2021
DOI: 10.29333/ejmste/11434
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Teachers’ Perceptions about Mathematics in a Socio-Religious Context: A Case from Pakistan

Abstract: This study investigated mathematics teachers' beliefs about the nature of mathematics and the contributory factors shaping them. A survey of 200 trained and untrained mathematics teachers from public and private schools was carried out in Karachi Pakistan, a context with a strong influence of religion on the socio-cultural practices of the people. The survey was followed by a focus-group discussion with selected teachers and is the focus of this paper. This is a groundbreaking study in a hitherto under-researc… Show more

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Cited by 1 publication
(2 citation statements)
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“…These difficulties are due to traditional teaching methods (Ali et al, 2021;Ayub et al, 2021;Rind & Mughal, 2020). Teachers usually impart textbook content to prepare students for examinations instead of connecting the concepts with real life (Ali et al, 2021;Amirali & Halai, 2021;Ayub et al, 2021;Rind & Mughal, 2020). Although the current curriculum is skill-based, implementation of the skills is missing at schools (Rind & Mughal, 2020).…”
Section: Problem Statementmentioning
confidence: 99%
See 1 more Smart Citation
“…These difficulties are due to traditional teaching methods (Ali et al, 2021;Ayub et al, 2021;Rind & Mughal, 2020). Teachers usually impart textbook content to prepare students for examinations instead of connecting the concepts with real life (Ali et al, 2021;Amirali & Halai, 2021;Ayub et al, 2021;Rind & Mughal, 2020). Although the current curriculum is skill-based, implementation of the skills is missing at schools (Rind & Mughal, 2020).…”
Section: Problem Statementmentioning
confidence: 99%
“…To address these challenges, it is crucial to transform teaching methods from traditional approaches to new pedagogies in order to enhance and sustain the learners' abilities (Ayub et al, 2021). Moreover, Amirali and Halai (2021) emphasize that teachers' practices mainly depend on their beliefs and knowledge about mathematics, so the teachers must be given ample opportunities for professional development where they can reconceptualize the aim of teaching mathematics. Thus, uncovering teachers' beliefs about teaching the real-life applications of mathematics and providing targeted training interventions in this area are imperative.…”
Section: The National Education Assessment System (Neas) Administered...mentioning
confidence: 99%