathematics ◽

10.3390/math8122158 ◽

2020 ◽

Vol 8 (12) ◽

pp. 2158

Author(s):

Juan-Manuel Trujillo-Torres ◽

Hossein Hossein-Mohand ◽

Melchor Gómez-García ◽

Hassan Hossein-Mohand ◽

María-Pilar Cáceres-Reche

Keyword(s):

Mathematics Teachers ◽

Teaching Practice ◽

Teaching Experience ◽

Cross Sectional Study ◽

Cross Sectional ◽

Teachers Perceptions ◽

Years Of Teaching Experience ◽

Information And Communication ◽

Teaching Function ◽

The Relationship

Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

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