When It Comes to the Mathematics Experiences of Black Pre-Service Teachers… Race Matters

2014 ◽  
Vol 116 (6) ◽  
pp. 1-50 ◽  
Author(s):  
Ebony O. Mcgee
Keyword(s):  
Professional Development ◽  
Elementary Education ◽  
Research Design ◽  
Undergraduate Students ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Future Teachers ◽  
Phenomenological Research Design ◽  
Context Of Learning ◽  
Qualitative Phenomenological

Background/Context There is a growing body of research that conceptualizes mathematics learning and participation as racialized experiences; that is, learning experiences structured in part by the negative and unjust race relations that are present in U.S. society. However, the role racialized experiences play in the lives of Black elementary education pre-service students from urban contexts, as both students and future teachers of mathematics, is under theorized. Theoretical Framework Using critical race theory's racial micro-aggressions and the development of a mathematics identity, the author explores the mathematics experiences of 13 Black advanced undergraduate students who are elementary education majors. The participants’ narratives reflect their experiences as both students of mathematics and future teachers. Research Design A qualitative phenomenological research design was used to explore the prior and current mathematical experiences of the study participants and their future trajectories as teachers of mathematics. Reponses were coded to reveal themes of racialization and the development of the participants’ mathematics identities. Results The participants’ narratives cited Black male fathers and close male relatives as their first mathematics teachers, the presence of culturally affirming at-home mathematics activities, and detailed aspirations to teach mathematics fearlessly to their own children and future students. Their more recent experiences included academic struggles in mathematics, often stemming from racial stereotyping and non-affirming college mathematics teachers. Their voices suggest that, within the context of learning mathematics, they have generated self-constructions that include racism as part of their shared African American experience in mathematics schooling that have implications for their teaching of mathematics. Conclusion/Recommendations Recommendations include the provision of professional development that targets gaps in mathematics that are the result of inadequate and discriminatory learning opportunities, and culturally sensitive professional development for mathematics college faculty, with differentiated training for mathematics faculty not born in the U.S. In light of the high proportion of Black teachers working in urban schools who face a host of difficulties, this research also supports the continued development of combatting racial micro-aggressions in mathematics education as a decisive tactic to improve the retention of Black elementary education teachers.

scholarly journals Developing augmented reality in mathematics learning: The challenges and strategies

2019 ◽  
Vol 6 (2) ◽  
pp. 211-221
Author(s):  
Muhamad Ikhsan Sahal Guntur ◽  
Wahyu Setyaningrum ◽  
Heri Retnawati ◽  
Marsigit Marsigit ◽  
Novilda Angela Saragih ◽  
...  
Keyword(s):  
High School ◽  
Augmented Reality ◽  
High School Teachers ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Mathematics Learning ◽  
School Teachers ◽  
Public And Private ◽  
Junior High School Teachers ◽  
Qualitative Phenomenological

One of the technologies developed massively in learning is Augmented Reality (AR) technology. This research will explain the challenges of teachers in developing AR-assisted learning media and strategies to anticipate the challenges that arise in developing AR-assisted learning media. This type of research is qualitative phenomenological research. The participants of this research were 75 Mathematics teachers who joined the developing AR-assisted learning media training. The teachers came from various regions in Indonesia. The mathematics teachers invited were 36 junior high school teachers and 29 senior high school teachers from public and private schools who were vulnerable at the age of 22-35 years and 27 teacher is male and the others are female. They have attended an AR-assisted media development training because have interested in AR and education. The data collection used is a questionnaire and an interview which is done to all participants and data analyzed using the Bogdan & Biklen model. The results of the research show that the challenges encountered by the teacher are meeting the minimum standards of hardware and software, limited references both sourced from humans, online media or print media. Efforts made by teachers to overcome existing problems such as gradually upgrading laptops, finding sources from foreign languages and trying to form joint learning communities.

scholarly journals Future teachers’ mathematics cognitive failures and their learning styles

2020 ◽  
Vol 3 (1) ◽  
pp. 12
Author(s):  
Adeneye Olarewaju Awofala ◽  
Ruth Folake Lawal ◽  
Abayomi Adelaja Arigbabu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Survey Study ◽  
Alpha Coefficient ◽  
Future Teachers ◽  
Cronbach Alpha ◽  
Cronbach Alpha Coefficient ◽  
Cognitive Failures

<p>This study investigated the disparities in the mathematics cognitive failures of future mathematics teachers based on learning style inclination. As a descriptive survey study, the sample included 480 future mathematics teachers from four universities in south-west Nigeria. Two research questions were involved and two instruments were used for the collection of quantitative data for the study: Learning Style Inventory (LSI, Cronbach alpha coefficient=0.74) and the Mathematics Cognitive Failures Questionnaire (MCFQ, Cronbach alpha coefficient=0.89). The collected data were analyzed using one-way Analysis of Variance (ANOVA), frequency, and percentage. Results showed that future mathematics teachers in varying degrees preferred the four learning styles of convergers, divergers, accommodators, and assimilators. In addition, there was a statistically significant influence of learning style on future teachers’ mathematics cognitive failures. Thus, there were meaningful disparities in mathematics cognitive failures between accommodators and the other three types of future teachers: divergers, convergers, and assimilators. The disparity was in support of the accommodators. Succinctly, the accommodators pooled the greatest mathematics cognitive failures while the divergers recorded the least mathematics cognitive failures. In line with these study findings, it is advised that strategies that could reduce future teachers’ mathematics cognitive failures and close the gaps created by learning styles should be enacted to promote their success in mathematics learning.</p>

scholarly journals The effect of a professional development program workshop about problem solving on mathematics teachers’ ideas about the nature of mathematics, achievements in mathematics, and learning in mathematics

2017 ◽  
Vol 9 (1) ◽  
pp. 11 ◽  
Author(s):  
Gamal Cerda ◽  
Carlos Pérez ◽  
Valentina Giaconi ◽  
Josefa Perdomo- Díaz ◽  
Cristián Reyes ◽  
...  
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Development Program ◽  
Student Centered ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Professional Development Workshop ◽  
Nature Of Mathematics

Abstract: Results are presented about the effect of a professional development workshop (hereinafter PDW) for mathematics teachers regarding their beliefs about mathematics (N=82). The workshop, titled RPAula, was aimed at primary school teachers and it focused on problem solving (hereinafter PS). The teachers beliefs under study are related to the nature of mathematics, the learning of mathematics and achievement in mathematics, as well as to the type of practices, experiences, and assessments of the importance of PS and the use of PS in the classroom.The results showed that by participating in the PDW, teachers weakened their ideas about mathematics being a rigid, structured and eminently formal process. Likewise, participation in the PDW also lessened teachers’ perceptions of their leading roles during the learning process, increasing their appraisal of PS practices that are student-centered. It was also noted that teachers’ perception that access to mathematics learning is a fixed condition or an unalterable fact associated with students’ innate abilities, gender or ethnic stereotypes, also diminished. In addition, teachers reported improvements in their self-perception of competence and self-efficacy to implement PS in the classroom with their students. These findings and their implications for mathematics learning and teaching are discussed in this article. Resumen: Se presentan los resultados de un taller de desarrollo profesional (PDW) para maestros de matemáticas sobre sus creencias sobre matemáticas (N = 82). El taller, titulado RPAula, estuvo dirigido a profesores de primaria y se centró en la resolución de problemas (en adelante PS). Las creencias de los profesores en el estudio están relacionadas con la naturaleza de las matemáticas, el aprendizaje de las matemáticas y los logros en matemáticas, así como con el tipo de prácticas, experiencias y evaluaciones de la importancia del PS y el uso del PS en el aula. Los resultados mostraron que al participar en la PDW, los maestros debilitaron sus ideas acerca de que las matemáticas fueran un proceso rígido, estructurado y eminentemente formal. Asimismo, la participación en la PDW también disminuyó la percepción de los maestros sobre sus roles de liderazgo durante el proceso de aprendizaje, incrementando su valoración de las prácticas de PS centradas en los estudiantes. También se observó que disminuyó la percepción de los profesores de que el acceso al aprendizaje de las matemáticas es una condición fija o un hecho inalterable asociado con las habilidades innatas de los estudiantes, el género o los estereotipos étnicos. Además, los maestros reportaron mejoras en su autopercepción de competencia y autoeficacia para implementar PS en el aula con sus alumnos. Se discuten estos hallazgos y sus implicaciones para el aprendizaje y la enseñanza de matemáticas y la enseñanza.

Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Atma Murni ◽  
Rini Dian Anggraini ◽  
Sakur
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Design ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Structural Approach ◽  
Comparison Research ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru.   The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of  data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS)  to mathematics learning outcome  of  VIII class students of SMP Negeri 14 Pekanbaru

scholarly journals Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 367
Author(s):  
María del Carmen Olmos-Gómez ◽  
Francisca Ruiz-Garzón ◽  
Paula Pais-Roldán ◽  
Rafael López-Cordero
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Prospective Teachers ◽  
Structured Interview ◽  
First Aid ◽  
Great Difficulty ◽  
Public University ◽  
Future Teachers ◽  
Emergency Situations ◽  
Child Healthcare

This article aimed to analyze, through a qualitative study (i.e., semi-structured interview), the opinions and knowledge of fourth-year future teachers at a Spanish public university (University of Granada) regarding training and the need for first aid (FA) at school. With a sample of 70 subjects in their last year of training, our conclusion is that although they are aware of the importance of first aid for their professional development, there is no such training in their careers, and thus they have great difficulty understanding how to react to emergency situations on the job.

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

Enhancing the professional dignity of midwives: A phenomenological study

2017 ◽  
Vol 26 (4) ◽  
pp. 1062-1074 ◽  
Author(s):  
Christelle Froneman ◽  
Neltjie C van Wyk ◽  
Ramadimetja S Mogale
Keyword(s):  
Research Design ◽  
Phenomenological Study ◽  
Tertiary Hospital ◽  
Ethical Considerations ◽  
Optimal Care ◽  
Team Members ◽  
University Of Pretoria ◽  
Phenomenological Research Design ◽  
The University ◽  
Depth Interviews

Background: When midwives are not treated with respect and their professional competencies are not recognised, their professional dignity is violated. Objective: This study explored and described how the professional dignity of midwives in the selected hospital can be enhanced based on their experiences. Research design: A descriptive phenomenological research design was used with in-depth interviews conducted with 15 purposely selected midwives. Ethical considerations: The Faculty of Health Sciences Research Ethics Committee of the University of Pretoria approved the study. The research was conducted in an academic tertiary hospital with voluntary participants. Findings: To dignify midwives it is essential to enhance the following: ‘to acknowledge the capabilities of midwives’, ‘to appreciate interventions of midwives’, ‘to perceive midwives as equal health team members’, ‘to invest in midwives’, ‘to enhance collegiality’, ‘to be cared for by management’ and ‘to create conducive environments’. Conclusion: The professional dignity of midwives is determined by their own perspectives of the contribution that they make to the optimal care of patients, the respect that they get from others and the support that hospital management gives them. With support and care, midwives’ professional dignity is enhanced. Midwives will strive to render excellent services as well as increasing their commitment.

Sign in / Sign up

Export Citation Format

Share Document