scholarly journals Building a Model for Observing the Educational Practice of Mathematics Teachers

Mathematics ◽  
2021 ◽  
Vol 9 (24) ◽  
pp. 3304
Author(s):  
Elisabeth Ramos-Rodríguez ◽  
Claudia Vásquez ◽  
Macarena Valenzuela Molina ◽  
Felipe Ruz
Keyword(s):  
Mathematics Teachers ◽  
Teaching Practice ◽  
Theoretical Perspective ◽  
Educational Practice ◽  
Educational Stakeholders ◽  
Before And After ◽  
Observation Instruments ◽  
Teacher's Knowledge ◽  
Three Phases

This study relies on a theoretical perspective to provide a model that can be used to observe the educational practice of mathematics teachers. To this end, various existing observation instruments are studied, which, in the case of mathematics, aim to observe the teaching practice employed in the classroom, without considering the before and after of the implementation, which is what characterizes the professional task of teaching. Indicators that emerge from the teaching practice are proposed, together with the teacher’s knowledge and reflection constructs, based on three phases: for, in, and on the educational practice. As a result, understanding the educational practice of mathematics teachers would allow various educational stakeholders (teachers, administrators, instructors of teachers, and others) to focus their attention on what elements develop so as to improve how students are taught, and consequently learn, mathematics.

scholarly journals The Effect of Problem Solving Course on Pre-Service Teachers’ Beliefs about Problem Solving in School Mathematics and Themselves as Problem Solvers

2018 ◽  
Vol 12 (2) ◽  
pp. 141-159
Author(s):  
Ljerka Jukić Matić
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching Practice ◽  
School Mathematics ◽  
Small Scale ◽  
Heuristic Strategies ◽  
Teachers Beliefs ◽  
Before And After ◽  
Problem Solvers ◽  
Positive Effect

Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.

scholarly journals The Initial Education of the Pedagogue and the Technologies in the Theoretical Perspective of the TPACK Model

2021 ◽  
Vol 5 (10) ◽  
pp. 38-48
Author(s):  
Marcelo Máximo Purificação ◽  
Nélia Maria Pontes Amado ◽  
Jeová Braga dos Santos ◽  
Pedro Márcio Pinto de Oliveira ◽  
Dayane Silva Borges ◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Teaching Practice ◽  
Theoretical Perspective ◽  
Early Years ◽  
Risk Zone ◽  
Types Of Knowledge ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Bibliographic Study

Abstract: This qualitative and bibliographic study offers a discussion based on some of the work on teacher training and ICT developed in Brazil. The results of this research suggest the importance of understanding and the pedagogical use of technology in the formation of mathematics teachers in the early years, warning that the use of technology in teaching practice is walking in a Risk Zone, with all the issues involved, but recognizing that there is a great potential for improving teaching practice” (OLIVEIRA, 2008, p. 82). In this theoretical direction, Mishra and Koehler (2006) observe several types of knowledge that are important for the teacher in order to increase the climate of learning permeable to ICT (RICHIT, 2015). Keywords: Professional development; TPACK model; Mathematical knowledge.

scholarly journals ESL and content teachers’ collaboration

2019 ◽  
Vol 14 (1) ◽  
pp. 1-18
Author(s):  
Amanda Giles ◽  
Bedrettin Yazan
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Administrative Support ◽  
Teaching Practice ◽  
School Administrators ◽  
Collaborative Partnerships ◽  
Esl Students ◽  
Esl Teachers ◽  
Educational Stakeholders ◽  
Mainstream Classrooms

This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.

scholarly journals VALIDATION OF MATHEMATICS TEACHING PRACTICE INSTRUMENTS AMONG SECONDARY SCHOOL MATHEMATICS TEACHERS: EXPLORATORY FACTOR ANALYSIS (EFA)

2020 ◽  
Vol 5 (36) ◽  
pp. 56-69
Author(s):  
Norkumalasari Othman ◽  
Nor Hasnida Che Md Ghazali ◽  
Mohd Nazir Md Zabit
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
School Mathematics ◽  
Chi Square ◽  
Secondary School Mathematics ◽  
Bartlett Test ◽  
Value Measure

This study aims to review the instruments of mathematics teaching practice among secondary school mathematics teachers. A total of 100 mathematics teachers were involved as respondents in this study. The data were analyzed descriptively by access to Alpha Cronbach's reliability and EFA analysis using SPSS software. The results of the analysis show that the Alpha Cronbach value is 0.934 which is more than 0.60. Results from the exploration factor analysis show four factors with Eigenvalues greater than 1.0. The KMO value (Kaiser-Meyer-Olkin) 0.867 > 0.6 indicates the items in the variable of attitude towards math are sufficient for inter-correlation. While the Bartlett Test was significant (Chi-Square 1521.621, p <0.05), an anti-image value (Measure of Sampling Adequacy, MSA) for items correlation exceeded 0.6. However, there are three items that need to be removed because the values obtained are less than 0.60, which were the items G11, G14, and G18. The value of the total variance explained by these three factors was 62.76 percent. Therefore, the overall findings indicate that the items for mathematics teaching practice instruments can measure and answer the study objectives.

scholarly journals Knowledge convergence among pre-service mathematics teachers through online reciprocal peer feedback

2017 ◽  
pp. 1-18 ◽  
Keyword(s):  
High School Students ◽  
Mathematics Teachers ◽  
Concept Maps ◽  
Peer Feedback ◽  
School Students ◽  
Team Members ◽  
Knowledge Representations ◽  
Before And After ◽  
Knowledge Convergence ◽  
Group Members

This research focused on pre-service mathematics teachers’ sharing of knowledge through reciprocal peer feedback. In this study, pre-service teachers were divided into groups of five and engaged in an online reciprocal peer feedback activity. Specifically, after creating an individual concept map indicating high school students’ possible solutions to an algebra problem, pre-service teachers shared their individual maps with team members and engaged in online discussion, commenting on the concept maps of other group members and responding to peers’ feedback. Similarities in team members’ knowledge representations before and after this peer feedback activity were compared in order to analyze their knowledge convergence. It was found that a team member’s knowledge was more likely to match that of other team members after the online reciprocal peer feedback activity. Qualitative analysis was also conducted in order to explore the possible influence of a team’s interaction process on members’ knowledge convergence. It was also found that, after engaging in this peer feedback process, pre-service teachers demonstrated greater improvement in their convergence of concepts relating to problem-solving strategies than in the concepts representing problem context and domains.

Human Motivation in the Digital Commons: Reflections on Robbie McClintock's Conception of Formative Justice

2016 ◽  
Vol 118 (10) ◽  
pp. 1-18
Author(s):  
Darryl De Marzio ◽  
Timothy Ignaffo
Keyword(s):  
Network Theory ◽  
Experimental Psychology ◽  
Educational Practice ◽  
Value Theory ◽  
Digital Culture ◽  
Emergent Curriculum ◽  
Digital Resources ◽  
Human Motivation ◽  
Educational Paradigm ◽  
Teacher's Knowledge

Background & Purpose According to McClintock, persons and groups exercise formative justice as a strategy of selecting the behaviors, powers, and potentials that ought to receive educational attention to achieve their maximization. We argue that the question of what motivates individuals and collectives to utilize certain capacities to realize specific goals becomes paramount to the issue of formative justice. Drawing on distinguished work in experimental psychology and network theory, we explore the relationship between human motivation and the utilization of commons-based digital resources in education. We argue that the insights gained in the course of integrating commons-based digital resources into educational practice can also further advance our critical understanding of Robbie McClintock's conception of formative justice. In particular, we focus on the twin notions of value and human motivation in both formative justice and digital culture. Formative justice and digital culture share an emphasis on the pursuit of goals for intrinsic purposes rather than as a means toward extrinsic rewards such as monetary compensation. This shared approach to value theory makes formative justice an increasingly important contribution to 21st-century educational theory. Research Design We analyze Robbie McClintock's conception of formative justice, as well as work in experimental psychology and network theory, in order to give substance to the theory of human motivation implied in his account. Conclusions/Recommendations We conclude by suggesting that formative justice as an educational paradigm is best served by an emergent curriculum that responds to the evolving interests of students in connection with the teacher's knowledge base and interests.

The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

2021 ◽  
Vol 23 (6) ◽  
pp. 93-120
Author(s):  
Gilsimar Francisco de Souza ◽  
Paulo Tadeu Campos Lopes
Keyword(s):  
High School ◽  
Public Schools ◽  
Mathematics Teachers ◽  
Teaching Practice ◽  
Basic Education ◽  
Test Results ◽  
High School Mathematics ◽  
Data Collection And Analysis ◽  
Municipal Networks ◽  
Curricular Structure

Background: The curricular structure of Brazilian basic education has changed in recent years. With the promulgation of the National Common Curricular Base (BNCC) for elementary and high school education, there is a need to change the curricula of state and municipal networks, which takes place precisely with the actual implementation in schools. Objective: To understand the view of mathematics teachers on capacity and knowledge they must have for the effective application of the BNCC in the classroom considering all the requirements, especially the skills and competencies that contemplate the curricular base. Design: Applied work, with quantitative bias, as the work presents statistical analyses. Setting and participants: Twenty-four high school mathematics teachers of the state network of the municipality of Itumbiara-GO. Data collection and analysis: Questionnaire applied to mathematics teachers, with percentage and inferential analyses such as Cronbach’s Alpha and correlation test. Results: The teachers believe that they know well the specific competencies and skills required in mathematics and its technologies, but they do not know well other areas of the BNCC and feel very insecure about applying these concepts in class. Conclusions: We noticed that the teachers play a fundamental role in implementing the BNCC in schools successfully, requiring pedagogical support such as formative courses and teaching materials to help correct the knowledge gaps they have for that task.

scholarly journals Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2158
Author(s):  
Juan-Manuel Trujillo-Torres ◽  
Hossein Hossein-Mohand ◽  
Melchor Gómez-García ◽  
Hassan Hossein-Mohand ◽  
María-Pilar Cáceres-Reche
Keyword(s):  
Mathematics Teachers ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Teachers Perceptions ◽  
Years Of Teaching Experience ◽  
Information And Communication ◽  
Teaching Function ◽  
The Relationship

Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

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