Qualifications of an Effective Mathematics Teacher from the Perspectives of 5th to 8th Grade Secondary School Students (original) (raw)
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Procedia - Social and Behavioral Sciences, 2013
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International journal of instruction, 2018
This study aims to explore the factors influencing teaching performance in mathematics. With the sample 306 mathematics teachers in Yogyakarta region, Indonesia selected by the balanced random sampling technique, the data collection was employed done using the Likert Scale questionnaire instrument with validity and reliability. The finding of this study would be viewed from the theoretical and practical perspectives in which theoretically it supports the Indonesian government regulation in providing teaching services within educational system. The result revealed there are five core potentials in assisting the teaching performance. Those are knowledge, attitude, skills, beliefs of mathematics and certification. It can be reflected by the lesson planning construct, learning procedure and the connection between personalities in the sense that constructs the relation to other subjects, education and curriculum, and teaching and education. Towards pedagogical, professional, personal and social skills, this initiative refers to strengthen the beliefs construct among knowledge, education and self-confidence in assisting the teaching performance.
The aim of the present study to evaluate mathematics literacy in Turkey based on the Turkish report of the 2015 PISA test from the perspective of mathematics teacher candidates’ opinions as well as to discuss recommendations for solutions. The study is a special case study, the participants of which are 19 mathematics teacher candidates at Necmettin Erbakan University, Ahmet Keleşoğlu Education Faculty. The teacher candidates’ opinions were elicited by means of sub problems consisting of open-ended questions. With the current study, it was concluded that changes and reforms need to be made in the Turkish education system, that the teachers, who play one of the key roles in the education system, are not adequately qualified and thus need to be open to changes and novelties and participate in professional development activities, and that students’ parents also need to undertake some responsibilities.
International Journal of Research and Innovation in Social Science
The purpose of this quantitative non-experimental descriptive-comparative research was to generate a Teacher Training Program for Mathematics Teachers based on an Input-Output (IO) Model addressing the needs competence of Mathematics teachers in a certain Division of DepEd Region XI. Online survey on the Needs Analysis utilizing google form was conducted considering complete enumeration and in the analysis of data mean, t-test, and ANOVA were used. The results showed of all seven dimensions, two are in high level competence which are planning instruction and managing instruction; while the other five are in very high level which are: improving personal competence, specifying objectives for instruction, diagnosing and evaluating learning, delivering instruction, and administering instructional facilities and equipment. Further, it was found out that there was no significant difference on the competence of Mathematics teachers when analyzed by length of service, position, educational attainment, and age. The Teacher Training Program proposed is a two-week self-management learning program utilizing the Planning and Managing Instruction Effectively: A Self-Regulated Module formulated by the researcher.
The Quality of Teaching Among Secondary Boarding Schools' Mathematics Teachers
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The main goal for all students is to gain excellence academically. One of the important factors is through teaching quality especially on teachers' instructions. One of the factors that determine the quality of teaching is the students' perception. The aim for this research is to identify the mathematics teachers' quality of teaching at boarding secondary school. This study focused on students' perception, based on genders on the quality of teaching of their teachers and, its relationship with the former's mathematics achievement. This research was carried out in four boarding schools, involving 120 form four students as the sample of the study. The instrument employed was a set of questionaires comprising 21 items. The data obtained was analysed by using two types of statistical analysis. The descriptive statistics was used to obtain the frequency and mean for each of the dimensions of the teachers' quality of teaching, while the inferential statistic was us...
Academia.edu, 2022
This exploratory research study focuses on Mathematics teachers’ perceptions towards teaching of mathematics, and investigates the challenges faced by them while teaching this subject at secondary level in District Hyderabad, moreover this study highlights the solutions proposed by them for effective teaching of Mathematics. The main objective of this research thesis was to investigate mathematics teachers’ problems that impact their performance in quality mathematics teaching. The secondary school level is the main stage during education, where students select specific subjects to choose specific fields of their choice for advanced studies. In the present research study, mixed approach was used to investigate teachers’ experiences in teaching mathematics. The demographic information, items analysis and hypotheses were analyzed using SPSS. However, qualitative data collected through open-ended questions from respondents was analyzed following six (06) steps proposed by Creswell’s (2009) for qualitative analysis. The results depict that Mathematics teachers try their level best to create effective learning environment for teaching of Mathematics, but they complained that students’ prior knowledge of Mathematics is insufficient for secondary level; moreover no capacity building programs are arranged for their professional growth. They proposed that class strength should not be more than thirty (30), technology facilities may be provided for teaching of Mathematics.
Pre - s erv i ce Mathemat i cs Teachers’ Att i tudes towards the Profession of Teachıng
International Online Journal of Educational Sciences, 2014
Teachers' ability to give students mathematical instruction in an effective way depends mainly on teachers' attitudes towards the profession of teaching. In this context, this research study was planned with the idea that it is important to determine the teaching attitudes of pre-service teachers who graduated from the faculty of Science and Letters and the faculty of Education. The research problem was to investigate pre-service elementary mathematics teachers' attitudes towards the profession of teaching and the teaching attitudes of the Mathematics graduates from the faculty of Science and Letters who have taken teaching formation courses in terms of different variables. The research was conducted with the pre-service mathematics teachers enrolled in the senior grade of the program of Mathematics Education in Hasan Ali Yücel Faculty of Education and those taking teaching formation courses in the academic year of 2012-2013. The data were collected using the "Teaching Approach Scale" developed by Çetin (2006) and a demographical information form prepared by the researchers. This quantitative research study was conducted in survey method. An SPSS 16 statistical program was used to analyse the data. According to the findings, it was observed that pre-service teachers' attitudes towards teaching did not differ in terms of gender, parents' educational level, type of high school of graduation. On the other hand, a significant statistical difference was detected between the pre-service teachers' attitudes towards teaching in terms of parents' monthly income. The research findings were discussed in the light of the relevant literature and some suggestions were provided for further research and researchers.
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The purpose of this study was to investigate prospective mathematics teachers’ beliefs about the teaching of mathematics. The research was conducted on 79 fourth year students enrolled at the Mathematics Teacher Education programs at Middle East Technical University and Gazi University. A ‘Beliefs about the Teaching of Mathematics Scale’ was developed by the researchers. The design of the present study is that of a cross-sectional survey. The results of the study indicate that: 1. there is a statistically significant difference between tire mean scores of prospective mathematics teachers at METU and those at Gazi University in terms of beliefs about the teaching of mathematics, and 2. Trere is no statistically significant difference between the mean scores of males and females in terms of beliefs about the teaching of mathematics.