Climber Prospective Teacher: Relationship Beliefs and Mathematics Teaching Practice

This research explained the description of the beliefs of prospective teacher who had an adversity quotient type climber and the relationship between beliefs and mathematics teaching practices in the classroom. One student of climber prospective teacher who had taken an internship course and had good communication skill was willing to become a research subject. Semi-structured interview and observation of learning in class were used to obtain the research data. The data that had been obtained were coded, reduced, presented, triangulated to obtain credible data, and then conclusions were drawn. The results show that the climber math prospective teacher believes that mathematics is as something dynamic, namely the space of creation, human invention that develops continuously. Teaching mathematics is student-centered through problem providing or problem solving, and learning is as a construction of student’s active understanding to build knowledge. A more detailed explanation of beliefs description and the relationship with the mathematics teaching practice is described in this research.

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EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

Journal on Mathematics Education ◽

10.22342/jme.10.2.7326.185-202 ◽

2019 ◽

Vol 10 (2) ◽

pp. 185-202 ◽

Cited By ~ 3

Author(s):

Muhtarom Muhtarom ◽

Dwi Juniati ◽

Tatag Yuli Eko Siswono

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Prospective Teachers ◽

Teaching Practice ◽

Mathematics Classroom ◽

Pedagogical Content ◽

Good Communication ◽

Good Communication Skill ◽

Two Factors ◽

The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

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Reporting Research for Practitioners: Proposed Guidelines

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.43.2.0126 ◽

2012 ◽

Vol 43 (2) ◽

pp. 126-143 ◽

Cited By ~ 1

Author(s):

Daniel J. Heck ◽

James E. Tarr ◽

Karen F. Hollebrands ◽

Erica N. Walker ◽

Robert Q. Berry III ◽

...

Keyword(s):

Education Research ◽

Mathematics Teaching ◽

Teaching Practice ◽

Mathematics Curriculum ◽

National Council ◽

Research And Teaching ◽

Curriculum Instruction ◽

And Mathematics ◽

The Relationship ◽

Increasing Student Learning

The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, well-articulated, and consistent with research in the field [emphasis added], and focused on increasing student learning” (NCTM, n.d.).

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STEM Teaching and Learning via Technology-Enhanced Inquiry

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch026 ◽

2018 ◽

pp. 595-619

Author(s):

Michael L. Connell ◽

Sergei Abramovich

Keyword(s):

Teaching And Learning ◽

Teaching Practice ◽

Career Readiness ◽

College And Career Readiness ◽

Pedagogical Content ◽

Record Keeping ◽

College And Career ◽

And Mathematics ◽

Stem Teaching ◽

The Relationship

This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) – a theoretical model used in the application of technology when teaching STEM disciplines. To this end, a supplement to TPACK drawn from the Action on Objects (AO) framework (Connell, 2001) is suggested. To illustrate the value of the proposed enhancement of TPACK, an example integrating science, technology, and mathematics is provided. The Texas College and Career Readiness Standards are used to demonstrate the relationship between the proposed theoretical modification of the leading model and the current teaching practice involving such scientific activities as measuring, record keeping, analyzing, conjecturing and evaluating. Additional suggestions and applications of the TPACK/AO model are provided.

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STEM Teaching and Learning via Technology-Enhanced Inquiry

Digital Tools and Solutions for Inquiry-Based STEM Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2525-7.ch009 ◽

2017 ◽

pp. 221-251

Author(s):

Michael L. Connell ◽

Sergei Abramovich

Keyword(s):

Teaching And Learning ◽

Teaching Practice ◽

Career Readiness ◽

College And Career Readiness ◽

Pedagogical Content ◽

Record Keeping ◽

College And Career ◽

And Mathematics ◽

Stem Teaching ◽

The Relationship

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Activating Assessment Alternatives in Mathematics

The Arithmetic Teacher ◽

10.5951/at.39.6.0024 ◽

1992 ◽

Vol 39 (6) ◽

pp. 24-29 ◽

Cited By ~ 1

Author(s):

David J. Clarke

Keyword(s):

Mathematics Education ◽

Mathematics Teaching ◽

Teaching Practice ◽

Mathematics Curriculum ◽

Teaching Program ◽

Evaluation Standards ◽

Pencil And Paper ◽

And Mathematics ◽

Assessment Strategies

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.

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Examining Teachers View on Primary Teaching Practices Based on Co-Teaching Model

Journal of Education and Training Studies ◽

10.11114/jets.v5i11.2708 ◽

2017 ◽

Vol 5 (11) ◽

pp. 82

Author(s):

Mehmet Turan ◽

Betül Bayar

Keyword(s):

Classroom Management ◽

Primary School ◽

Teacher Candidates ◽

Equal Opportunity ◽

Teaching Practice ◽

Primary Teachers ◽

Structured Interview ◽

Teaching Model ◽

Student Centered ◽

Primary Teaching

The purpose of the two-teacher primary teaching model is to find a solution, to some extent, for the crowded classes and the classes in which the inclusive students study in primary school. Furthermore, it is aimed to increase the efficiency of the lessons, better take care of the inclusive students, implement the constructivist approach as required, collect the attention of the students who lost their attentions, support students who have difficulties in their studies, ensure that students who learn slowly can learn the lessons completely and increase the quality of education by giving additional studies to the students who learn quickly. The co-teaching model that can be considered as an alternative in solution of the educational problems can be used effectively in the crowded classes and the classes in which the inclusive students study. Moreover, this study can be considered as an alternative model so that the "Teaching Practice" lessons taken by the teacher candidates studying at the education faculty can be more qualified and efficient.The purpose of this study is to review the effectiveness of teaching practice in primary school based on co-teaching model. In this context, it was tried to determine the opinions of primary school teachers about the co-teaching model. To achieve this purpose, 12 primary teachers serving in the city center of Muş were determined as working group. In the study, the data were obtained by semi-structured interview method. Content analysis was used for the analysis of the data.According to the teachers' opinions obtained as a result of the study, the most important one of the problems experienced by the teachers during the teaching period is the crowded classes. It is concluded that in the crowded classes, the activities are not implemented at the desired level, it is not possible to allocate enough time for the students, incorrect and incomplete learning of students cannot be realized on time and it is difficult to give a student-centered education.As a result of the study, in order to ensure that the teaching practice can be efficient, it is concluded that the internship duration should be extended, the teacher candidates should be assigned more responsibilities, the teacher candidates should do internships in the rural schools and combined classes so that they can see different environments and they should carry out implementation-oriented studies rather than observation-oriented studies in this lesson.According to the teachers' opinions obtained as a result of the study, it is concluded that the co-teaching model will increase the efficiency of the lesson, the classroom management will be easier, this model will ensure that the students who fall behind and learn slowly can learn the lessons completely, the saving on time will be ensured, the opportunity to take care of students personally will increase, the workload of the teachers will decrease, the equal opportunity in education will be ensured by taking care of the inclusive students more than before and the faster and more practical solutions will be created for the problems to be encountered in the teaching process.

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Investigation of the Relationship Between Class Teachers’ Levels of Mathematical Thinking and Mathematics Teaching Anxiety in Terms of Different Variables

International Education Studies ◽

10.5539/ies.v14n7p91 ◽

2021 ◽

Vol 14 (7) ◽

pp. 91

Author(s):

Coşkun Küçüktepe ◽

Sevgi Balkan

Keyword(s):

Mathematics Teaching ◽

Primary Schools ◽

Mathematical Thinking ◽

Comparative Method ◽

Length Of Service ◽

School Year ◽

Teaching Anxiety ◽

And Mathematics ◽

Parametric Analyses ◽

The Relationship

The current study aimed to investigate the relationship between class teachers’ level of mathematical thinking and level of anxiety about mathematics teaching in terms of different variables. To this end, the correlational and causal comparative method, one of the qualitative research methods, was used in the study. The study group of the current research is comprised of 509 class teachers working in state primary schools in the city of İstanbul in the 2019-2020 school year. As the data collection tools, the “Class Teachers’ Mathematical Thinking Scale” and the “Mathematics Teaching Anxiety Scale” were used. In the analysis of the data obtained from the scales, descriptive and parametric analyses (t-test and ANOVA) and Pearson Product-Moment Correlation were used. A low and negative correlation was found between the class teachers’ levels of mathematical thinking and mathematics teaching anxiety. Moreover, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were found to be varying significantly depending on gender. In addition, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were also found to be varying depending on the type of high school graduated and the length of service in the profession.

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