The Realities of Teaching Elementary Mathematics by Student Teachers: A Phenomenological Probe (original) (raw)
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Psychology and Education: A Multidisciplinary Journal, 2023
Teaching and learning are facing previously unheard-of difficulties and changes as a result of the introduction of the "new normal" in education, which is defined by the integration of digital technology and distant learning modalities. The purpose of this phenomenological study is to investigate and comprehend the real-world experiences of math teachers navigating the challenges of the "new normal" in education in the District of Amadeo Division, Cavite Province. The study will employ a qualitative phenomenological research approach to gather data from district mathematics instructors through in-depth interviews and focus groups. The goal of the study is to learn more about the subjective experiences, perspectives, and difficulties these educators have had adjusting to the shift to online and remote learning modes. By exploring the lived experiences of mathematics teachers, the study aims to provide important insights into the strategies and support systems needed to enhance the quality of mathematics education in the current educational landscape. The research will focus on key themes such as the implementation of technology in mathematics instruction, the impact on student engagement and learning outcomes, the effectiveness of professional development initiatives, and the emotional and psychological aspects of teaching in the "new normal." The findings of this research will contribute to the existing body of knowledge on the challenges and opportunities presented by the "new normal" in education, particularly in the context of mathematics teaching. Additionally, the study may inform educational policymakers, school administrators, and teacher training programs in developing targeted interventions and support mechanisms to address the unique needs of mathematics educators in the evolving educational environment.
International Electronic Journal of Mathematics Education, 2020
The school mathematics curriculum development process in Nepal is still conventional. Contextualized mathematics teaching and learning has not been the priority of school education of Nepal. Majority of the school mathematics teachers in Nepal still conceptualize the mathematics and mathematics curriculum from the conformist approach. Thus, this paper aims to explore mathematics teachers' experiences on the nature of mathematics focusing on their curricular and pedagogical practices based on the research question how mathematics teachers experience the nature of mathematical knowledge during their curricular and pedagogical practices. Ernest's and Luitel's nature of mathematical knowledge has enabled me to evaluate teachers' experiences towards the nature of mathematical knowledge and Habermas's theory of knowledge constitutive interest has guided the research for knowledge and implied others' concept. The study has relied on the phenomenological approach and reflected the experiences of four mathematics teachers. The paper concludes that mathematics curriculum guided by emancipatory interest as well as practical interest promotes counter-hegemonic vision of teaching and learning mathematics and might develop critical consciousness. Critical consciousness embedded mathematics curriculum helps students and teachers to unpack the cultural nature of mathematics education and taken-for-granted assumptions about teaching and learning through critical pedagogy.
A Wrong Turn to the Right Direction: The Lived Experiences of Pre-Service Math Teachers
Psychology and Education: A Multidisciplinary Journal, 2024
Mathematics has been known to be an intimidating subject to study, which leads many students to choose other courses instead of majoring in Mathematics. This qualitative study investigated the lived experiences of the students who chose Mathematics as their second option, the challenges they faced while taking the course, and the variables that influenced their decision to specialize in Mathematics education in college. Using the Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) based on Moustakas Modified Van Kaam Approach, the study analyzes the narratives of 16 participants from Bachelor of Secondary Education (BSEd) Math 1 students at Cebu Technological University-Moalboal Campus and identifies four core themes: (1) The Seeker, (2) The Warrior, (3) The Motivated, and (4) The Consequences of Choices. The findings suggest that these students have developed a strong sense of purpose and motivation despite facing challenges along the way. It is recommended that schools should implement programs to change student’s perspectives on BSEd Mathematics courses and further investigation of various instructional techniques and approaches should be done to foster the appreciation of Mathematics among students.
Students’ Challenges in Embracing Various Teaching Strategies in Mathematics: A Phenomenology
Psychology and Education: A Multidisciplinary Journal, 2024
Mathematics is a complex subject where different teaching strategies need to be considered and utilized to teach more engagingly. However, each student has a different level of intellectual capacity some can learn fast, and some take time to internalize the topic. This study investigates the lived experiences of the students towards different strategies in teaching mathematics. The study used a qualitative methodology that utilizes Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) anchored on the Modified Van Kaam Approach popularized by Moustakas. The participants in this study were chosen using purposive sampling with inclusion criteria. The researchers conducted face-to-face interviews with ten BSED-Math students who are studying at Cebu Technological University which led to the following themes (1) The Pessimist, (2) The Optimist, (3) The Self-Directed, (4) The Discomfort, and (5) The Teachers' Criticizers. These themes emphasized the experiences and the unbearable pain of the students. It is advised to take the participants' degree of intelligence into account when planning how the teacher will present the lesson and by soliciting and taking into account the students' feedback both during and after the discussion as the class as a whole will benefit from smooth learning transitions.
International journal of science and management studies, 2022
The study looked into the lived experiences of parents in the new normal of Mathematics education. The outcomes of the study uncovered the personal challenges and struggles parents have had while participating in their child's education, and provided useful data and trends to aid in the establishment of educational programs and policies across all levels in the education sector that address parental concerns about distance learning implementation. Qualitative phenomenological design was utilized in coming up withafactfindingstudywithadequateandaccurateinterpretationonthelivedexperiencesofparentswho have taken the responsibility as the learner's educator. Moreover, eight participants took part in the study viapurposivesamplingfollowingthecriteriathattheirchildmustbeaGrade3bonafidestudentforschool year 2021-2022 and has undergone any of the modalities implemented in distance learning mandated by the institution sunder Department of Education-Cebu City Division. The study revealed four (4) significant themes namely: (1) parents' perceptions, (2) parents' challenges in distance learning, (3) fountain of support, and (4) realizations and aspirations and specifically included nineteen (19) subthemes. Parents play a vital role in guiding the learners to achieve the same quality of learning they receive in schools following the COVID-19 pandemic and this reflected the diverse challenges they have encountered to attain learning. Regardless of the challenges they have met, their perspectives are centered to the educational progress and well-being of their children, even if it means sacrificing lot of their time, effort and resources.
Exploring the Chronicles of Non-Mathematics Major Teachers Teaching Mathematics: A Phenomenology
Psychology and Education: A Multidisciplinary Journal, 2024
This phenomenology study aimed to explore and understand the lived experiences of non-mathematics major teachers teaching mathematics. Using purposive sampling, the participating 14 non-mathematics major teachers teaching mathematics from the different public schools around the Division of Davao del Norte were identified. All of them participated in the in-depth interviews. Results revealed the experiences of the participants: facing challenges in curriculum content and resources; gaining new knowledge with mathematical skills; taking pride in perseverance and resourcefulness; and being committed to continuous learning. In response to the challenges they have encountered, they deemed the following coping strategies essential: finding inspiration to teach by students’ enthusiasm for learning; preparing diverse resources for student engagement; adapting and consulting references to improve teaching mathematics; and engaging to self-care and stress relief strategies. Upon reflecting on their entire experience, they arrived at the following insights: embrace growth through learning and adaptation; teaching requires mutual effort from both teachers and students; remain flexible and adaptable; stay resilient and determined amidst challenges; find joy in teaching and value in teaching mathematics; and implementation of trainings and seminars. The results of this study were anticipated to be meaningful and important to the participants, teachers, students, and researchers.
The High School Students’ Struggles and Challenges in Mathematics: A Qualitative Inquiry
Psychology and Education: A Multidisciplinary Journal, 2023
Mathematics is important for a person to live a better life. It has a special position in the educational curriculum. However, it is well known that most students find mathematics challenging. This study examined the high school student's struggles and challenges in learning Mathematics. The Interpretative Phenomenological Analysis (IPA) anchored from the Modified Van Kaam Approach popularized by Moustakas was utilized in this study to come up with meaningful data on the struggles and challenges of the high school students in learning Mathematics. The subject of this research was chosen using a purposive sampling technique and the participants are all qualified according to the study's inclusion criteria. 10 high school students of Bartolome and Manuela Pañares Memorial National High School participated in the interview. Analyzing the causes is crucial before taking additional steps to enhance students' Math learning. Through an open-ended survey questionnaire, students were questioned about potential causes of their learning challenges. The researchers generated four themes from the gathered data, and these are the following: The Crux of the Matter, Stumbling Block, Get to Grips With, and Significantly Essential Matter. These themes were formulated based on the students' shared experiences in learning Mathematics. The study included cognitive, affective, and contextual factors that determine the struggles and challenges in learning Mathematics. The challenges that students have in learning mathematics include having trouble recalling information from previous classes, forgetting information easily, and having trouble understanding mathematical ideas. It has been observed that students who find mathematics to be extremely difficult tend to give up more easily than those who find the subject simple. The results also showed that teachers must understand the value of making classroom mathematics engaging so that the students will put effort in learning the subject. The result is presented in the context of the students' perspectives and learning methods.
Teacher-Students Relationship and Its Potential Impact on Mathematics Learning
A Publication of Council for Mathematics Education, Chitwan Brach Bharatpur, Chitwan, Nepal, Year 4, Issue 4, 2019
This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teacher and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as student of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioral practices and seek to change towards transformative/constructivist approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi- paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researcher thereby offering space for interpretation, transformation and envisioning. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which in turn develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.
2015
The goal of this study was to investigate change in the teaching practice of the mathematics teacher, adopting a qualitative research approach from a phenomenological perspective. Our understanding of phenomenological research, and the fundamental ideas underlying it, is presented. The research is described, including the ideographic and nomothetic analyses, and the six invariants, or open categories that emerged. We present our interpretation of one of them, the possibilities of going through the experience: loosening the ties to the past and an objective look at change.
International Journal of Development Research, 2020
The aim of this study is to investigate the pedagogical practice of mathematics teachers from the final years of elementary school in the Municipal Public School of Teresina-PI, in effective teaching activity, based on the narratives of these teachers. This is an empirical research with a qualitative approach. In view of the understanding that pedagogical practice is inseparable from the teaching professional trajectory and in view of the nature of this research, narratives have been used, which have been shown to be appropriate because they enable interlocutors to report their personal perceptions, their most intimate in addition to other experiences that have marked (or have been marking) his professional career. The data produced by the narrative interview and selected for this study, were analyzed in the light of the theoretical framework of Content Analysis from the perspective of Bardin. It was found that the process of critical reflexivity about the practice, constantly exper...