The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

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.

scholarly journals Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran guru matematika SMA

2020 ◽  
Vol 15 (1) ◽  
pp. 48-60
Author(s):  
Theresia Veni Tri Nugraheni ◽  
Jailani Jailani
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Structural Equation ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
Senior High School ◽  
School Mathematics ◽  
Equation Modeling ◽  
High School Mathematics ◽  
High School Mathematics Teachers

Penelitian ini bertujuan untuk mengeksplorasi Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran yang dilakukan guru mate­matika SMA di Kabupaten Kulon Progo. Penelitian ini merupakan penelitian deskriptif meng­gunakan metode campuran, dengan desain penelitian convergent parallel design. Subjek dalam penelitian ini adalah seluruh guru SMA peserta Ujian Kompetensi Guru (UKG) matematika tahun 2015 di Kabupaten Kulon Progo yang berjumlah 33 guru. Teknik pengumpulan data yang digu­nakan adalah tes, angket, observasi, dokumentasi, dan wawancara. Teknik analisis data yang digunakan untuk data kuantitatif yaitu deskriptif dan Partial Least Squares Structural Equation Modeling (PLS-SEM). Analisis data kualitatif dianalisis melalui pengkategorian, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh yang signifikan PKB terhadap kompetensi guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,360 (t = 2,51); dan (2) terdapat pengaruh yang signifikan PKB terhadap praktik pembelajaran guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,402 (t = 2,25). Continuing Professional Development (CPD) in relation to the competence and learning practices of high school mathematics teachersAbstractThis study aimed to explore Continuing Professional Development (CPD) in relation to the com­petence and teaching practice conducted by senior high school mathematics teachers in Kulon Progo Regency. This study was descriptive research using a mixed-method with convergent parallel design. The research subject was all senior high school mathematics teachers in Kulon Progo Regency who participated in the Teacher Competency Test (or UKG) in 2015, and the subject applied was 33 teachers. The data collection was conducted through a test, question­naire, documentation, observation, and interview. The data analysis used was descriptive and Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data was analyzed through data categorization, data reduction, data presentation, and conclusion drawing. The results of the study showed that: (1) there was a significant influence CPD toward competence of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.360 (t = 2.51); and (2) there was a significant influence CPD toward teaching practice of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.402 (t = 2.25).

scholarly journals The Paradox of Ghanaian High School Mathematics Teachers’ Perspectives on ICT Use

2021 ◽  
Vol 10 (1) ◽  
pp. 172-194
Author(s):  
Farouq Sessah Mensah ◽  
Douglas Darko Agyei
Keyword(s):  
High School ◽  
Public Schools ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Urban Areas ◽  
School Mathematics ◽  
High School Mathematics ◽  
Structured Interviews ◽  
Ict Use ◽  
High School Mathematics Teachers

The paper sought to investigate the perceived use of Information Communication Technology (ICT) of high school mathematics teachers in Ghana. A hundred high school mathematics teachers from 20 public schools,10 each located in the rural and urban areas respectively in the Central region of Ghana, were stratified and used in the study. A questionnaire and semi-structured interviews were used to collect data. The result of the study indicated low levels of perceived knowledge/skills of ICT use by high school mathematics teachers, contrary to their reported high usage levels of ICTs. The findings of the study also indicated that the high school mathematics teachers’ ICT use in a professional related context (instructional delivery, assessment, and professional learning network) was minimal compared to use for social networking, although they seemed to be fully aware of the relevance of using ICT in a professional related manner. Similarly, their reported technical knowledge/skills of ICT were low. Thus, the results of the study suggest that, though the teachers reported high ICT usage, actual usage seems to be at the peripheries. Among other things,  this study has implications for curriculum development and training in Ghana and countries of similar context. It may be necessary for the  Curriculum Research Development Division (CRDD) of the Ghana Education Service in collaboration with the related agencies to explicitly define parameters such as what ICT tools must be used, when they must be used, and how they should be used when reviewing and revising their mathematics teaching curriculum.  

scholarly journals Conhecimentos Didático-Matemáticos para Abordagem da Curva Normal no Ensino Médio

2021 ◽  
Vol 13 (4) ◽  
pp. 450-460
Author(s):  
André Fellipe Queiroz Araújo ◽  
José Ivanildo Felisberto de Carvalho
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Teaching Practice ◽  
School Mathematics ◽  
Diagnostic Study ◽  
Normal Curve ◽  
High School Mathematics ◽  
Statistics And Probability ◽  
High School Mathematics Teachers

ResumoInvestigações que tratem do conhecimento do professor de Matemática são sempre pertinentes e necessárias porque podem contribuir para a ressignificação e o melhoramento da prática docente. No presente texto, são discutidos os resultados de um estudo dissertativo que teve o objetivo de investigar os conhecimentos didático-matemáticos de professores de Matemática do Ensino Médio para abordagem da inter-relação entre a Estatística e a Probabilidade por meio da Curva Normal. Esse estudo está fundamentado no modelo teórico de Conhecimentos e Competências Didático-Matemáticos do professor – CCDM, desenvolvido no âmbito do Enfoque Ontossemiótico do Conhecimento e da Instrução Matemática – EOS. Em termos metodológicos, essa pesquisa possui abordagem qualitativa, seu universo de participantes foi composto por 12 professores brasileiros de Matemática do Ensino Médio e seu desenrolar é contemplado por um estudo diagnóstico e um encontro formativo. Os resultados apontam que, inicialmente, os professores apresentaram lacunas nos conhecimentos didático-matemáticos sobre o tema. No entanto, por meio da realização do encontro formativo, no qual foi vivenciada a proposta de ensino, eles conseguiram avançar na construção, ressignificação e ampliação de seus conhecimentos didático-matemáticos sobre a inter-relação entre a Estatística e a Probabilidade por meio da Curva Normal. Concluímos que é pertinente o investimento nas formações acadêmicas e em formações continuadas de estudos semelhantes que possibilitem a apropriação e ampliação de conhecimentos didático-matemáticos de professores de Matemática sobre a Estatística e a Probabilidade. Palavras-chave: Estatística. Probabilidade. Curva Normal. Conhecimentos e Competências Didático-Matemáticos. Formação de Professores. AbstractInvestigations that deal with the mathematics teacher's knowledge are always relevant and necessary because they can contribute to the reframing and improvement of teaching practice. In the present text, the results of a dissertation study that aimed to investigate the didactic-mathematical knowledge of high school mathematics teachers to approach the interrelationship between Statistics and Probability through the Normal Curve are discussed. This study is based on the theoretical model of Teacher's Competences and Didactic-Mathematical Knowledge - CCDM, developed within the scope of the Ontosemiotic focus to Knowledge and Mathematical Instruction - EOS. In methodological terms, this research has a qualitative approach, its universe of participants was composed of 12 Brazilian high school mathematics teachers and its course is contemplated by a diagnostic study and a formative meeting. The results show that, initially, teachers had gaps in didactic-mathematical knowledge on the topic. However, through the formative meeting, in which the teaching proposal was experienced, they managed to advance in the construction, reframing and expansion of their didactic-mathematical knowledge about the interrelationship between Statistics and Probability through the Curve Normal. We conclude that it is pertinent to invest in academic training and in continuing training in similar studies that enable the appropriation and expansion of didactic-mathematical knowledge of mathematics teachers on statistics and probability. Keywords: Statistic. Probability. Normal Curve. Knowledge and Skills Didactic-Mathematics. Teacher Training.

scholarly journals Teacher assessment action in mathematics classes: a study with teachers from the 2nd cycle of Mozambican general high school education

2020 ◽  
Vol 22 (5) ◽  
pp. 102-121
Author(s):  
Gabriel Mulalia Maulana ◽  
Sergio De Mello Arruda
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Knowledge Production ◽  
Teaching Practice ◽  
Teacher Assessment ◽  
School Education ◽  
High School Education ◽  
Education Assessment ◽  
Data Collection And Analysis ◽  
Research In Mathematics Education

Background: Assessment is one of the components and objects of research in Mathematics Education that, among various functions, ensures/promotes student learning. In this sense, the teachers’ assessment action, and the teaching ways of doing it in the classroom have implications for students' learning. Objectives: This paper intends to investigate what mathematics teachers do (say they do) when they assess students in their classes. Design: a descriptive qualitative study was carried out. Setting and Participants: Four mathematics teachers working in the 2nd Cycle of General High School Education of Mozambique were selected to participate in the research. Data collection and analysis: individual reflective interviews were conducted, and audio recorded. The accounts were transcribed and submitted to content analysis, in the light of which they were fragmented and grouped into categories of teachers’ assessment actions. Results: Four categories of actions (stimulate, access, interpret, regulate) and nine subcategories (question, give task, request; look, supervise; verify, perceive; give feedback, reorient) emerged from the data collected. The teachers carried out a formative-type assessment, fulfilling a cycle of actions (assessment action cycle) that starts with the stimulus or access and closes in the regulation, from where any of the initial actions were resumed. Conclusions: It can be said that education assessment is one of the motives for reflection and knowledge production in teaching practice.

Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape

10.31355/12 ◽  
2017 ◽  
Vol 1 ◽  
pp. 063-071
Author(s):  
Agyei Fosu
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Traditional Approach ◽  
High School Education ◽  
Eastern Cape ◽  
High School Mathematics ◽  
Policy Makers ◽  
The Past ◽  
Integration Of Technology ◽  
Teaching Of Mathematics

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background................................................................................................................................................................................................. Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology................................................................................................................................................................................................. Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution................................................................................................................................................................................................. To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings...................................................................................................................................................................................................... The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners.......................................................................................................................................................... The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers........................................................................................................................................................... There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society....................................................................................................................................................................................... The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research........................................................................................................................................................................................... More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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