Mathematics teachers’ capacity for change

Golding, Jennie

doi:10.1080/03054985.2017.1331846

Cited by 17 publications

(11 citation statements)

References 31 publications

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“…Given the relatively innovative nature of Core Maths in England, with a focus on mathematics as a problem-solving process (Department for Education, 2013), it might not be easy for teachers used to working in accountability-driven and performative environments to change their practiceto make the mathematics sufficiently 'real' for students (Ball, 2003;Van Den Heuvel-Panhuizen, 2003;Golding, 2017). Hough et al (2017) also point out the likely need for specific pedagogical training for teachers of Core Maths, and the need to develop the pedagogy of Core Maths teachers is one recognised by the government and other stakeholders (Department for Education, 2013, p.4;Smith, 2017;Advanced Mathematics Support Programme, 2019).…”

Section: Discussion and Conclusion 41 Pedagogical Experiences Of A New Mathematics Coursementioning

confidence: 99%

More students doing more maths? Student attitudes to mathematics and perceptions of its teaching in a new post-compulsory course

Homer

Mathieson

Tasara

et al. 2020

Teaching Mathematics and Its Applications: An International Journal of the IMA

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In England, a relatively new set of post-16 qualifications has been developed under the umbrella term ‘Core Maths’, with a focus on the application of mathematics in context, including the kinds of mathematics needed to support other subjects, to provide a sound basis for the mathematical demands of higher education and employment and to develop problem-solving skills for use in life. The UK government has an ambition that all post-16 students should be studying some mathematics, and Core Maths was designed in part with this aspiration in mind. In this paper, longitudinal questionnaire data from over 100 Core Maths students in 13 case study institutions are analysed to measure students’ views of teaching as transmissionist, their mathematical dispositions and self-identification and how these change over a year of studying Core Maths. We find some evidence that pedagogy in lessons is perceived as being less transmissionist than it was in school mathematics pre-16. There is also some evidence of a negative change in students’ mathematical dispositions over a year of Core Maths. We conclude that supporting teachers in embedding new pedagogical approaches remains a challenge and that this issue could inhibit the growth of new qualifications like Core Maths.

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Section: Discussion and Conclusion 41 Pedagogical Experiences Of A New Mathematics Coursementioning

confidence: 99%

More students doing more maths? Student attitudes to mathematics and perceptions of its teaching in a new post-compulsory course

Homer

Mathieson

Tasara

et al. 2020

Teaching Mathematics and Its Applications: An International Journal of the IMA

View full text Add to dashboard Cite

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“…They included a probe around IT-supported learning for the context and the affordances and constraints of locally available technology for professional purposes. We use MTEs' capacity in a field to mean their available resources of related knowledge, skills, and affect (Golding, 2017).…”

Section: Methodsmentioning

confidence: 99%

A design approach to mathematics teacher educator development in East Africa

Golding

Batiibwe

2020

J. Res. Adv. Math. Educ

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Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning ‘Mathematical Thinking and IT’ course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, ‘What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?’A variety of qualitative tools were used to track the course’s impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators’ institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints

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“…In response to this concept, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. While Mathematics teachers in Western countries are facing with an expectation that they make significant change to their teaching, but research shows a little embedded success with this claim (Golding, 2017).…”

Section: Background Of the Studymentioning

confidence: 99%

Needs Analysis on the Competence of Secondary School Mathematics Teachers: Springboard for a Teacher Training Module

Mangarin¹,

Chan²

2021

IJRISS

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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.

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Mathematics teachers’ capacity for change

Cited by 17 publications

References 31 publications

More students doing more maths? Student attitudes to mathematics and perceptions of its teaching in a new post-compulsory course

More students doing more maths? Student attitudes to mathematics and perceptions of its teaching in a new post-compulsory course

A design approach to mathematics teacher educator development in East Africa

Needs Analysis on the Competence of Secondary School Mathematics Teachers: Springboard for a Teacher Training Module

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