Teachers’ Core Beliefs about Improving Students’ Transfer of Algebraic Skills from Mathematics into Physics in Senior Pre-university Education

Abstract

Students in senior pre-university education face difficulties in the application of mathematics in physics. This paper presents the results of a qualitative study on teachers' core beliefs about improving the transfer of algebraic skills to physics. Teachers were interviewed about their beliefs regarding a transfer problem from mathematics to physics for which solution algebraic skills were needed. We obtained large amount of data which were reduced to sixteen core beliefs including constraints and affordances influencing students' demonstration of coherent mathematics education (CME) and transfer of algebraic skills from mathematics into physics. These core beliefs were grouped into the five main categories 'Collaboration', 'Curricula', 'Students', 'Teachers' and 'Textbooks'. We think that our approach to pattern coding is both elegant and generally applicable to reduce code trees including large amount of data. Four core beliefs were identified as naïve beliefs, which may impede transfer. We provided a powerful remedy against such unproductive beliefs: through professional development programs teachers with such beliefs should be made aware, reflect and reconcile their naïve beliefs with those required for transfer. These core beliefs contain data to extract teachers' belief systems. Quantitative research could investigate to which extent this is the case and which beliefs these contain.

Prototype of Greenhouse Effect for Improving Problem-Solving Skills in Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD): Literature Review, Bibliometric, and Experiment

“…Zhang et al, 2018;Nasir et al, 2022). Solving problems can be defined as an action in resolving daily problems and making decisions carefully, precisely, harmoniously, rationally and considering them from various points of view (Shin et al, 2017;Ndihokubwayo et al, 2020;Turşucu et al, 2018).…”

“…Zhang et al, 2018;Nasir et al, 2022). Solving problems can be defined as an action in resolving daily problems and making decisions carefully, precisely, harmoniously, rationally and considering them from various points of view(Shin et al, 2017;Ndihokubwayo et al, 2020;Turşucu et al, 2018).According to the Partnership for 21st Century Skills, problem-solving skills function in providing innovative solutions or resolutions in dealing with global problems(Maashi et al, 2022;Malone et al, 2021). Thus, problem-solving skills are one of the benchmarks that 21stcentury students should have so they can compete optimally.…”