scholarly journals The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

2021 ◽  
Vol 11 (1) ◽  
pp. 40
Author(s):  
Kimura Patar Tamba ◽  
Wiputra Cendana
Keyword(s):  
Elementary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Assessment ◽  
Elementary School Mathematics ◽  
Epistemology Of Mathematics ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
The Relationship

<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school  , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>

scholarly journals THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

2021 ◽  
Vol 18 (No.2) ◽  
pp. 129-160
Author(s):  
Ruzlan Md-Ali ◽  
Arsaythamby Veloo ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Yus'aiman Jusoh @ Yusoff ◽  
Rosna Awang Hashim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Orang Asli ◽  
Mathematics Competence ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

Store-bought Mathematics

1985 ◽  
Vol 33 (4) ◽  
pp. 36-37
Author(s):  
Leonard Burkett ◽  
Edie L. Whitfield
Keyword(s):  
Elementary School ◽  
Real World ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Upper Elementary ◽  
Elementary School Mathematics ◽  
Upper Elementary School ◽  
Learning Mathematics ◽  
Mathematics Teaching And Learning ◽  
Experience Difficulty

Children often experience difficulty learning mathematics unless it is related to objects or situations that are meaningful to them. Underhill (1981) reports mathema tical research (Brownell and Moser 1949; Gray 1965) indieating that memory is greatest for learners when the material to be remembered has meaning for them. Mathematics often has little meaning for children when these relationships are not formed. It may seem remote and removed from real-world events and experiences. Teachers seeking to improve mathematics teaching and learning may wish to consider creating a supermarket math lab in the school or classroom. The supermarket setting can provide an experiencebased environment for activities and make mathematics a part of the child's world. This project can be adapted to kindergarten and firstgrade activities and can evolve into advanced concepts and problems found in upper elementary school mathematics.

The Collaboration Conundrum between School Librarians and Mathematics Teachers

Libri ◽  
2014 ◽  
Vol 64 (2) ◽  
Author(s):  
Mega M. Subramaniam ◽  
Ann Ryu Edwards
Keyword(s):  
United States ◽  
School District ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
School Librarians ◽  
Structural Support ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

AbstractWith the unveiling in the United States of the Common Core State Standards for Mathematics that value inquiry, cross-curricular connections, and the use of technology in instruction, school librarians may be best positioned to collaborate with mathematics teachers to instill these practices into mathematics teaching and learning. However, the mathematics curriculum is often perceived as challenging or even impossible for librarians to connect with. Consequently, such collaboration is often not pursued by either party. This paper examines the factors that shape or hinder collaboration between school librarians and mathematics teachers. Semi-structured interviews were conducted with mathematics teachers, school librarians, and school leaders in four middle schools in a highly resourced school district in the mid Atlantic region of the United States. We find several factors that influence the nature and opportunities for collaboration, including: perception; comfort with technology; institutional structures; testing pressure; and knowledge about mathematics teaching and learning. Our analysis reveals pivotal transformations that need to take place in order to strengthen the collaborative relationship between these two domains: (1) changes in the perceptions mathematics teachers and school librarians have of each other, and of various aspects of technology integration in mathematics teaching and learning and collaborative relationships; (2) enhanced structural support at the school district level; and (3) enhanced structural support at the school level to support collaboration. By examining the connections and contexts of these emerging themes from our study, we reveal the impact that school librarians can have in mathematics learning in middle schools.

Teaching Fundamental Math Concepts

2015 ◽  
pp. 268-287 ◽  
Author(s):  
Jennifer Wall ◽  
Michael P. Rogers
Keyword(s):  
Elementary School ◽  
Mobile Devices ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
School Classroom ◽  
Mathematics Teaching And Learning ◽  
Drill And Practice ◽  
Math Concepts

The use of mobile devices such as iPads to improve mathematics teaching and learning is on the rise. Parents are using them to informally teach their children (Franklin, 2011), teachers are using them for drill and practice (Murray & Olcese, 2011), and even politicians and administrators are pushing for more use of mobile technologies in classrooms (Murray & Olcese, 2011). With the increased prominence of iPads in the classroom—by 2013 Apple had sold 8 million iPads directly to educational institutions (Etherington, 2013)—the need for well-designed apps has never been greater. In this chapter, the authors explore what makes a good app, what to do when you cannot find the app that you need, and discuss how to successfully deploy apps in the elementary school classroom.

Critical Thinking and Mathematics Teaching and Learning

2019 ◽  
pp. 234-253
Author(s):  
Kelli Thomas ◽  
Douglas Huffman ◽  
Mari Caballero
Keyword(s):  
Critical Thinking ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Methods Course ◽  
Teaching Behaviors ◽  
Mathematics Methods ◽  
Mathematics Classrooms ◽  
Mathematics Methods Course ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

The purpose of this chapter was to investigate pre-service teachers' noticing of children's critical thinking and views towards eliciting and using students' critical thinking in mathematics teaching. A mixed method study was used to provide a range of perspectives on pre-service teachers' views towards mathematics. The results indicated that the pre-service teachers initially held beliefs that mathematics teaching and learning consist of transferring information and students absorbing and memorizing information. The pre-service teachers based their instructional responses on experiences they had as students in elementary mathematics classrooms. The pre-service teachers described what they had observed about teaching mathematics as the ideal without regard for how the teaching behaviors they observed might influence children's critical thinking about mathematics. After completing a mathematics methods course, the pre-service teachers held beliefs more consistent with a reform-oriented classroom and demonstrated growth in their ability to notice children's mathematics thinking.

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.

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