scholarly journals Teacher practice in primary mathematics classrooms: A story of positioning

2021 ◽  
Author(s):  
◽  
Sandra Lynne Tait-McCutcheon
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Positioning Theory ◽  
Social Force ◽  
Case Study Methodology ◽  
Know How ◽  
Growing Body ◽  
Teachers And Students ◽  
Social Acts

<p>The past twenty-five years have seen a dramatic increase in the interest given to dialogue between teachers and students, and students and students during mathematics teaching and learning. This interest is evident within the growing body of research and the call for the increased quality and quantity of student discourse in curriculum and policy documents. Recent research in mathematics education is underpinned by the belief that students learn best when they have the opportunity to participate in their own and others’ mathematical talk, text, and actions in purposeful and meaningful ways.  This study explores how teachers position themselves and students in their lowest and highest mathematics strategy groups and how that positioning influences the sharing of mathematical know-how. Mathematical know-how within this study comprises teacher and student independence, judgement, and creativity.  Social-constructivist theories of teaching and learning underpin the focus of this study. The importance of teachers and students constructing and co-constructing individual and shared mathematical understandings through dialogically rich interactions with each other and the environment are considered. Positioning theory provides the theoretical lens through which mathematical know-how will be analysed and understood. The constructs of positioning theory important to this research were the teachers’ and students’ positions, enacted as their rights and duties, the storylines that develop through the positions, rights, and duties and the teachers’ and students’ social acts which come to have significance and be a social force within the teaching and learning.  The decision to employ qualitative case study methodology arose naturally from the subjective social phenomenon of teaching and learning. The analysis of data generated through video and audio recordings, transcriptions, participant observations, and documents and archival records supported the development of the two cases: teacher affording positioning, and teacher constraining positioning.  The particularised and investigative design of qualitative case study supported the development of an emerging taxonomy of teacher affording and constraining positioning. The taxonomy contributed to the growing body of knowledge regarding student participation by categorising new thinking in regards to the phenomenon of teachers and positioning in mathematics. Teachers in this study afforded the sharing of mathematical know-how from the position of appropriator, procurer, and provoker. The positions of controller, proprietor, and protector were found to constrain the sharing of mathematical know-how.  Significant differences were revealed in how teachers positioned themselves and how their positioning influenced opportunities for student engagement. Higher levels of student talk, text, and actions were evident when teachers positioned themselves to ensure the mathematics was visible, fluid, and contestable. Collaboration between teachers and students, and students and students, was a strong feature of the emerging taxonomy.</p>

scholarly journals Teacher practice in primary mathematics classrooms: A story of positioning

2021 ◽  
Author(s):  
◽  
Sandra Lynne Tait-McCutcheon
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Positioning Theory ◽  
Social Force ◽  
Case Study Methodology ◽  
Know How ◽  
Growing Body ◽  
Teachers And Students ◽  
Social Acts

<p>The past twenty-five years have seen a dramatic increase in the interest given to dialogue between teachers and students, and students and students during mathematics teaching and learning. This interest is evident within the growing body of research and the call for the increased quality and quantity of student discourse in curriculum and policy documents. Recent research in mathematics education is underpinned by the belief that students learn best when they have the opportunity to participate in their own and others’ mathematical talk, text, and actions in purposeful and meaningful ways.  This study explores how teachers position themselves and students in their lowest and highest mathematics strategy groups and how that positioning influences the sharing of mathematical know-how. Mathematical know-how within this study comprises teacher and student independence, judgement, and creativity.  Social-constructivist theories of teaching and learning underpin the focus of this study. The importance of teachers and students constructing and co-constructing individual and shared mathematical understandings through dialogically rich interactions with each other and the environment are considered. Positioning theory provides the theoretical lens through which mathematical know-how will be analysed and understood. The constructs of positioning theory important to this research were the teachers’ and students’ positions, enacted as their rights and duties, the storylines that develop through the positions, rights, and duties and the teachers’ and students’ social acts which come to have significance and be a social force within the teaching and learning.  The decision to employ qualitative case study methodology arose naturally from the subjective social phenomenon of teaching and learning. The analysis of data generated through video and audio recordings, transcriptions, participant observations, and documents and archival records supported the development of the two cases: teacher affording positioning, and teacher constraining positioning.  The particularised and investigative design of qualitative case study supported the development of an emerging taxonomy of teacher affording and constraining positioning. The taxonomy contributed to the growing body of knowledge regarding student participation by categorising new thinking in regards to the phenomenon of teachers and positioning in mathematics. Teachers in this study afforded the sharing of mathematical know-how from the position of appropriator, procurer, and provoker. The positions of controller, proprietor, and protector were found to constrain the sharing of mathematical know-how.  Significant differences were revealed in how teachers positioned themselves and how their positioning influenced opportunities for student engagement. Higher levels of student talk, text, and actions were evident when teachers positioned themselves to ensure the mathematics was visible, fluid, and contestable. Collaboration between teachers and students, and students and students, was a strong feature of the emerging taxonomy.</p>

scholarly journals GAYA BELAJAR ANAK JALANAN BERPRESTASI

2018 ◽  
Vol 2 (1) ◽  
pp. 23-33
Author(s):  
Tatang Muhajang ◽  
Siti Fatimah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Street Children ◽  
High Achievers ◽  
Teachers And Students ◽  
Learning Data

ABSTRACTThe method used in this research is a qualitative case study with qualitative approach. In obtaining justifiable data, researchers directly interact on the learning process and observe the implementation of learning. Data collection and data recording procedures are done through observation, interview and documentation. The validity of data used is credibility, transferability, dependability, and conformability. Data analysis used is descriptive qualitative. The purpose of this study is to describe the findings about the Learning Style used by Outstanding Street Children in PKBM Bina Insan Mandiri or often called MASTER School Depok City. Subjects in this study are one of the street students (tissue seller) with high achievers, teachers and students parents. The results showed that the Learning Style of Outstanding Street Children showed the combination of the three learning styles, but more dominantly the auditorial learning style that relies on the sense of hearing in the learning process. Such as: a. Easy to learn by listening, b. In teaching and learning activities students easily distracted if the class is not conducive, c. Students speak fluently, d. Like to tell stories, e. Fond of listening to stories, f. Glad to discuss, g. Fond of listening to music, h. Talking with rhythm. The result of the learning style of street students achievement can be known that by using auditorial learning style or relying on the sense of hearing street students achieving more understanding what is conveyed by the teacher on the learning process especially in the activities of storytelling. Based on the results of the research above it can be concluded that street students have an achievement of auditorial learning style that relies on the sense of hearing.Keywords: Learning Style of Street Children, Learning Achievement.

Investigating English Teacher Candidate’s Use of Instructional Media During the Teaching Practicum: A Case Study

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Rachel Ratih Ayu T ◽  
Zakiyah Tasnim ◽  
Annur Rofiq
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Teacher Candidate ◽  
Visual Media ◽  
English Teacher ◽  
Instructional Media ◽  
Teaching Practicum ◽  
Case Study Design ◽  
The Way

This study analyzes the English teacher candidate’s use of instructional media in the teaching practicum. The English teacher candidate who became the participant in this study was doing their teaching practicum in MTsN 5 Jember. This study applied the qualitative case study design. Interview and observation were done one time to select the participant. The four-times classroom observations and questionnaires were used in order to collect the data. This study employed the model of Creswell in analyzing the data. The findings of this study showed that the English teacher candidate applied one type of instructional media namely Visual Media. Those were Picture and Whiteboard. The way the teacher candidate implemented the instructional media was almost the same in each meeting of the teaching and learning process. However, the students’ participation and response were not always the same in every meeting. It depended on the way the teacher candidate managed the class activity.

A Profile of Wine Tourism Entrepreneurs: Study in Portugal

2019 ◽  
Vol 6 (1) ◽  
pp. 25-39
Author(s):  
Adriana Backx Noronha Viana ◽  
Luísa Cagica Carvalho ◽  
Inna Sousa Paiva
Keyword(s):  
Qualitative Data ◽  
Qualitative Case Study ◽  
Innovation Capability ◽  
Critical Perspective ◽  
Case Study Methodology ◽  
Wine Tourism ◽  
Learning Capacity ◽  
Study Methodology

Background: Wine tourism is one of the tourism components adopted as part of Portugal’s strategy due to its eminence as a wine producer. Such strategy has received great prominence in recent years and aims to promote regional development from an economic, social, cultural and environmental perspective. The aim of this study was to understand the entrepreneur profile in this sector. Methods: The study uses a qualitative, case study methodology with data analysis and triangulation. In this study, a literature review of scientific studies was carried out on the scientific knowledge in the area of study from a critical perspective and an interview was conducted where qualitative data were collected. Results and Discussion: The entrepreneurs have shown the following characteristics: initiative, innovation capability, optimism, creativity, creative energy, tenacity, selfconfidence, capability for long term involvement with the project, and learning capacity. Conclusion: The study shows that most entrepreneurs state that they have established partnerships with other companies, particularly with restaurants, catering businesses, hotel units, tourism companies and companies that organize tours. This is one of the factors of economic importance recognized by another study which enables increased prominence of the company and widens the value of wine tourism.

Shared strategic reflection process by a higher education institution: A case study

2021 ◽  
pp. 089202062110309
Author(s):  
María García-Feijoo ◽  
Leire Alcaniz ◽  
Almudena Eizaguirre
Keyword(s):  
Teaching And Learning ◽  
Business Schools ◽  
Education Institution ◽  
Theory U ◽  
Case Study Methodology ◽  
Process Implementation ◽  
Planning Models ◽  
Challenging Environment ◽  
The University

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

scholarly journals Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 349-365
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Thematic Content Analysis ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

scholarly journals Teaching and Learning Arabic as a Second Language: A Case Study of Dubai

2021 ◽  
Vol 10 (05) ◽  
pp. 052-061
Author(s):  
MOHMED MOGHAZY
Keyword(s):  
Second Language ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Policy Practice ◽  
Curriculum Review ◽  
Immigrant Populations ◽  
Main Challenge

Enrolment into Arabic as a second language (ASL) in Dubai has increased steadily due to the high influx of immigrant populations. Although Arabic is the primary language in Dubai mandatory taught in primary schools in Dubai, training and learning face challenges that affect learning a teaching objective. The extant investigation aimed to examine the teaching and learning of ASL in Dubai through exploring the importance of ASL, ALS programs in Dubai, ASL changes and solutions, and the role of technology infusion and motivation in ASL training and learning. The examination utilized a qualitative case study where seven teachers and eight learners were interviewed. The researcher analyzed the data using thematic analysis. The data obtained revealed that ASL is important among non-Arabic natives and immigrants since its improved communication and interaction. The main challenge noted included curriculum shortcomings, inadequate training and learning, poor technology utilization, and insufficient learning times. The findings suggested curriculum review, increase in the technology used in training and learning, and allocation of more time for ASL lessons to curb the challenges. The examinations discuss the policy, practice, and research implications of the findings. Although the findings are insightful in ASL training and learning in Dubai, the researcher recommended extensive research using different methodologies, sample sizes, and other cities in the UAE.

Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles

2016 ◽  
Vol 118 (11) ◽  
pp. 1-32 ◽  
Author(s):  
Jolley Bruce Christman ◽  
Caroline B. Ebby ◽  
Kimberly A. Edmunds
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Mathematics Instruction ◽  
Instructional Improvement ◽  
Data Use ◽  
Student Thinking ◽  
Theory Building ◽  
Case Study Methodology ◽  
Teacher Sensemaking

Background A growing number of studies argue that data use practices in schools have not sufficiently attended to teachers’ learning about students, subject matter, and instruction. The result has been changes in instructional management (e.g., student grouping, assignment of students to tutoring) rather than instructional improvement. Further, there is a paucity of research on how teachers make sense of data and their ensuing instructional actions. Purpose We report findings from qualitative research on an intervention designed to put teacher learning about mathematics instruction center stage in data use practices. The research sought to understand what happened as teachers made sense of data in their professional learning communities (PLCs), what changes they made in their mathematics instruction, and why they made the changes. Research Design The theoretical foundation for the research is situative theory, which conceptualizes teacher growth as “a process of increasing participation in the practice of teaching, and through this participation a process of becoming knowledgeable in and about teaching.” A case study approach was chosen to illuminate the complex interrelationships among intervention components and their influence on teachers: (1) between individual teacher sensemaking about data and collective sensemaking in PLCs and (2) between sensemaking and instructional changes. Additionally, case study methodology facilitates theory building grounded directly in data by providing nuanced accounts of the phenomena under study that uncover concepts and coherently relate them to one another. Teacher interpretation of data is ripe for theory building. Findings The case study of Ms. Walker illustrates in rich detail the developmental nature of her growth and the important roles of dissonance, collegial discussion, and productive dissonance in that process. Due to considerable progress in both her questioning strategies and her ability to build on student thinking to focus on important mathematical ideas, Ms. Walker was able to move beyond surface instructional adjustments to demonstrate substantial instructional improvement. Conclusion/Recommendations We argue that a fuller understanding of how teachers experience dissonance, and the supports necessary to make that dissonance productive, can enrich the design and implementation of data use practices. The research also offers an example of the contribution that microprocess studies can make to research on data use practices. We encourage researchers to attend carefully to teacher sensemaking and interrogate the concepts of dissonance and productive dissonance in future theory building about data use practices.

Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing

2019 ◽  
Vol 36 (02) ◽  
pp. 183-196 ◽  
Author(s):  
Dawn Joseph
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Questionnaire Data ◽  
Learning Space ◽  
Health And Wellbeing ◽  
Bachelor Of Education ◽  
Positive Learning Environment ◽  
Generalist Teachers

AbstractMusic is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.

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