scholarly journals Mathematics Teaching Anxiety among College of Education Pre-service Teachers in Ghana: The Influence of Mathematics Achievement and Field Experiences

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Isaac Bengre Taley ◽  
Opoku Adusei ◽  
Douglas Ndamenenu Koranteng
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Teaching ◽  
Field Experiences ◽  
College Of Education ◽  
Teaching Anxiety

Supporting Young Children’s Development of Executive Function Through Early Mathematics

2021 ◽  
Vol 8 (2) ◽  
pp. 192-199
Author(s):  
Christina Mulcahy ◽  
Crystal A. Day Hess ◽  
Douglas H. Clements ◽  
Jasmine R. Ernst ◽  
Sarah E. Pan ◽  
...  
Keyword(s):  
Executive Function ◽  
Mathematics Achievement ◽  
Mathematics Teaching ◽  
Early Childhood Teachers ◽  
Academic Skills ◽  
High Quality ◽  
Alternative Strategies ◽  
Early Mathematics ◽  
General Skills ◽  
And Behavior

Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a dual benefit: Teachers can promote children’s math and EF competencies by embedding support for EF in high-quality mathematics activities. Children benefit when guided to reflect on solutions and alternative strategies, and teachers benefit from guidance on how to support both math and EF. Finally, research on teachers developing both domains can inform educational policy.

Influence of Globalization on Mathematics Content, Teaching Methods, and Resource Materials in Colleges of Education in Oyo State

2019 ◽  
pp. 15-28
Author(s):  
Gbolagade Olosunde
Keyword(s):  
Teaching Methods ◽  
Mathematics Teaching ◽  
College Of Education ◽  
Descriptive Statistics ◽  
Colleges Of Education ◽  
Mathematics Students ◽  
Chi Square ◽  
And Mathematics ◽  
Mathematics Teaching Methods ◽  
Descriptive Survey

The chapter examined the influence of globalization of mathematics contents, teaching methods, and resource materials in colleges of education in Oyo state. One hundred mathematics students—46 from Emmanuel Alayande College of Education and 54 from Federal College of Education (Special), Oy—were sampled for the study. Descriptive survey type of design was adopted for the study. Three questionnaires were used: influence of globalization on mathematics content questionnaire (IGMCQ, r= 0.87), influence of globalization on mathematics teaching methods (IGMTM r= 0.78), and influence of globalization on mathematics resource materials (IGMRM r= 0.89) scales. Three research hypotheses were tested in this study. The data were analyzed using frequency count, for descriptive statistics. Chi-square statistics was used to test the hypotheses. The results show that there is no significant association between globalization and mathematics contents, teaching methods, and resource materials.

Modeling students' mathematics achievement and performance through teaching quality: SERVQUAL perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yarhands Dissou Arthur ◽  
Courage Simon Kofi Dogbe ◽  
Samuel Kwesi Asiedu-Addo
Keyword(s):  
Academic Performance ◽  
Mathematics Achievement ◽  
Service Quality ◽  
Human Resources ◽  
Undergraduate Students ◽  
Mathematics Teaching ◽  
Teaching Quality ◽  
Equation Modeling ◽  
Outcome Variable ◽  
Content Type

PurposeThis study explored the effect of mathematics teaching quality on mathematics achievement among undergraduate students, using the SERVQUAL model.Design/methodology/approachThe sample comprised of 320 first-year undergraduate students of a public university in Ghana. Structural equation modeling (SEM) was run in Amos (v.23) to test the various hypotheses.FindingsThe study concluded that the tangible aspect of the SERVQUAL model (service quality), which is very instrument in some service industries such as the airline, had no significant effect on mathematics achievement. Mathematics teaching reliability, responsiveness, assurance and empathy, however, had significant positive effects on mathematics achievement among undergraduate students.Research limitations/implicationsThe study assessed the effects of the individual dimensions of SERVQUAL on mathematics achievement, and it was realized that the tangible dimension had no significant effect. Tangibles may however compliment the other dimensions and is therefore imperative to also assess the effect of service quality (as a higher/second order variable) with the five dimensions as its first-order variables.Practical implicationsHuman resources (lecturers) were seen as a strategic tool in enhancing students' academic performance and mathematics performance to be specific. Management of universities is therefore expected to invest in building, training and developing their human resources for an enhanced academic performance of students, especially in mathematics.Originality/valueAlthough some past studies have applied SERVQUAL to teaching and learning researches, attention was largely focused on the measurement or assessment of teaching quality using SERVQUAL, with little attention on the effect of SERVQUAL on an outcome variable.

It Doesn't Add Up: African American Students' Mathematics Achievement

1997 ◽  
Vol 28 (6) ◽  
pp. 697-708 ◽  
Author(s):  
Gloria Ladson Billings
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
School Reform ◽  
Mathematics Teaching ◽  
Mathematical Thinking ◽  
Leadership Role ◽  
Reform Effort ◽  
Grade Levels ◽  
American Students ◽  
The U.S

Mathematics education has been heralded for its leadership role in the U.S. school reform effort (Stein, Grover,&Henningsen, 1996; Grant, Peterson, & Shojgreen- Downer, 1996). Prominent in the reform of mathematics education is the call for students not merely to memorize formulas and rules and apply procedures but rather to engage in the processes of mathematical thinking, that is, to do what mathematicians and other professional users of mathematics do. The revamped mathematics education program is based on engaging students in problem posing and problem solving rather than on expecting rote memorization and convergent thinking. These changes in mathematics education suggest that mathematics teaching must build on students' learning and on their ability to pose and solve problems previously considered too difficult for their age-grade levels (Carpenter&Fennema, 1988; Fennema, Franke, Carpenter,&Carey, 1993).

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

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.

scholarly journals The impact of the quality of early mathematics instruction on mathematics achievement outcomes

2020 ◽  
Vol 1 (2) ◽  
pp. 216-228
Author(s):  
Bilge Cerezci
Keyword(s):  
Mathematics Achievement ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Instruction ◽  
Mathematics Learning ◽  
Instructional Quality ◽  
Teaching Quality ◽  
Early Mathematics ◽  
The Impact

The examination of teaching quality in mathematics in relation to student learning outcomes has become increasingly important following the research reports indicating that early mathematics teaching and learning experiences are critical contributors to students’ learning and later achievement in mathematics and other content areas. The purpose of this study is to investigate the relationship between the quality of early mathematics instruction and students’ mathematics learning outcomes in 73 Pre-K to 3rd grade classrooms in an urban public schools system. The results suggested that the quality mathematics instruction varies across observed classrooms but mostly mediocre. Limited but significant associations between instructional quality and mathematics achievement were also documented at the classroom level. More specifically, there was a positive significant interaction between quality of mathematics teaching and students’ mathematics achievement at the end of the school year in classrooms where ratings of the instructional quality was identified as “high,” after controlling for students’ pre-test scores and gender.

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