Abstract
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.
Highlights
1.1 Introduce the ProblemQuite many international educational systems show interest in developing their teaching programs as they find themselves obliged to move forward given the great expansion of technology and knowledge
1) What are the beliefs of math teachers toward teaching, learning and nature of mathematics?
To answer the 1st question (What are the beliefs of math teachers toward teaching, learning and nature of mathematics?), the number of teachers and their percentages were calculated in each aspect of the Math Beliefs Scale toward teaching and learning mathematics
Summary
1.1 Introduce the ProblemQuite many international educational systems show interest in developing their teaching programs as they find themselves obliged to move forward given the great expansion of technology and knowledge. Numerous researches and educational conferences emphasized the importance of developing mathematical discourses for all stages of education, considering the contemporary worldwide standards which were standardized by several organizations interested in developing mathematics. The (NCTM 1989) and (NCTM 2000) focused on the importance of building a teaching environment which supports student learning in mathematics and provides them with the opportunities to develop mathematical ideas, solve problems, and practice mathematical communication. These standards focused on the importance of developing teaching strategies and teaching practices which encourage effective teachers’ beliefs about mathematics teaching and practices. There needs to develop the teachers’ perceptions of the components of educational process, which includes employing their intellect and developing their awareness and sense of education (Stipek, Givvin, Salmon, & MacGyvers, 2001)
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