Mathematics teachers’ interpretative knowledge of students’ errors and non-standard reasoning

Mellone, Maria; Ribeiro, Carlos Miguel; Jakobsen, Arne; Carotenuto, Gemma; Romano, Piera; Pacelli, Tiziana

doi:10.1080/14794802.2019.1710557

Cited by 11 publications

(5 citation statements)

References 14 publications

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“…The study findings reveal that giving feedback in mathematics is challenging for them. This has been confirmed by Mellone et al (2020) in their study. They found that teachers face difficulties in providing feedback to students' work and productions.…”

Section: Ijem 351supporting

confidence: 73%

Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement

Mughal

Asad

Adams

2021

IJEM

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PurposeThe national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in improving the quality of math education in rural schools of the province. However, the purpose of this research study is to figure out the challenges that teachers are facing while achieving the goals of the national curriculum by teaching mathematics at the primary level in educational institutes of Pakistan.Design/methodology/approachIn this research study qualitative research approaches have been utilized, in which focus group discussions (FGDs) were used as data collection techniques. Furthermore, thematic analysis of the data led toward the development of four overarching themes such as teachers' knowledge about mathematics curriculum, challenges relating to mathematics content and pedagogy, difficulties in developing conceptual understanding and designing lesson plans to address students' diversity.FindingsThe overall findings of this research study suggested that the majority of teachers are facing difficulties in mathematics content teaching such as decimal fraction, unitary method, measurement principles, practical geometry and data handling. Moreover, teachers are also facing challenges and difficulties in developing hands-on and minds-on activities in the teaching of mathematical concepts to the students of primary level in educational institutes of Pakistan.Practical implicationsThis research study will facilitate the teachers and stakeholders to address the problematic issues in the domain of content delivery of mathematics. Whereas, this study recommends educating teachers about national mathematics curriculum and to develop a CPD framework for mathematics teachers for the enhancement of their pedagogical content knowledge. The study also recommends orientating school heads about the different aspects of math curriculum so that they can mentor math teachers in achieving math curriculum goals.Originality/valueThis is the first research study of its nature, which targets and highlights the teacher's perceptions toward the achieving the goals of national mathematics curriculum of Pakistan and addressing the pedagogical challenges faced in mathematics teachers. There is a dearth of studies in mathematics education in Sindh province. The issue is of immense importance, the findings will help teachers to improve mathematics instructions at primary level.

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Section: Ijem 351supporting

confidence: 73%

Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement

Mughal

Asad

Adams

2021

IJEM

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“…Investigations conducted after exchanging group members become more effective as they are faced with new members and new ideas to investigate the results of answers. Activities involve investigating and comparing students' answers to ascertain correctness or error in solving mathematical problems (Mellone et al, 2020). Crosschecking helps students become more aware of any mistakes or mistakes they may make during the completion process.…”

Section: Reflection Stagementioning

confidence: 99%

Developing Ethnomathematical-Based Learning Stages on Mathematical Communication Skills with Kastolan Error Analysis

Hamidah

2024

cana

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Ethnomathematics-based learning has been effective for students' mathematical communication skills, but it can still be optimized by minimizing common student errors. Therefore, the objectives of this study are to analyze the shortcomings of students to solve mathematical communication problems in terms of students' skill categories; 2) analyze the learning process based on ethnomathematics with the help of the geoGebra application; 3) Develop learning steps based on ethnomathematics, analysing the shortcomings of the students. The study subjects were courageously selected, i.e. 36 students from the IX semester of the 2023/2024 academic year. Data were obtained through reported math skills, interest questionnaires, observation sheets, and dialogue sheets. Data analysis techniques begin with data analysis, testing students' mathematical communication skills, analyzing qualitative data, interpreting research results, and analyzing quantitative data. According to the analysis of the errors made by the students in solving mathematical communication problems, in terms of the categories of student ability, the students made more procedural errors in the categories of medium and low skills. At the same time, students in the high-ability category tend not to make significant mistakes. The results of the triangulation found two stages of learning necessary to minimize student errors, i.e., the exercise stage and the research stage. The stages of ethnothematic learning are exploration, mapping, explanation, exercise, research, and reflection. The effectiveness of the learning model developed in the mathematical communicative skills of the students will be analyzed for future research.

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“…By providing answer keys with an explanation for each section of the textbook in the teacher guide, teachers can be more confident and have more direction in guiding students when the students are working on tasks given in the textbook. Teachers assess students' answers (Mellone et al, 2020) and facilitate them in building their knowledge (Ding & Li, 2014). As the teacher guide did not provide an explanation of answer keys for most of the tasks given by the textbook sections, it seems that the teacher guide authors provided opportunities for teachers to develop their understanding of mathematical contents.…”

Section: An Answer Keymentioning

confidence: 99%

The Indonesian Independent Curriculum Requires Student-Centred Teaching Approaches: Does the Teacher Guide Accompanying a Grade VIII Ministry-Published Mathematics Textbook Assist Teachers?

Rahimah,

Susanta,

Susanto

et al. 2024

eqr

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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.

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Mathematics teachers’ interpretative knowledge of students’ errors and non-standard reasoning

Cited by 11 publications

References 14 publications

Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement

Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement

Developing Ethnomathematical-Based Learning Stages on Mathematical Communication Skills with Kastolan Error Analysis

The Indonesian Independent Curriculum Requires Student-Centred Teaching Approaches: Does the Teacher Guide Accompanying a Grade VIII Ministry-Published Mathematics Textbook Assist Teachers?

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