scholarly journals TURKISH PRE-SERVICE MATHEMATICS TEACHERS’ BELIEFS IN MULTIPLICATION

2021 ◽  
Vol 12 (3) ◽  
pp. 469-486
Author(s):  
Ifada Novikasari ◽  
Yüksel Dede
Keyword(s):  
Teacher Education ◽  
Factor Analysis ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Sampling Technique ◽  
Mathematics Textbooks ◽  
Multiplication Operation ◽  
Teachers Beliefs ◽  
Convenience Sampling ◽  
Essential Contribution

Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.

scholarly journals Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape

Mathematics ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 137
Author(s):  
Rooselyna Ekawati ◽  
Masriyah ◽  
Abdul Haris Rosyidi ◽  
Budi Priyo Prawoto ◽  
Rully Charitas Indra Prahmana ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Mixed Methods ◽  
Conceptual Framework ◽  
Content Knowledge ◽  
Exploratory Factor Analysis ◽  
Mathematics Teachers ◽  
Sampling Technique ◽  
Mathematics Content Knowledge ◽  
Figural Reasoning ◽  
Object Relationship

Space and shape is one of the geometry topics that should be mastered by students and require proper teachers’ Mathematics Content Knowledge (MCK) for teaching to avoid misconception. This study aimed at developing a constructive conceptual framework as an instrument to examine mathematics pre-service teachers’ MCK on space and shape contents and describing their profile on this topic. The present study used mixed methods, in which the obtained data were analyzed both quantitatively using Exploratory Factor Analysis (EFA) and qualitatively described in nature. The developed MCK instrument was administered to 21 senior Indonesian mathematics pre-service teachers who were in their third year of study which and by a purposive sampling technique. The results showed that the instrument had very good 10 final items with a consistent reliability coefficient of 0.67 and resulted in four factor components, namely, figural representation, area and circumference of object, relationship between properties of objects, and figural reasoning. Of the four factors, figural representation and reasoning factors had mostly been the challenges for Indonesian mathematics pre-service teachers. On the contrary, they performed better in the area and circumference of objects and the relationships between properties of objects. The findings lead to redesigning the curriculum for mathematics pre-service teachers’ learning to accommodate all their challenges.

scholarly journals Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

2017 ◽  
Vol 5 (9) ◽  
pp. 1 ◽  
Author(s):  
Katja Maass ◽  
Malcolm Swan ◽  
Anna-Maria Aldorf
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Influencing Factor ◽  
International Study ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Study Approach ◽  
Teachers Beliefs ◽  
Development Course

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional development courses are one way to help teachers with this endeavor. Within the discussion of effective professional development, beliefs are often named as an important influencing factor. In this respect, much research has been carried out on how beliefs on mathematics teaching impact the outcomes of the course. However, there has been much less research on what beliefs mathematics teachers develop on inquiry-based learning and how this might impact their (perceived) classroom teaching. Therefore, this paper presents an international research study carried out within the European Project Primas, in which professional development courses on inquiry-based learning were conducted in 12 countries. Using the case-study approach, this paper aims at answering the following questions: 1. What kind of beliefs about IBL do mathematics teachers across Europe develop? 2. How do these beliefs relate to teachers’ perceived enactments of IBL?

scholarly journals VALIDATION OF MATHEMATICS TEACHING PRACTICE INSTRUMENTS AMONG SECONDARY SCHOOL MATHEMATICS TEACHERS: EXPLORATORY FACTOR ANALYSIS (EFA)

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.

scholarly journals Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book

2018 ◽  
Vol 11 (2) ◽  
pp. 211-222 ◽  
Author(s):  
Limin Jao
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
Secondary Mathematics ◽  
Teachers Experiences ◽  
Personal Experiences ◽  
Writing Task

This paper describes a mathematics task inspired by a children’s storybook, The Important Book by Margaret Wise Brown, and how secondary mathematics preservice teachers’ (PSTs’) experiences with this reform-based task influenced their development as educators. Findings suggest that PSTs enjoyed the opportunity to be creative and make connections to personal experiences. Engaging in this writing task also affected PSTs’ development as mathematics teachers as it allowed them to think more broadly about mathematics teaching and see the value in reform-based approaches for teaching.

scholarly journals Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process

2021 ◽  
Author(s):  
Mithat TAKUNYACI
Keyword(s):  
High Schools ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Female Teachers ◽  
Mathematics Teaching Efficacy ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyacı and Aydın (2013) was used. The first finding of our study is mathematics teachers’ beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers’ efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

scholarly journals Effect of Rational Advertisement Appeal on Online Branding in Pakistan

2018 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Muhammad Shoukat Malik ◽  
Rabia Tanveer
Keyword(s):  
Factor Analysis ◽  
Regression Analysis ◽  
Sampling Technique ◽  
Positive Influence ◽  
Test Results ◽  
Online Questionnaire ◽  
Online Branding ◽  
Convenience Sampling ◽  
Customer Attitude ◽  
The Relationship

The purpose of this study is to identify the effect of rational advertisement appeal on online branding within the context of Pakistan. Customer attitude is the moderator. The relationship between attitude of customers and online branding is also taken into consideration. Personal items and gadgets are two types of products considered in order to determine differences in purchases while being online. A quantitative survey based research design is used in this study. Nonprobability sampling technique of convenience sampling is used. Data were collected through an online questionnaire. 244 usable responses were obtained. Data was analyzed using SPSS 22. Factor analysis was performed followed by regression analysis and T-test. Results of data analysis revealed that a rational advertisement appeal is a significant predictor of online branding. Customer attitude did not moderate the relationship between rational advertisement appeal and online branding. However, customer attitude had a positive influence on online branding. There were some differences between the product types when consumers purchased online for personal items and gadgets. This study made an important contribution in the literature by investigation the effect of rational advertisement appeal on online branding.

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