scholarly journals MATHEMATICS TEACHER’S PERCEPTIONS ABOUT INFLUENCE OF DIFFERENT ICT USAGE STRATEGIES ON THEIR COMPETENCIES

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers’ beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers’ competencies in three groups of teachers – one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers – their beliefs and professional motivation. Results indicate that the teachers’ affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students’ creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

scholarly journals Mathematics teacher's perceptions about influence of different ICT usage strategies on their competencies

2020 ◽  
Vol 10 (2) ◽  
pp. 38-42
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers' beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers' competencies in three groups of teachers - one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers - their beliefs and professional motivation. Results indicate that the teachers' affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students' creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

Impact of Educational Software on Teaching Mathematics (Case Study of Application of Zambak Interactive Form)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ahmet CAKIR
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Educational Software ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Quantitative And Qualitative Research ◽  
And Mathematics ◽  
Beliefs And Attitudes

This article presents the results of a quantitative and qualitative research on the attitudes of students and beliefs of teachers about educational software prepared for mathematics lessons. It will be helpful for high school mathematics teachers as well as for researchers in the field of teaching mathematics. The aim of the article is to investigate the beliefs and attitudes of high school students and mathematics teachers about some educational software, including “Zambak Interactive Form” that is prepared for mathematics lessons. In the article, the following questions are answered: “What are the criteria for selecting or preparing an educational software for mathematics lessons?”, “How are the attitudes of high school students about the educational software for mathematics lesson?” and “What are the beliefs and attitudes of mathematics teachers about the educational software and Zambak Interactive Form?” For the research part of the article, two questionnaires were developed by the researcher; one for high school students and another for mathematics teachers from 9 countries. Student’s questionnaire searches the attitudes of students towards educational software. Teacher’s questionnaire searches the beliefs of mathematics teachers about educational devices and software. It was found that the use of appropriate software and technological devices in education have a positive effect on the attitude of students in mathematics lessons. The administrators need to support their teachers to find or prepare effective software for their schools. Also, majority of the teachers are aware of the importance of using appropriate educational software.

Implementing the Professional Standards for Teaching Mathematics: The Influence of Teachers' Beliefs and Knowledge on Learning Environments

1994 ◽  
Vol 41 (8) ◽  
pp. 476-479
Author(s):  
Cheryl Ann Lubinski ◽  
Nancy Nesbitt Vacc
Keyword(s):  
Learning Environments ◽  
Professional Standards ◽  
Second Grade ◽  
Teaching Mathematics ◽  
The Third ◽  
Class A ◽  
Teachers Beliefs ◽  
Grade Classroom

Seth was sitting in his second-grade classroom on the third day of school. He'd just finished writing on his paper after his teacher, Ms. Kates, had given the class a problem to solve.

scholarly journals Analysis of mathematics teachers’ beliefs on mathematics instruction and teaching self-efficiencies within the scope of flow theory

2020 ◽  
Vol 11 ◽  
pp. 73-87
Author(s):  
S.Koza Çiftçi ◽  
Engin Karadağ
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Flow Theory ◽  
Arts And Sciences ◽  
Work Related ◽  
Teachers Beliefs ◽  
Belief Scale ◽  
Positive Correlations ◽  
And Mathematics ◽  
Constructivist Beliefs

In this study, it was aimed to investigate the beliefs of mathematics teachers about mathematics instruction and their teaching self-efficacy within the scope of flow theory. Participants consists of a total of 228 mathematics teachers engaged in teaching at secondary and high school levels in Turkey; they were determined using the combinations of convenience and purposive sampling. Data from the participants were obtained using The WOrk-reLated Flow inventory (WOLF), The Ohio State Teacher Efficacy Scale (OSTES) and Mathematics Related Belief Scale (MRBS). Results revealed significant positive correlations among Constructivist Beliefs of WOLF, OSTES and MRBS. Furthermore, it was found that mathematics teachers graduated from the Education Faculty had higher MRBS Constructivist Beliefs that the ones graduated from Faculty of Arts and Sciences.

scholarly journals Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process

2021 ◽  
Author(s):  
Mithat TAKUNYACI
Keyword(s):  
High Schools ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Female Teachers ◽  
Mathematics Teaching Efficacy ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyacı and Aydın (2013) was used. The first finding of our study is mathematics teachers’ beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers’ efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

scholarly journals Application of Logistic Differential Equation to Investigate The Extent of Emphasizing Stimulus Variation in Mathematics Instruction

2019 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Chinedu Obasi
Keyword(s):  
Differential Equation ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Survey Design ◽  
Learning Experience ◽  
Teaching Skill ◽  
Teaching Mathematics ◽  
Teaching Excellence ◽  
Stimulus Variation ◽  
Observational Technique

The knowledge and skills in mathematics processes can be provided in an effective and systematic manner only by teaching mathematics in schools. Stimulus variation as a teaching skill is used to stimulate students’ interest and attract their attention to the lesson presentation.  Therefore, this study investigated the extent of emphasizing stimulus variation in mathematics instruction using logistic differential equation. The study adopted a developmental survey design where a cross-section of in-service mathematics teachers in Imo State numbering 94 were continuously observed and surveyed to decipher their extent of emphasizing stimulus variation in the classroom to promote teaching excellence. The observations were carried out for 14 days and the data were generated based on direct observational technique (using observation schedule). The result revealed inadequate and inconsistent emphasis of stimulus variation teaching skill in mathematics instruction. This implies that pre-service mathematics teachers seldom emphasize stimulus variation when teaching mathematics. It was recommended that mathematics teachers should always employ the skill of stimulus variation in class during instructional delivery so as to enhance students’ learning experience and satisfaction thereby promoting teaching excellence. DOI: https://doi.org/10.31235/osf.io/rthj2

Inquiry-Discourse Mathematics Instruction

2007 ◽  
Vol 101 (4) ◽  
pp. 290-300
Author(s):  
Azita Manouchehri
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Inquiry ◽  
Mathematical Structures ◽  
Approach To Teaching ◽  
Principles And Standards ◽  
Student Inquiry

Principles and Standards for School Mathematics (NCTM 2000) proposes that mathematics instruction provide opportunities for students to engage in mathematical inquiry and in meaningmaking through discourse. Mathematics teachers are encouraged to build on student discoveries in designing subsequent instruction. Natural consequences of using an inquiry-based approach to teaching include the emergence of unexpected mathematical results and the articulation of novel and different strategies by students. Anticipating the potential for such occurrences, Professional Standards for Teaching Mathematics (NCTM 1991) urges all teachers to remain flexible and responsive to student ideas in their instruction: Help students make connections among various solutions, tie student ideas to important mathematical structures, and extend student inquiry by posing questions and tasks that challenge their initial interpretations of problems or their false generalizations.

scholarly journals Application of Logistic Differential Equation to Investigate The Extent of Emphasizing Stimulus Variation in Mathematics Instruction

2019 ◽  
Author(s):  
Chinedu Obasi
Keyword(s):  
Differential Equation ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Survey Design ◽  
Learning Experience ◽  
Teaching Skill ◽  
Teaching Mathematics ◽  
Teaching Excellence ◽  
Stimulus Variation ◽  
Observational Technique

The knowledge and skills in mathematics processes can be provided in an effective and systematic manner only by teaching mathematics in schools. Stimulus variation as a teaching skill is used to stimulate students‟ interest and attract their attention to the lesson presentation. Therefore, this study investigated the extent of emphasizing stimulus variation in mathematics instruction using logistic differential equation. The study adopted a developmental survey design where a cross-section of in-service mathematics teachers in Imo State numbering 94 were continuously observed and surveyed to decipher their extent of emphasizing stimulus variation in the classroom to promote teaching excellence. The observations were carried out for 14 days and the data were generated based on direct observational technique (using observation schedule). The result revealed inadequate and inconsistent emphasis of stimulus variation teaching skill in mathematics instruction. This implies that pre-service mathematics teachers seldom emphasize stimulus variation when teaching mathematics. It was recommended that mathematics teachers should always employ the skill of stimulus variation in class during instructional delivery so as to enhance students‟ learning experience and satisfaction thereby promoting teaching excellence.

scholarly journals Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Mithat TAKUNYACI ◽  
Keyword(s):  
High Schools ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Female Teachers ◽  
Mathematics Teaching Efficacy ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyacı and Aydın (2013) was used. The first finding of our study is mathematics teachers’ beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers’ efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

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