Peer mentoring professionalism among pre-service mathematics teachers: Safe spaces for community teaching practice

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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Classroom Teaching Practice of Expert Mathematics Teachers

Conception and Characteristics of Expert Mathematics Teachers in China ◽

10.1007/978-3-658-03097-1_7 ◽

2014 ◽

pp. 193-249

Author(s):

Xinrong Yang

Keyword(s):

Mathematics Teachers ◽

Teaching Practice ◽

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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