A case study: assessment of preservice secondary mathematics teachers’ metacognitive behaviour in the problem-solving process

ZDM ◽  
2010 ◽  
Vol 42 (5) ◽  
pp. 493-502 ◽  
Author(s):  
Handan Demircioğlu ◽  
Ziya Argün ◽  
Safure Bulut
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teachers ◽  
Metacognitive Behaviour ◽  
Problem Solving Process

scholarly journals The process of problem posing: development of a descriptive phase model of problem posing

2021 ◽  
Author(s):  
Lukas Baumanns ◽  
Benjamin Rott
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Interrater Agreement ◽  
Phase Model ◽  
Problem Posing ◽  
Situation Analysis ◽  
Secondary Mathematics Teachers ◽  
Generation Problem ◽  
Category Development

AbstractThe aim of this study is to develop a descriptive phase model for problem-posing activities based on structured situations. For this purpose, 36 task-based interviews with pre-service primary and secondary mathematics teachers working in pairs who were given two structured problem-posing situations were conducted. Through an inductive-deductive category development, five types of activities (situation analysis, variation, generation, problem-solving, evaluation) were identified. These activities were coded in so-called episodes, allowing time-covering analyses of the observed processes. Recurring transitions between these episodes were observed, through which a descriptive phase model was derived. In addition, coding of the developed episode types was validated for its interrater agreement.

scholarly journals Exploring the influence of pre-service mathematics teachers’ professed beliefs on their practices in the Sri Lankan context

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Gayanthi Malika Wadanambi ◽  
Frederick K. S. Leung
Keyword(s):  
Teacher Beliefs ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Classroom Teaching ◽  
Sri Lankan ◽  
Educational Context ◽  
Secondary Mathematics Teachers

Research on impact of teacher beliefs on their practices has been recognized as one of the important aspects in the discipline of mathematics education. This study reports the results of a case study that gives an insight about the influence of professed beliefs of pre-service secondary mathematics teachers on their instructional practices in the Sri Lankan context. The pre-service teachers’ professed beliefs were examined by using a questionnaire of six-point Likert scale items. Data on instructional practices were collected through classroom teaching observations and follow-up post-lesson interviews. Qualitative analysis of the audio-taped classroom teaching observation transcripts was performed, using a list of sensitizing concepts that reflected flexible and rigid beliefs aspects. The results reveal that professed beliefs encouraged them to adopt flexible practices, but to differing extents due to the influence of social expectations and contextual demands embedded within this educational context

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