A new angle: a teacher’s transformation of mathematics teaching practice and engagement in quantitative reasoning

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 Power of One: Teachers Examine Their Mathematics Teaching Practice by Studying a Single Child

Mathematics Teaching and Learning in K-12 ◽

10.1057/9780230109889_4 ◽

2010 ◽

pp. 41-58 ◽

Cited By ~ 1

Author(s):

Mary Q. Foote

Keyword(s):

Mathematics Teaching ◽

Teaching Practice ◽

Single Child

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Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice

Mathematics Education Research Journal ◽

10.1007/s13394-019-00269-y ◽

2019 ◽

Vol 32 (4) ◽

pp. 563-588

Author(s):

Wil Oonk ◽

Nico Verloop ◽

Koeno P. E. Gravemeijer

Keyword(s):

Student Teachers ◽

Mathematics Teaching ◽

Teaching Practice ◽

Two Dimensions ◽

Theory And Practice ◽

Primary Teacher ◽

First Year ◽

Theoretical Concepts ◽

Analysis Instrument ◽

Theory Use

Abstract This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially the low results of the third-year student teachers in their level of theory use. The outcome may have consequences for the design of the teacher education curricula and for the intake of first-year student teachers.

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Activating Assessment Alternatives in Mathematics

The Arithmetic Teacher ◽

10.5951/at.39.6.0024 ◽

1992 ◽

Vol 39 (6) ◽

pp. 24-29 ◽

Cited By ~ 1

Author(s):

David J. Clarke

Keyword(s):

Mathematics Education ◽

Mathematics Teaching ◽

Teaching Practice ◽

Mathematics Curriculum ◽

Teaching Program ◽

Evaluation Standards ◽

Pencil And Paper ◽

And Mathematics ◽

Assessment Strategies

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.

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The Analysis on the Way of Integrating the Ideological and Political Education into the Teaching Mode of Higher Mathematics Courses

Lifelong Education ◽

10.18282/le.v9i4.935 ◽

2020 ◽

Vol 9 (4) ◽

pp. 124

Author(s):

Jianxiang Li

Keyword(s):

Mathematics Teaching ◽

Teaching Practice ◽

Positive Function ◽

Quality Education ◽

Ideological And Political Education ◽

Political Education ◽

Practical Skills ◽

Teaching Mode ◽

Mathematics Courses

Under the background of quality education, it not only emphasizes training more professional and technical talents, improving their knowledge and practical skills, but also paying attention to the moral, intellectual, physical, aesthetic and labor aspects to improve the overall quality of college students. Therefore, the integration of ideological and political courses into relevant courses of teaching practice is an issue that is being actively explored and practiced in colleges and universities at present. In terms of the integration of the ideological and political education and higher mathematics courses, it is also of great significance. This paper mainly introduces the positive function of the integration of the ideological and political education into higher mathematics courses and explores the effective countermeasures of the integration of the ideological and political education into higher mathematics teaching.

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How can research be used to inform and improve mathematics teaching practice?

Journal of Mathematics Teacher Education ◽

10.1007/s10857-008-9087-7 ◽

2008 ◽

Vol 11 (5) ◽

pp. 343-347 ◽

Cited By ~ 2

Author(s):

Anne D. Cockburn

Keyword(s):

Mathematics Teaching ◽

Teaching Practice

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Epistemological beliefs in relation to the Content, teaching and learning of mathematics teachers

Scientia et technica ◽

10.22517/23447214.24680 ◽

2021 ◽

Vol 26 (1) ◽

pp. 57-63

Author(s):

Vivian Libeth Uzuriaga López

Keyword(s):

Mathematics Teaching ◽

Teaching And Learning ◽

Epistemological Beliefs ◽

Teaching Practice ◽

Mathematics Learning ◽

Specific Domain ◽

Precise Position ◽

Learning And Teaching ◽

Mathematics History ◽

Technology Students

One result of the research is the paper "integral intervention of mathematics' teaching and learning processes" developed in a public university in Colombia, Latin America. The analysis of the epistemological beliefs of a group of academics from the Mathematics Department, who teach subjects to engineer and technology students is presented. We performed descriptive and quantitative cohort research. The objective was to identify the beliefs regarding mathematics' content, learning, and teaching. The 56 participants were included from a voluntary sample, in which the majority were engineers. A questionnaire adapted from Vizcaíno, with a specific domain of mathematical beliefs, approached from the multidimensional model de Schommer was used as a measuring instrument. The results showed that, in general, the teachers' system beliefs are naive or simple and in some specific topics sophisticated. It was observed a percentage of teachers who didn't assume a precise position in their beliefs when responding neutrally to the questionnaire, which could be interpreted as a lack of reflection on their teaching practice, which revealed the need to generate discussion spaces for promoting reflective practices that improve the mathematics' learning. Likewise, the need for training in mathematics' history, epistemological knowledge, and didactics was evidenced, which promotes better mathematics teaching practices.

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