A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices

2005 ◽  
Vol 17 (2) ◽  
pp. 69-90 ◽  
Author(s):  
Anastasios (Tasos) Barkatsas ◽  
John Malone
Keyword(s):  
Instructional Practices ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

scholarly journals In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

2018 ◽  
Vol 7 (5) ◽  
pp. 156
Author(s):  
Nahil Aljaberi ◽  
Eman Gheith
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Nature Of Mathematics ◽  
Teaching Learning ◽  
Mathematics Teaching Practices

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

Re-Thinking Pre-Service Mathematics Teachers Preparation

2012 ◽  
pp. 316-336 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Teacher Preparation Programs ◽  
Learning Tools ◽  
Preparation Programs ◽  
Teaching Content ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Pre Service Teacher

Powerful and modern digital technologies have significantly impacted mathematics teaching – both what is to be learned and how it should be learned. Technology, pedagogy, and content knowledge (TPACK) is the knowledge that teachers rely on for teaching content with appropriate digital technologies. What preparation do mathematics teachers need in order to develop this knowledge needed for integrating appropriate digital technologies as teaching and learning tools? The challenges of understanding TPACK and identifying appropriate educational programs for pre-service mathematics teachers call for thoughtful attention toward the development of the knowledge, skills, and dispositions that support the dynamic nature embedded within the TPACK construct. The design of appropriate pre-service teacher learning trajectories for developing a rigorous TPACK emphasizes that both how and where they learn to teach mathematics are fundamental to what is learned about teaching and learning mathematics. Redesign ideas and models support re-thinking and re-designing pre-service mathematics teacher preparation programs.

For Your Information: Publications – March 2011

2011 ◽  
Vol 104 (7) ◽  
pp. 557-559
Keyword(s):  
Mathematics Teachers ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Teaching Skills ◽  
Positive Effects ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Preservice Mathematics Teachers

A great deal has been written about mentoring and its positive effects on the development of important teaching skills. By focusing on mentors for preservice mathematics teachers, this work fills a gap in that literature, complementing related publications on mentoring beginning and experienced mathematics teachers. This resource is designed to support mentors in bridging the gap between the theory of teaching and learning mathematics to the reality of the classroom environment. Its useful strategies and information will assist the mentor of preservice mathematics teachers in providing knowledgeable, informed, and supportive guidance.

scholarly journals Perceptions of Pre-service Teachers toward Teaching and Learning Mathematics in Bhutan

2021 ◽  
pp. 39-48
Author(s):  
Karma Dorji ◽  
Karma Wangchuk
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Colleges Of Education ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Perceptions Of Teaching

This study was carried out to investigate the perceptions of teaching and learning Mathematics by the pre-service Mathematics teachers in Bhutan. The research has employed quantitative methods. A five-point Likert scale survey questionnaire was administered to collect the data. The participants included both male and female pre-service Mathematics teachers from 2 colleges of education in Bhutan aged 18-29 (N = 261). In order to examine the perceptions of Mathematics, the mean interpretation developed by Roble and Bacabac (2016) was used and found that perceptions of pre-service teachers teaching and learning Mathematics were high indicating they enjoy teaching and learning Mathematics. The analysis also showed that there was no significant difference between male and female pre-service teachers perceptions toward teaching and learning Mathematics in Bhutan. Further, the findings also indicated there was no significant difference in perceptions of teaching and learning Mathematics between pre-service teachers at College A and College B. The College of Education might consider devoting additional attention to improving teaching practices in order to experience the real classroom scenario.

Mathematics Teachers' Enactment of Cognitively Demanding Tasks: Investigating Links to Teachers' Knowledge and Conceptions

2014 ◽  
Vol 45 (5) ◽  
pp. 636-674 ◽  
Author(s):  
Anne Garrison Wilhelm
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Mathematical Knowledge For Teaching ◽  
Middle School Mathematics ◽  
Knowledge For Teaching ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Cognitively Demanding Tasks

This study sought to understand how aspects of middle school mathematics teachers' knowledge and conceptions are related to their enactment of cognitively demanding tasks. The author found that teachers' mathematical knowledge for teaching and conceptions of teaching and learning mathematics were contingent on one another and significantly related to teachers' enactment of cognitively demanding tasks.

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