Developing Mathematisation Practices in Primary Mathematics Teaching Through Didactisation-based Teacher Development

Biccard, Piera; Wessels, Dirk

doi:10.1080/18117295.2017.1283184

Cited by 7 publications

(4 citation statements)

References 9 publications

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“…The first factor is the teacher's motivation during the PD programme. Eleven articles focused on teacher's motivation when participating in PD programmes and the relationship with teachers' learning (Biccard & Wessels, 2017;Darragh & Radovic, 2019). Ten articles also discussed teacher commitment throughout the PD programme.…”

Section: Teachers' Conditions For An Effective Pd Programmementioning

confidence: 99%

Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

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Section: Teachers' Conditions For An Effective Pd Programmementioning

confidence: 99%

Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

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“…According to Blum (2002), "mathematizing real situations as well as interpreting, reflecting and validating mathematical results in reality are essential processes when solving literacy-orientated problems" (p. 151). Biccard and Wessels (2017) refer to this mathematising process as the construction by learners of "formal mathematical concepts out of their own informal concepts" (p. 61).…”

Section: Mathematical Literacy and Mathematisationmentioning

confidence: 99%

“…Upon enquiry, we discovered that the students found engaging with the context particularly difficultinstead they wanted to go directly to the actual sums involved, without going through the mathematising process of the real-life situation. It seemed as if the students were far more comfortable with "the memorisation of mathematical routines" (Biccard & Wessels 2017, p. 61), than with mathematical sense-making which according to Biccard and Wessels (2017), should be encouraged. Yet, the student teachers with whom we were working had in theory experienced modelling situations in the mathematics classroom during their high school careers.…”

Section: Introductionmentioning

confidence: 99%

How Mathematical Literacy Teachers Facilitate Mathematisation in Modelling Situations

Botha

Putten

2018

African Journal of Research in Mathematics, Science and Technol

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Mathematical Literacy (ML) is a compulsory subject in South Africa for those learners who choose not to do mathematics to Grade 12 level. ML is designed to enable a learner to become a self-managing person by providing opportunities to analyse and solve real-life problems, through the mathematisation of contextual situations. The subject thus lends itself to modelling situations in which a mathematical problem involves a process of transferring between the mathematics and reality. This article reports on an explorative case study conducted with four ML teachers who were required to facilitate mathematisation in modelling situations in their classrooms. Schukajlow's three categories of mathematical problems were applied to identify the type of problems the ML teachers used. The strategies used by the teachers in facilitating the mathematisation process were analysised using a framework in which a real-life problem is explored, a model is formulated, analysed and the result of its application is interpreted and validated in terms of the context. This study focuses on the horizontal mathematisation that lies between context presentation and model formulation. Classroom observations were used to collect the data and a deductive analysis approach was implemented. The study revealed that some teachers find it difficult to go beyond intra-mathematical problems and that the modelling process in general, and the function and direction of mathematisation in particular, are not well understood. The resistance to the use of real-life contexts in the ML classroom was based on disinterest in the context itself or an inability to relate to the real-life situation. We make the recommendation that the process of mathematisation in a modelling situation must be taught systematically and deliberately in pre-service mathematics teacher training programmes.

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“…Regarding the importance of mathematization for prospective mathematics teachers as the future teachers (Biccard & Wessels, 2017;Winter, 2014;Lestariningsih, Amin, Lukito, & Lutfianto, 2017), findings relating to the ability of prospective mathematics teachers in problem-solving (Kusaeri, 2010;Patnani, 2015) and the implication of Botha and Putten's (2018) study. We argue that it is essential to explore and understand the mathematization that used by prospective mathematics teacher when solving a problem in mathematics since prospective mathematics teacher will teach students learning and solving problems in mathematics that need mathematization.…”

Section: A Introductionmentioning

confidence: 99%

Exploring mathematization underpinnings of prospective mathematics teachers in solving mathematics problems

Lestariningsih

Amin

Lukito

et al. 2018

BetaJTM

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[English]: The purpose of this study is to explore the mathematization underpinnings of prospective mathematics teacher’s on mathematics problem solving. This study used explorative research with a qualitative approach. The instruments used in this study were mathematical ability test, contextual problems, and interview guidelines. A prospective mathematics teacher who has high mathematics ability involved in this study.The subject was selected from 56 prospective mathematics teachers through a test. After the subject solved contextual problems, an interview was conducted. The result revealed that the prospective mathematics teacher did mathematization when solving the contextual problem by simplifying, solving in a structural way, and fitting to the context of the problem. This finding implies that mathematizationc ould reveal the way prospective mathematics teacher formulates contextual problems into mathematical problems. Keywords: Mathematization, Prospective mathematicsteacher, Problem-solving, Contextual problems [Bahasa]: Tujuan penelitian ini adalah untuk mengeksplorasi matematisasi yang mendasari mahasiswa calon guru matematika dalam menyelesaikan masalah matematika. Penelitian ini menggunakan penelitian eksploratif dengan pendekatan kualitatif. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan matematika, masalah kontekstual, dan pedoman wawancara. Subjek penelitian adalah seorang calon guru matematika dengan kemampuan matematika tinggi yang dipilih dari 56 calon guru matematika dengan menggunakan tes kemampuan matematika. Setelah subjek penelitian menyelesaikan masalah kontekstual, dilakukan wawancara. Hasil penelitian menunjukkan bahwa mahasiswa calon guru matematika melakukan matematisasi yang sangat penting karena menyelesaikan masalah matematika dengan menyederhanakan masalah, menyelesaikan masalah secara terstruktur, dan diarahkan sesuai dengan konteks yang ada dalam masalah. Temuan dalam penelitian ini mengungkapkan bahwa melalui matematisasi dapat diketahui cara mahasiswa dalam merumuskan masalah kontekstual ke dalam soal matematis. Kata kunci: Matematisasi, Mahasiswa calon guru, Pemecaha masalah, Masalah kontekstual NB: PDF version of this article will be available in maximum two weeks after this publication

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Developing Mathematisation Practices in Primary Mathematics Teaching Through Didactisation-based Teacher Development

Cited by 7 publications

References 9 publications

Professional Development of Mathematics Teacher: A Systematic Literature Review

Professional Development of Mathematics Teacher: A Systematic Literature Review

How Mathematical Literacy Teachers Facilitate Mathematisation in Modelling Situations

Exploring mathematization underpinnings of prospective mathematics teachers in solving mathematics problems

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