scholarly journals Analysis of mathematics teachers’ beliefs on mathematics instruction and teaching self-efficiencies within the scope of flow theory

2020 ◽  
Vol 11 ◽  
pp. 73-87
Author(s):  
S.Koza Çiftçi ◽  
Engin Karadağ
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Flow Theory ◽  
Arts And Sciences ◽  
Work Related ◽  
Teachers Beliefs ◽  
Belief Scale ◽  
Positive Correlations ◽  
And Mathematics ◽  
Constructivist Beliefs

In this study, it was aimed to investigate the beliefs of mathematics teachers about mathematics instruction and their teaching self-efficacy within the scope of flow theory. Participants consists of a total of 228 mathematics teachers engaged in teaching at secondary and high school levels in Turkey; they were determined using the combinations of convenience and purposive sampling. Data from the participants were obtained using The WOrk-reLated Flow inventory (WOLF), The Ohio State Teacher Efficacy Scale (OSTES) and Mathematics Related Belief Scale (MRBS). Results revealed significant positive correlations among Constructivist Beliefs of WOLF, OSTES and MRBS. Furthermore, it was found that mathematics teachers graduated from the Education Faculty had higher MRBS Constructivist Beliefs that the ones graduated from Faculty of Arts and Sciences.

scholarly journals Mathematics teacher's perceptions about influence of different ICT usage strategies on their competencies

2020 ◽  
Vol 10 (2) ◽  
pp. 38-42
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers' beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers' competencies in three groups of teachers - one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers - their beliefs and professional motivation. Results indicate that the teachers' affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students' creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

scholarly journals Implementation of STEM in Secondary Mathematics Classrooms: Identification of Teachers' Beliefs

2020 ◽  
pp. 1-13
Author(s):  
Onder Koklu, Ph.D. ◽  
Peter PHAN
Keyword(s):  
Stem Education ◽  
Mathematics Teachers ◽  
Secondary Level ◽  
Secondary Mathematics ◽  
Math Teachers ◽  
Mathematics Classrooms ◽  
Science Technology ◽  
Teachers Beliefs ◽  
And Mathematics ◽  
Online Form

The purpose of this study was to investigate teachers’ beliefs about the implementation of STEM (Science Technology Engineering and Mathematics) approach in secondary (6-12 grades) mathematics classes and identify intervening belief aspects. A questionnaire was developed regarding practicing secondary level mathematics teachers’ beliefs about the implementation of STEM in mathematics classes. An online form of the questionnaire was created and sent to all secondary math teachers in two counties in the state of Florida. Eighty-two were received back from teachers. The results of factor analysis confirmed that items were distributed under five major aspects. Finally, the results of the data analysis disclosed that although most teachers believe that the implementation of STEM education is necessary, some have concerns about the effectiveness of the implementation because of shortages of materials, resources, and equipment needed for implementation of STEM. Another important finding is that teachers don’t have appropriate and sufficient knowledge for the implementation of STEM activities.

scholarly journals MATHEMATICS TEACHER’S PERCEPTIONS ABOUT INFLUENCE OF DIFFERENT ICT USAGE STRATEGIES ON THEIR COMPETENCIES

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers’ beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers’ competencies in three groups of teachers – one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers – their beliefs and professional motivation. Results indicate that the teachers’ affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students’ creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

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