An Agenda for Research Action in Mathematics Education: Beginning the Discussion

Middleton, James A.; Heid, M. Kathleen; Reys, Robert E.; Dougherty, Barbara; D’Ambrosio, Beatriz S.; University-Purdue, Indiana; Loach-Johnson, Iris de; Hala, Marilyn

doi:10.2307/30034932

Cited by 5 publications

(2 citation statements)

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“…Teachers’ considerations during the lesson design process influence lesson delivery and instructional practice that occurs. In the last couple decades, changing initiatives and the call for reform in mathematics education have clarified the role of effective mathematics educators in elementary classrooms (Middleton et al, ). Effective teachers promote students’ development and mathematical reasoning by fostering conceptual understanding (Morris, Hiebert, & Spitzer, ; Panasuk & Todd, ; Simon, ).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ gender considerations during elementary mathematics lesson design

Amador

2018

School Sci & Mathematics

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As teachers design lessons, their considerations influence their instructional practice.Researchers have found that teachers often have preconceived ideas about gender and large-scale assessment data show gender differences in mathematics achievement. Given the differences in gender performance, and recognizing the role that gender considerations may play in teaching, this study focuses on teachers' considerations of gender during the lesson planning and implementation process. Findings indicate that teachers in the study minimally consider gender when planning lessons and evidence shows a lack of explicit gender considerations during instructional practice and in conversations about teaching. Results imply that considerations of gender may be quite implicit, which raises concerns about the implications of gender perceptions for student learning in mathematics. K E Y W O R D Sinstruction, lesson planning, math/math education, teachers and teaching | 291 AMADOR

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Section: Introductionmentioning

confidence: 99%

Teachers’ gender considerations during elementary mathematics lesson design

Amador

2018

School Sci & Mathematics

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“…They are able to retain such information taught by the teacher, but cannot transfer it to real world problem (Mayer, 1998). These probably motivate school heads to push through the problem solving as the center piece of mathematics curriculum (Middleton et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Knowledge Predicts Success in Problem Solving Transfer

Regidor

2014

jpair

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Problem solving skills play a vital role in solving real life problems. This study was conducted to determine the influence of metacognitive and motivational aspects of problem solving skills to the students’ success in problem solving transfer. Furthermore, it determined what aspect of the problem solving skills predicts success in problem solving transfer. The descriptive correlation method was used to determine the relationship of the metacognitive and motivational aspects of the problem solving skills and the students’ success in problem solving transfer. The respondents of the study are the fourth-year high school students of Davao Central College, Philippines. There are three instruments used in the study: 1) The Metacognitive Awareness Inventory which measures their awareness in metacognitive skills such as knowledge and regulation, the 32-item Academic Intrinsic Motivation (AIM) Inventory which measures motivational aspect of the problem solving skills and lastly, the non-routinized test which measures the success in problem solving transfer. The data gathered were summarized, translated, and analyzed using the mean scores for both aspects of the problem solving skills and problem solving transfer. At 0.05 level of significance, the Pearson product moment r was used to test the significant correlation between the aspects of the problem solving skills and the success of problem solving transfer. Findings show that only the metacognitive knowledge predicts success in problem solving transfer and this is the only problem solving skills is significantly correlated to the success in problem solving transfer.Keywords—Mathematics Education, metacognitive knowledge, predicts success, problem solving, descriptive- correlation design, Davao City, Philippines

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Preface to Part XI

Moreno–Armella

2009

Theories of Mathematics Education

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An Agenda for Research Action in Mathematics Education: Beginning the Discussion

Cited by 5 publications

References 9 publications

Teachers’ gender considerations during elementary mathematics lesson design

Teachers’ gender considerations during elementary mathematics lesson design

Metacognitive Knowledge Predicts Success in Problem Solving Transfer

Preface to Part XI

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