Reasonable and Reasonableness of Answers: Kuwaiti Middle School Teachers’ Perspectives

Alajmi, Amal Hussain; Reys, Robert E.

doi:10.1007/s10649-006-9042-4

Cited by 23 publications

(23 citation statements)

References 17 publications

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“…Considering both the studies in Turkey and abroad, it was seen that the skill of sense of number was not high with both students and teachers. Şengün 2013) claimed that this profile is a good support and example in Turkey for a perspective proposed by Alamı and Reys (2007), and Reys, Kim, and Bay (1999) in the related literature. Alamı and Reys (2007), and Reys et al (1999) said that the children and teachers in the countries shared the same problems.…”

Section: Discussion Result and Suggestionsmentioning

confidence: 79%

An Investigation of Elementary School Teachers’ Sense of Number

Er¹,

Artut²

2016

UCER-B

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This research primarily investigates elementary school teachers' sense of number. This is a descriptive research with a survey model. The participants of the study were 155 primary school teachers teaching in state schools in Adana, in the South of Turkey. As a data collection tool, a test of sense of number was used. This test was composed of 50 items, prepared according to the five components of sense of number. The data was analysed through quantitative methods. The results show that the elementary school teachers' sense of number is at the mid-level. In line with the findings of the study, suggestions are given to develop primary school teachers' sense of number.

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Section: Discussion Result and Suggestionsmentioning

confidence: 79%

An Investigation of Elementary School Teachers’ Sense of Number

Er¹,

Artut²

2016

UCER-B

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“…Although Kuwaiti teachers need to cover all the lessons in the textbook (Alajmi, 2009; Alajmi & Reys, 2007), less attention and time is given to lessons at the end of the textbook, especially when teachers know they will be repeated the next year. The lessons in these three series of textbooks employed conventional curricula (Stein et al, 2007) that focused on definitions and standard algorithmic procedures before offering students an opportunity to apply their knowledge.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

“…classroom (Alajmi & Reys, 2007;Schmidt et al, 1997). How topics are presented in the text is important because it sets in motion "pedagogical approaches and different opportunities for students' learning" (Stein et al, 2007, p. 327).…”

mentioning

confidence: 99%

How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait

Alajmi

2011

Educ Stud Math

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Textbooks play an important part in the design of instruction. This study analyzed the presentation of fractions in textbooks designed for the elementary grades in Kuwait, Japan, and the USA. The analysis focused on the physical characteristics of the books, the structure of the lessons, and the nature of the mathematical problems presented. Findings showed USA and Kuwaiti mathematics textbooks are larger than Japanese textbooks; this larger size is consistent with a great deal of repetition. The Japanese texts do not address fractions until the third grade; they use linear models and connect fractions with measurement. In the USA and Kuwait, fractions are introduced in the first grade. The Harcourt text uses concrete material to help students learn fraction procedures. For the Kuwaiti series, the lessons depend on using some pictorial representation of the area model to illustrate fraction ideas. All these textbooks focus on standard algorithms as the main computational methods.

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“…One of the most important aspects in this communication is the way teachers respond to student thinking. Thus, teachers' response is very important with regard to the quality of effective classroom discourse and student thinking as well as their learning [6,8,20,1].…”

Section: Introductionmentioning

confidence: 99%

Investigating the levels of teachers’ use of student thinking in mathematics classrooms

2016

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Abstract. In the present study, it was aimed to explore the extent to which teachers' use of student thinking in mathematics classrooms. Two mathematics teachers working at public middle schools participated in the study. One of the teachers had six years of teaching experience and a master's degree in teaching mathematics. The other teacher was an inexperienced teacher with two years of teaching experience. Five lessons of each teacher, ten in total, were video-recorded. Transcripts of the video recordings were analyzed to answer two questions: Do the teachers attend to and remediate student difficulty? and To what extent does each teacher use student thinking? Analysis of the transcripts showed that the teacher with the graduate degree received higher scores with regards to attending to and remediating student difficulty, the second teacher received considerably lower scores on these aspects of teaching. It was observed that the first teacher frequently attended to student thinking and their answers regardless of correctness and made use of his lesson by turning them into an opportunity as well as constructing the target concepts, question types and descriptions. On the other hand, the second teacher failed to take student thinking further rather than using them and sometimes even disregarded their ideas.

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Reasonable and Reasonableness of Answers: Kuwaiti Middle School Teachers’ Perspectives

Cited by 23 publications

References 17 publications

An Investigation of Elementary School Teachers’ Sense of Number

An Investigation of Elementary School Teachers’ Sense of Number

How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait

Investigating the levels of teachers’ use of student thinking in mathematics classrooms

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