Abstract
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.
Highlights
Over the decades, many issues have emerged regarding the definition, the measurement and the evaluation of mathematics teachers’ effectiveness
We report an aspect of an on-going broader research programme that investigates the teaching of mathematics in ASPETE (Mathematics Education and Technological Education; MATHETE)
We investigated the mathematics teaching effectiveness in ASPETE, a Greek tertiary education institute in Greece, the graduates of which hold an engineering degree and a pedagogical degree
Summary
Many issues have emerged regarding the definition, the measurement and the evaluation of mathematics teachers’ effectiveness. We focused on the subsystem of the mathematics class of a department in ASPETE and we conceptualised effective mathematics teaching to emerge among the complex interactions of educational protagonists (in this study, the lecturer and the students), with the purpose to investigate the potentially diverse intentionalities that co-exist in the everyday mathematics class in ASPETE. We included a view from the environment of the mathematics class subsystem and the ASPETE system in general: the researcher’s observation The latter is considered important, as when comparing the views of the lecturer with those of the students, we obtain a measure of convergences and divergences between the two mappings, while the perspective of the researcher provides a measure of the position of the two mappings in the broader space of the system.
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