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Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers’ mathematics anxiety and mathematics efficacy beliefs, and integrate field experiences as well as peer teaching opportunities into mathematics methods courses. 相似文献
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Photovoice is a participatory action research tool that is grounded in the literature for critical consciousness (Wang & Burris, 1997). Four creative high school girls who reported struggles with mathematics were given cameras and asked to take photographs to answer the following questions: (1) What is mathematics? (2) What is your ideal learning environment? (3) What things impede your learning of mathematics? Within-case and cross-case analyses of the photographs and interview responses were conducted. Each individual case was analyzed using the work of Belenky, Clinchy, Goldberger, and Tarule (Women’s Ways of Knowing, 1986) who investigated women’s epistemological perspectives. The girls were either silenced (disconnected from the mathematical knowledge of the teacher), received (lacked confidence to do mathematics independently), or “fragily” subjective (viewed mathematical knowledge as personal rather than imparted by the teacher) knowers of mathematics. The use of photovoice has the power to facilitate the nurturing of silence as it moves toward the “roar which is on the other side of silence” (Belenky et al., 1986, p. 4). 相似文献
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Students’ judgments about “what counts” as mathematics in and out of school have important consequences for problem solving and transfer, yet our understanding of the source and nature of these judgments remains incomplete. Thirty-five sixth grade students participated in a study focused on what activities students judge as mathematical, and how they make their judgments. Students completed a photo sorting activity; took, viewed, and captioned their own photos of mathematics; viewed and commented on classmates’ photos; and participated in a small group discussion. Across multiple sources of data, findings showed that students attended to two major features of photos and activities when making judgments: surface cues present in the photos, such as numbers and money, and the possibility for mathematical action. Some students looked for the possibility of mathematics, while others asked if mathematics was necessary. Students also gave higher ratings to activities with which they had personal experience. The article concludes with possible implications for practice. 相似文献
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Shari R. Metzger Susan Sonnenschein Claudia Galindo 《The Journal of educational research》2019,112(4):431-446
Integrating multiple theoretical frameworks, the authors examined rising first- to fourth-grade students’ mathematics utility conceptions—their knowledge and beliefs about the usefulness of mathematics, home-based mathematics engagement, and grade-level differences in mathematics utility conceptions and home engagement. Most children viewed mathematics as heavily focused on low-level mathematics operations and as learned and used primarily in school. Older children showed more awareness of mathematics as part of daily living, but still viewed mathematics as mostly school-based—more so than their younger counterparts. Results suggest that awareness of mathematics in daily life may be associated with children’s mathematics utility value (perceived usefulness of mathematics). Although children engaged in activities at home with the potential to foster mathematics development, the frequency of engagement was not related to their awareness of mathematics in daily activities. Thus, there may be untapped opportunities for young children to connect the mathematics they learn in school to their daily life. 相似文献
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Eabhnat Ní Fhloinn Brien C. Nolan Giulio Hoehne Candido Shannon M. Guerrero 《Irish Educational Studies》2013,32(4):431-452
A new approach to the teaching and learning of mathematics has been introduced on a phased basis in post-primary education in Ireland. As part of the OECD PISA 2012, a survey was undertaken of in-service mathematics teachers in Ireland, with the aim of gathering data on the opinions of teachers about this reform. Here, a modified version of the survey was distributed to pre-service teachers immediately before and after a four-month teaching placement to ascertain if there were differences in the views expressed by pre-service and in-service teachers in relation to the teaching and learning of mathematics, and also if there were differences expressed by the pre-service teachers before and after their placement in post-primary schools. Analysis of the results showed considerable levels of agreement between all groups, with some exceptions in relation to confidence in teaching the reformed curriculum, emphasis on various teaching and learning activities, and usage of ICT in the classroom. 相似文献
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Gladys Sterenberg 《Journal of Mathematics Teacher Education》2008,11(2):89-105
Research suggests that understanding new images of mathematics is very challenging and can contribute to teacher resistance.
An explicit exploration of personal views of mathematics may be necessary for pedagogical change. One possible way for exploring
these images is through mathematical metaphors. As metaphors focus on similarities, they can be used to express already-held
perceptions about the nature of mathematics. In addition to providing a way of talking about current views of mathematics,
the analogous dimensions of metaphors can prompt new ways of thinking about these images. In this article, I consider the
use of metaphors as a strategy for explicating elementary teachers’ views of mathematics. I claim that the investigation of
metaphors of mathematics helped create a shared communicative space and enhanced the quality of the discussion with the teachers.
In particular, our exploration of the metaphor mathematics is a language encouraged a consideration of the humanistic dimensions of mathematics and contributed to a varied re-imaging of mathematics. 相似文献
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Not much is known about mathematics teachers’ values, and no assessment tool is available for measuring these to get more insight into their perspectives. The goals of this study are to construct the Mathematics Teachers’ Values Questionnaire (MTVQ) and to determine mathematics teachers’ values about teaching mathematics using the MTVQ. In order to do this, data have been gathered for exploratory factor analysis (n = 637) and confirmatory factor analysis (n = 573) while developing the instrument, and a proportional stratified random sample has been formed consisting of 2226 Turkish middle and high school mathematics teachers working at schools that provide more religious education than other middle and high schools. Five components have been extracted: relevance (C1), practice (C2), information and communications technology (ICT; C3), teaching approach (C4), and consolidating (C5). One result of the study reveals the mathematics teachers emphasize the least ICT value and the most consolidating value. 相似文献
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Susan B. Empson 《课程研究杂志》2013,45(5):589-602
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Gail E. FitzSimons 《Educational Studies in Mathematics》2014,86(2):291-305
In this commentary I will address the notions of work, the need for innovation, and the role of workplace mathematics. I will then provide an overview of some of the complex issues that confront the subfield of vocational mathematics education with consequences for current and future workers, drawing in part on the work of Basil Bernstein. Finally, I will address the question of workplace research and offer some possible directions for future research, as well as implications for policy. Reflections on the articles included in this special issue will frame the discussion. 相似文献
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Machteld Vandecandelaere Sara Speybroeck Gudrun Vanlaar Bieke De Fraine Jan Van Damme 《Studies in Educational Evaluation》2012,38(3-4):107-120
This study investigated the association between students’ perception of the learning environment and three aspects of their mathematics attitude: ‘mathematics academic self-concept’, ‘enjoyment of mathematics’ and ‘perceived value of mathematics’. The focus was on the association of students’ mathematics attitude with four dimensions in the learning environment: the extent to which the teacher ‘motivates to exert learning effort’, ‘activates towards self-regulated learning’, ‘gives feedback and coaches’, and ‘structures and steers’. Data were obtained from an extended version of the international Trends in Mathematics and Science Study (TIMSS) of 2003. Multilevel analysis on a sample of 4354 eighth grade students in 228 classes in 119 schools in Flanders (Belgium) indicated that the learning environment plays a significant role in the enjoyment of mathematics. This while the mathematics academic self-concept and the perceived value of mathematics are insensitive for aspects in the learning environment. 相似文献
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This study was conducted to investigate the effectiveness of a treatment designed to improve college algebra students’ attitudes toward mathematics. Keller’s ARCS motivational design model was used as a guiding framework for the development of a motivational video, which was delivered online. The application of motivational design to improve mathematics attitudes in an online environment extends the use of motivational design. A pretest-posttest control group design was used to test the effectiveness of the treatment. The participants in this study were 43 students enrolled in a college algebra course offered at a large state university in the mid-Atlantic region of the United States. Statistically significant results were observed for improved attitudes toward mathematics. 相似文献
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Elaine Whitty 《欧洲特需教育杂志》2013,28(2):237-256
This paper through the theoretical framework of constructive attitude theory explores mathematics teachers’ attitudes and pedagogical strategies with reference to inclusive practice. The authors argue that though teachers may have formed positive inclusive attitudes, the translation of these into practice does not always occur and poses significant challenges. 相似文献
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In this study we investigated whether elementary mathematics teachers’ knowledge of their students, as reflected in both the accuracy and confidence with which they are able to estimate their students’ task-specific performance on sets of mathematics problems, predicted students’ overall mathematics achievement. Thirty-nine teachers made predictions about the performance of a random sample of target students (n = 150) in their classrooms on sets of “easy” and “difficult” multiplication and division problems. Teachers also provided confidence ratings for those judgments. From these data, indicators of teachers’ judgment accuracy, judgment confidence and calibration accuracy (a measure of metacognitive monitoring) were then related to all of their students’ (n = 834) performance on year-end standardized mathematics achievement tests. Multilevel analyses indicate that teachers’ calibration accuracy, but not their task-specific judgment accuracy, significantly predicted students’ mathematics achievement. Implications for future research on teacher knowledge as well as professional development programs are discussed. 相似文献
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《Africa Education Review》2013,10(2):280-293
ABSTRACTThe objective of the current study was to analyse the impact of teachers’ personal theory and beliefs (PTB) towards Mathematics teaching. A total of 183 respondents were involved in this study, using the stratified random sampling method with Cronbach's alpha of 0.87. Due to the objective of the research and the hypothesis, it was positioned within the positivist paradigm following a survey design, concentrating on Bachelor of Education and Postgraduate Certificate Education students, with a quantitative approach. The instrument of data collection was a structured questionnaire schedule. All selected respondents (using a questionnaire) were students of University of Fort Hare, enrolled in either the Bachelor of Education (BEd) or Postgraduate Certificate of Education (PGCE) programme. Using analysis of variance (ANOVA), the results revealed that there was no significant effect of age and race on learning of Mathematics amongst BEds and PGCEs candidates. 相似文献
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Jörg Härterich Christine Kiss Martin Mönnigmann Moritz Schulze Darup Roland Span 《European Journal of Engineering Education》2012,37(3):255-266
First-year engineering students often complain about their mathematics courses as the significance of the difficult and abstract calculus to their field of study remains unclear. We report on the project MathePraxis, a feasibility study which was designed as a means to give first-year students some impression about the use of mathematics in real practice. We aim to increase the motivation and retention rates among engineering students by connecting the contents of the first-year mathematics lectures with practical applications. We developed three projects, two of which are described in this article: an inverted pendulum considered as a model for the automated control within a Segway and a study on the optimal design of a ribbed cooler. In this article, we briefly present the mathematical content of the projects and report on their implementation. 相似文献
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Daniel Muijs Mairead Dunne 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):391-407
Background:?The increasing numbers of teaching assistants (TAs) and their widening role in English primary classrooms is part of wider international developments. Several large quantitative studies have been influential in shaping debate, but little qualitative research exists on TAs and the content of their activity in the key area of mathematics. Purpose:?The article addresses the question: How do TAs in primary schools perceive their role in daily mathematics lessons? Sample:?Twenty-four TAs employed in English primary schools participated in the study. Their experience ranged from 2 to 20 years. Two were men; the rest were women. Design and methods:?Interviews were undertaken in the spring and summer of 2011, transcribed and coded using Glaser and Strauss’ recommended method (B. Glaser and A. Strauss, 1967, The discovery of Grounded Theory: Strategies for qualitative research; Chicago, IL: Aldine Publishing Company). A typology of TA activity was created and used together with other cross-cutting factors to ascertain what TAs did in general and, specifically, in mathematics teaching. Results:?The results show that previous pictures generated from large-scale quantitative studies of TAs working with children seen as having the greatest difficulty in mathematics are essentially (though not universally) correct. However, they may be internally differentiated to a greater extent than previously envisaged. Conclusion:?The range of TA activities in mathematics classrooms is considerably wider than previously thought; professional development for TAs and teachers needs to take account of this. 相似文献
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