The Relationship between Pre-Service Primary School Teachers' Mathematics Teaching Anxiety and Their Beliefs about Teaching and Learning Mathematics

Learning about the conceptions used by primary school teachers towards the use of robotics in class is essential as the first step towards its application in the classroom. Therefore, with the purpose of describing the understanding applied when teaching and learning mathematics use educational robots, research was conducted by means of mixed methods using a descriptive design by survey. Such research consisted of closed questions (Likert-type scale from 1 to 5) and open questions, given to 83 primary school teachers who currently teach students in the first years of school (First to Fourth grade) in two Chilean districts. The results showed that in general, there is a positive predisposition towards the addition of robots in the learning and teaching of mathematic processes during the first years of school, even though teachers claim there is a struggle to incorporate robots in their lessons due to the high number of students and the reduced space in their classrooms.

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Mathematics anxiety and mathematics teaching anxiety of in-service and pre-service primary school teachers

Teacher Development ◽

10.1080/13664530.2020.1785541 ◽

2020 ◽

Vol 24 (4) ◽

pp. 502-519

Author(s):

Dorit Patkin ◽

Yoram Greenstein

Keyword(s):

Primary School ◽

Mathematics Teaching ◽

Mathematics Anxiety ◽

School Teachers ◽

Primary School Teachers ◽

Teaching Anxiety ◽

And Mathematics

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In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

Journal of Education and Learning ◽

10.5539/jel.v7n5p156 ◽

2018 ◽

Vol 7 (5) ◽

pp. 156

Author(s):

Nahil Aljaberi ◽

Eman Gheith

Keyword(s):

Mathematics Teaching ◽

Teaching Practices ◽

Teaching And Learning ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Teachers Beliefs ◽

Beliefs About Teaching ◽

Nature Of Mathematics ◽

Teaching Learning ◽

Mathematics Teaching Practices

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

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Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning

Journal of Mathematics Teacher Education ◽

10.1007/s10857-021-09517-0 ◽

2021 ◽

Author(s):

Sharyn Livy ◽

Tracey Muir ◽

Natthapoj Vincent Trakulphadetkrai ◽

Kevin Larkin

Keyword(s):

Children's Literature ◽

Primary School ◽

Mathematics Teaching ◽

Teaching And Learning ◽

Children’S Literature ◽

Pedagogical Knowledge ◽

Perceived Barriers ◽

School Teachers ◽

Primary School Teachers ◽

Mathematics Teaching And Learning

AbstractThis qualitative survey study set out to investigate in-service and pre-service primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of teaching mathematics using children’s literature, research into teachers’ perceptions regarding the use of such resources is virtually non-existent. The study thus filled this research gap by drawing responses from open-ended survey questions of 94 in-service and 82 pre-service teachers in Australia. A thematic analysis revealed 13 perceived barriers classified under five themes with Lack of Pedagogical Knowledge and Confidence, and Time Constraint, representing 75% of all perceived barriers. Moreover, 14 perceived enablers were identified and classified under five themes with Pedagogical Benefits and Love of Stories representing around 70% of all perceived enablers. Findings also showed that most of the teachers in the study (around 75%) never or infrequently used children’s literature in their mathematics classrooms. The study highlights the role of professional learning and teacher training in ensuring that both in- and pre-service teachers have the necessary pedagogical knowledge, experience and confidence in using children’s literature to enrich their mathematics teaching.

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Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning

Educational Studies in Mathematics ◽

10.1007/s10649-021-10115-3 ◽

2021 ◽

Author(s):

Der Ching Yang ◽

Iwan Andi Jonri Sianturi ◽

Chia Huang Chen ◽

Yi-Wen Su ◽

Natthapoj Vincent Trakulphadetkrai

Keyword(s):

Children's Literature ◽

Primary School ◽

Organizational Behavior ◽

Mathematics Teaching ◽

Teaching And Learning ◽

Children’S Literature ◽

Perceived Barriers ◽

School Teachers ◽

Primary School Teachers ◽

Mathematics Teaching And Learning

AbstractThis study is part of the international survey studies on teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning, and this paper reports the findings of the thematic analysis of open-ended survey responses elicited from 287 primary school teachers and teacher trainees in Taiwan. Using the seminal social psychology theory, the Theory of Planned Behaviour (Ajzen in Organizational Behavior and Human Decision Processes, 50, 179–211, 1991) to frame the findings, this study highlights 11 perceived barriers and 11 perceived enablers that are thought to influence the teachers’ intention to integrate children’s literature in their mathematics teaching. More specifically, we identified time constraint, lack of pedagogical knowledge and confidence, and resource constraint as being the most-cited perceived barriers, while pedagogical benefits, desire to improve teaching, and enabling social norms were identified as the top perceived enablers. Ultimately, this article offers several recommendations to address some of these key perceived barriers.

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PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2020-2.1728-5496.34 ◽

2020 ◽

Vol 66 (2) ◽

pp. 198-204

Author(s):

A.A. Kdyrbaeva ◽

◽

E.V. Ryabova ◽

A.O. Abdykadyrov ◽

◽

...

Keyword(s):

Primary School ◽

Professional Training ◽

Effective Means ◽

Special Role ◽

Pedagogical Practice ◽

Creative Activity ◽

School Teachers ◽

Primary School Teachers ◽

The University ◽

The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

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Effective mathematics teaching in tertiary technological education: The case of ASPETE

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v7i1.4888 ◽

2020 ◽

Vol 7 (1) ◽

pp. 158-168

Author(s):

Katerina Kasimatis ◽

Andreas Moutsios-Rentzos ◽

Nikolaos Matzakos ◽

Varvara Rozou ◽

Dionisios Kouloumpis

Keyword(s):

Mathematics Teaching ◽

Teaching And Learning ◽

Teaching Effectiveness ◽

Learning System ◽

First Year ◽

Research Approach ◽

Technological Education ◽

First Year Students ◽

Teaching And Learning Mathematics ◽

Learning Mathematics

In this mixed methods study, we draw upon a systemic perspective to investigate the way that effective mathematics teaching is constructed in the ASPETE (School of Pedagogical and Technological Education) learning system. We focused on the perspectives of the first-year students (through questionnaires), of the lecturer who taught the course (through interviews), as well as of the research team (through observations). We considered both the pragmatic level (what they actually experienced) and the desired level (what they would prefer to experience). The results of the conducted analyses support the proposed research approach, revealing convergences and divergences in the mapped perspectives, which identify the mathematics teaching effectiveness of the subsystem of the mathematics class in ASPETE as an emergent, systemic phenomenon. The pedagogical implications are discussed, with respect to the planifications of teaching and learning mathematics in the ASPETE learning system.

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Video 1: Insect symmetry and anatomy

10.21504/rur.12980759 ◽

2020 ◽

Author(s):

Ingrid Schudel

Keyword(s):

Primary School ◽

Science Teaching ◽

Mathematics Teaching ◽

Plant Material ◽

Life Skills ◽

School Curriculum ◽

School Teachers ◽

Intended Audience ◽

Primary School Teachers

Intended audience: Year three primary school teachers and learners This video is designed to support cross-curriculum teaching for third year primary school learners. The video illustrates how you can use a template showing the left side of an insect and plant material from the garden to build a complete insect. It is linked to the school curriculum in the following ways: • Mathematics: Teaching about lines of symmetry • Life Skills: Science: Teaching about insect anatomy (head, thorax, abdomen, wings and legs attached to thorax). ‘Observation’ is another important element of Life Skills supported in this activity

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