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1.
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
2.
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
3.
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
4.
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
5.
Emily McDougal Priya Silverstein Oscar Treleaven Lewis Jerrom Katie A. Gilligan-Lee Camilla Gilmore Emily K. Farran 《Child development》2023,94(5):1381-1397
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7–9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement. 相似文献
6.
We frame teachers’ contextualization of mathematics (CoM) as a classroom-based identity resource. We explore CoM in secondary classrooms in the segregated school landscape of the US, focusing specifically on schools that serve primarily low-income Black and Latinx students. We review literature that discusses commonly-cited affordances for CoM according to formative, affective, functional literacy, and critical literacy rationales and problematize those rationales relative to prior research. We analyze 58 lessons from 12 classrooms at 11 schools to reveal patterns in CoM relative to those commonly cited affordances. The formative, affective, and functional literacy rationales were frequently evident. Teachers draw largely on generic human experiences and marketplace contexts, positioning students as consumers or employees. There were few instances of CoM naming racism or inequality, and our analysis further reveals blind spots in these efforts. Our discussion considers the implications of these patterns.
相似文献7.
Hanke Korpershoek Hans Kuyper Greetje van der Werf Roel Bosker 《British Educational Research Journal》2011,37(3):357-380
Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science‐oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced mathematics, chemistry and physics. The results show that the latter group (and in particular the girls in that group) had higher scores on math ability than students who chose other examination subjects. Regression analyses demonstrated the relative importance of math ability and achievement motivation for attainment in these science subjects. However, an expected positive effect of homework time as well as possible mediating and moderating effects of the predictors could not be confirmed. 相似文献
8.
《Teaching and Teacher Education》2001,17(2):213-226
Beliefs and practices related to mathematics were assessed for 21 fourth- through sixth-grade teachers. At the beginning and the end of the school year teachers’ beliefs about (1) the nature of mathematics (i.e., procedures to solve problems versus a tool for thought), (2) mathematics learning (i.e., focusing on getting correct solutions versus understanding mathematical concepts), (3) who should control students’ mathematical activity, (4) the nature of mathematical ability (i.e., fixed versus malleable), and (5) the value of extrinsic rewards for getting students to engage in mathematics activities were assessed. (6) Teachers self-confidence and enjoyment of mathematics and mathematics teaching were also assessed. Analyses were conducted to assess the coherence among these beliefs and associations between teachers’ beliefs and their observed classroom practices and self-reported evaluation criteria. Findings showed substantial coherence among teachers’ beliefs and consistent associations between their beliefs and their practices. Teachers’ self-confidence as mathematics teachers was also significantly associated with their students’ self-confidence as mathematical learners. 相似文献
9.
Afschin Gandjour 《Educational studies》2008,34(4):269-270
The Trends in International Mathematics and Science Study (TIMSS) shows that US school students have a lower level of achievement than students from many East Asian countries. Therefore, media, researchers and policy‐makers in the United States have often argued that US competitiveness in mathematics and science will decline. This paper aims at verifying this conclusion by analysing data on medallists at the International Olympiads for high school students. The analysis suggests that US competitiveness may not be endangered. 相似文献
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Primary mathematics teachers’ (N = 521) personal goal orientation and instructional practices were examined based on questionnaire responses. The teachers (grades 2 and 3) were oriented towards mastery goals and mastery approaches to instruction, and reported high teaching efficacy. Strong positive relation between performance orientation and performance instructional practices was established, and correspondingly between mastery orientation and mastery instructional practices. Positive relations between students’ (N = 9,980) basic mathematics performance (measured by paper and pencil tests) and both teacher mastery orientation and teaching efficacy were also found. Results indicate that mastery oriented teaching strategies are crucial for fostering basic mathematical competencies in primary students. 相似文献
12.
Uwe Gellert 《Educational Studies in Mathematics》2008,67(2):93-110
There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation
are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when
the professional development of mathematics teachers is considered a collective enterprise. I will present phenomenological group interview as a method that is designed to reveal the collective character of teacher development. Some primary teachers’
collective reflections on an ongoing professional development process will be interpreted by focusing on the concepts of routine and collective orientation. The discussion is centred on the ambivalence of routines, as facilitators of practice, and collective orientations, as socially-agreed-upon
knowledge base, for mathematics teachers’ professional development.
相似文献
| Uwe GellertEmail: |
13.
Previous research has adopted various approaches to examining teachers’ and students’ relationships to mathematics. The current study extended this line of research and investigated six prospective elementary school teachers’ experiences in mathematics and how they saw themselves as learners of mathematics. One-on-one interviews with the participants were conducted, and their written reflections were collected. A grounded-theory approach and a framework for analyzing mathematics identities were adopted in data analysis. The findings showed that the participants’ development of obligations-to-oneself was associated with not only their opportunity to exercise conceptual agency but also their aesthetic experience with mathematics. Their views on themselves as learners of mathematics had cognitive, affective, and aesthetic dimensions. The findings suggest that teachers and students can engage in a reflection on their aesthetic involvement in doing mathematics. There is a need for a local theory of aesthetics in K-12 mathematics. 相似文献
14.
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
15.
Kim Beswick Rosemary Callingham Jane Watson 《Journal of Mathematics Teacher Education》2012,15(2):131-157
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year
professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman
(1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum
and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the
partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that
the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical
construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss
the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories. 相似文献
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Teacher learning through professional development is a complex process and is not yet well understood. Some features of professional
development programs are known to be important, such as a focus on learner needs, design of and reflection on classroom artefacts,
and the creation and sustaining of communities of support for teacher professional learning. In this paper, we describe the
workings of such communities in a teacher professional development program, which focused on learner errors in a well-researched
mathematical topic—the equal sign. Drawing on data from program sessions where teachers discussed their lesson designs and
reflections on their teaching with each other, we develop the notions of challenge and solidarity as important in developing
accountability conversations among teachers. We show how our program supported teachers to challenge each other and to build
solidarity with each other and in so doing to develop accountability to each other and the profession, for their practices
and their learning. 相似文献
18.
Word problems play a crucial role in mathematics education. However, the authenticity of word problems is quite controversial.
In terms of the necessity of realistic considerations to be taken into account in the solution process, word problems have
been classified into two categories: standard word problems (S-items) and problematic word problems (P-items). S-items refer
to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,
whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process. This study
aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary
mathematics curriculum. 相似文献
19.
Metacognition and Learning - While many studies of monitoring accuracy have been conducted with college students, less is known about middle school students’ monitoring accuracy, especially... 相似文献
20.
Males are often found to outperform females in tests of mathematics achievement and it has been proposed that this may in part be explained by differences in cognitive style. This study investigated the relation between Wholistic-Analytic and Verbal-Imagery cognitive style, gender and mathematics achievement in a sample of 190 Australian primary school students aged between 8–11?years (M?=?9.77, SD?=?1.05). It was hypothesised that males would outperform females in mathematics achievement tests, and that gender would interact with cognitive style on mathematics performance. A significant gender/cognitive style interaction was found. Boys with an Analytic/Imagery style achieved significantly higher results than the girls with an Analytic/Imagery style, supporting the contention that certain cognitive styles affect boys and girls mathematics performance differently. Implications of results and strategies for improving mathematics achievement among girls are discussed. 相似文献