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

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.

Asset-Based Approaches to Equitable Mathematics Education Research and Practice

2018 ◽  
Vol 49 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Sylvia Celedón-Pattichis ◽  
Lunney Lisa Borden ◽  
Stephen J. Pape ◽  
Douglas H. Clements ◽  
Susan A. Peters ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Public Perception ◽  
Mission Statement ◽  
Mathematics Learning ◽  
National Council ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.

Book Review: Challenging Mathematics Education Researchers to Undertake Grand Problems

2015 ◽  
Vol 46 (2) ◽  
pp. 244-247
Author(s):  
Amanda Jansen ◽  
Alison S. Marzocchi
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Significant Contribution ◽  
Mathematics Learning ◽  
Central Question ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
Support Students

This edited volume, Vital Directions for Mathematics Education Research, is a significant contribution to our field because each chapter highlights grand problems that researchers must tackle to improve mathematics learning and teaching. The ambitious goals of the chapters could be summarized in a central question: How can research contribute to understanding and improving mathematics teaching so that we can further understand and support students' meaningful learning of mathematics? From this book, readers will draw inspiration for their research endeavors, and they will be able to situate their studies in broader perspectives about mathematics teaching and learning.

scholarly journals Kindergarten and New Entrant Teachers' Beliefs and Practices in Mathematics Teaching and Learning

2021 ◽  
Author(s):  
◽  
Brenda Mary Sherley
Keyword(s):  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Kindergarten Teachers ◽  
Free Play ◽  
Beliefs And Practices ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Mathematics Teaching And Learning

<p>A difference between the beliefs and practices about mathematics learning and teaching held by teachers in kindergartens and teachers in new entrant classrooms may lead to problems as teachers and children manage the transition from kindergarten to school. The New Zealand education system is governed by various curriculum documents underpinned by similar philosophies to support teacher practice. These documents are based on an expectation that teachers build from children’s existing knowledge and experiences. The system is based on expectations relating to knowledge that are loosely linked to the year level and age of children. Evidence about teachers’ practices and beliefs was gathered using a case study approach. Five primary schools and their neighbouring kindergartens were purposively selected for this study. Fourteen kindergarten and five new entrant teachers were observed and interviewed and completed questionnaires about their beliefs and practices in mathematics teaching and learning over a two year period. Mathematical events were analysed to document teachers’ practices. Kindergarten teachers’ practice most commonly mirrored their stated beliefs about how children best learned mathematics. New entrant teachers, although possessing similar stated beliefs to kindergarten teachers, did not necessarily follow these beliefs in their classroom practice. The beliefs of kindergarten and new entrant teachers in mathematics teaching and learning were similar, but their practices differed in several dimensions. Kindergarten teachers believed children best learned mathematics through free play and exploration of the world around them. These teachers encouraged children to follow their own interests and supported children as they developed their ideas and became active problem solvers. These beliefs arose from teachers’ personal experiences combined with the primarily sociocultural focus of the early childhood curriculum, Te Whariki. New entrant teachers’ beliefs about mathematics learning and teaching were similar to those of kindergarten teachers – children learned through having fun, solving problems, and doing things in a real-life context. However, new entrant teachers also had clear expectations of the skills five-year-olds needed to know on their entry to school. When children did not appear to possess these skills, teachers focused on remediation of the perceived deficits. In practice, new entrant teachers directed children’s learning based on their beliefs about what children needed to know to be successful at school. This approach lead to structured and managed environments with little regard for children’s prior-to-school knowledge and experiences. These inconsistencies in mathematics teaching and learning between schools and kindergartens could be minimised with professional development for teachers that focused on developing the relationships between teachers in both settings.</p>

scholarly journals Kindergarten and New Entrant Teachers' Beliefs and Practices in Mathematics Teaching and Learning

2021 ◽  
Author(s):  
◽  
Brenda Mary Sherley
Keyword(s):  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Kindergarten Teachers ◽  
Free Play ◽  
Beliefs And Practices ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Mathematics Teaching And Learning

<p>A difference between the beliefs and practices about mathematics learning and teaching held by teachers in kindergartens and teachers in new entrant classrooms may lead to problems as teachers and children manage the transition from kindergarten to school. The New Zealand education system is governed by various curriculum documents underpinned by similar philosophies to support teacher practice. These documents are based on an expectation that teachers build from children’s existing knowledge and experiences. The system is based on expectations relating to knowledge that are loosely linked to the year level and age of children. Evidence about teachers’ practices and beliefs was gathered using a case study approach. Five primary schools and their neighbouring kindergartens were purposively selected for this study. Fourteen kindergarten and five new entrant teachers were observed and interviewed and completed questionnaires about their beliefs and practices in mathematics teaching and learning over a two year period. Mathematical events were analysed to document teachers’ practices. Kindergarten teachers’ practice most commonly mirrored their stated beliefs about how children best learned mathematics. New entrant teachers, although possessing similar stated beliefs to kindergarten teachers, did not necessarily follow these beliefs in their classroom practice. The beliefs of kindergarten and new entrant teachers in mathematics teaching and learning were similar, but their practices differed in several dimensions. Kindergarten teachers believed children best learned mathematics through free play and exploration of the world around them. These teachers encouraged children to follow their own interests and supported children as they developed their ideas and became active problem solvers. These beliefs arose from teachers’ personal experiences combined with the primarily sociocultural focus of the early childhood curriculum, Te Whariki. New entrant teachers’ beliefs about mathematics learning and teaching were similar to those of kindergarten teachers – children learned through having fun, solving problems, and doing things in a real-life context. However, new entrant teachers also had clear expectations of the skills five-year-olds needed to know on their entry to school. When children did not appear to possess these skills, teachers focused on remediation of the perceived deficits. In practice, new entrant teachers directed children’s learning based on their beliefs about what children needed to know to be successful at school. This approach lead to structured and managed environments with little regard for children’s prior-to-school knowledge and experiences. These inconsistencies in mathematics teaching and learning between schools and kindergartens could be minimised with professional development for teachers that focused on developing the relationships between teachers in both settings.</p>

scholarly journals Joyful And Meaningful Learning In Mathematics Classroom Through Internet Activities

2013 ◽  
Vol 3 (1) ◽  
pp. 3-16
Author(s):  
Sitti Maesuri Patahuddin
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
The Internet ◽  
Learning And Teaching ◽  
Philosophical Beliefs ◽  
Learning Mathematics ◽  
Use Of The Internet

This paper arises from the author experiences over the last eight years with regards to investigating how the Internet could be used as a tool for mathematics learning, mathematics teaching as well as for professional development. This paper illustrates three main categories of the potential of the Internet for learning: the Internet for information, the Internet for communication, the Internet for collaboration, followed by a description on how the use of the Internet could make learning mathematics interesting and meaningfully. Lastly, through the use of a case study and my experiences working with group of students using the Internet, I argue that the success of integrating the Internet into mathematics teaching and learning depends very much on teachers’ knowledge and their philosophical beliefs about learning and teaching, learners, mathematics, and technology.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

Facebook as an Educational Environment for Mathematics Learning

2014 ◽  
pp. 171-190
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

scholarly journals Place of Critical Thinking in EFL

2018 ◽  
Vol 7 (4) ◽  
pp. 26
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Great Role ◽  
Important Place ◽  
Learning And Teaching ◽  
Mathematics History ◽  
Vital Component ◽  
Shed Light

Developing the ability to think critically is vital component of real, meaningful teaching and learning. Critical thinking helps us solve problems, make decisions and reach our goals. Thinking is not a passive but an active process. If students’ critical thinking skills are activated, for example while writing, very successful results can be attained. It can be said that critical thinking can be considered in two respects: to achieve a goal and to make a decision. As for teaching, there is very little evidence that students at universities acquire the skills of critical thinking in their learning and teaching activities. In accordance with its important place of in learning and teaching periods, it has been a concept recently highlighted in the field of EFL, like in many other fields of education such as mathematics, history and geography. The skill of critical thinking plays a great role and it has been accepted as an important step in every area of teaching and learning, particularly nowadays due to developments cognition and intelligence. So, in order to understand the awareness of the students for critical thinking, an experiment was performed in the fall of AY 2017-18, with 79 students in Karabuk University, Turkey. In this study, the significance of critical thinking and result of the experiments were discussed in detail, it also shed light on the students’ perceptions of it.

How Can Digital Technology Enhance Mathematics Teaching and Learning?

2020 ◽  
pp. 216-243
Author(s):  
Monika Dockendorff
Keyword(s):  
Learning Environments ◽  
Digital Technology ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Interactive Software ◽  
Education Programs ◽  
Mathematics Teaching And Learning

As digital technology becomes more ubiquitous in society and education, mathematics teachers are expected to design and integrate technology-enriched learning environments effectively. This task encompasses many challenges, but primarily, it entails the identification of how technology may produce insights. This study examines several categories of core mathematical processes that can be enhanced by the integration of dynamic interactive software such as identifying properties, connecting multiple representations, and solving problems, among others. The process of visualization appears at the center of dynamic and interactive mathematics learning environments. Evidence of its functionality and the benefits it reports to the teaching and learning process for each category is presented. Further discussion on the challenges that mathematics teacher education programs and teachers face—not only in their digital competences but also in the role they play—are outlined.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

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