What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers’ Views

Huang, Rongjin; Li, Yeping; Xiao-ya, HE

doi:10.1080/14926156.2010.524965

Cited by 16 publications

(6 citation statements)

References 27 publications

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“…Learning how to provide students with opportunities to develop mathematics may occur with experience. Huang et al (2010) found that expert and novice teachers in China both valued students' mastering of mathematical knowledge and skills and their development in mathematical thinking methods and abilities. However, novice teachers were particularly concerned about the effectiveness of their guidance, in contrast to expert teachers who emphasized the development of students' mathematical thinking and higher-order thinking abilities and properly dealing with important and difficult content points.…”

Section: Making Sense Makes the Other Side Of Mathematical Practice Vmentioning

confidence: 99%

Problematizing teaching and learning mathematics as “given” in STEM education

Li¹,

Schoenfeld²

2019

IJ STEM Ed

Self Cite

190

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Mathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as "given" or "fixed" for students' expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

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Section: Making Sense Makes the Other Side Of Mathematical Practice Vmentioning

confidence: 99%

Problematizing teaching and learning mathematics as “given” in STEM education

Li¹,

Schoenfeld²

2019

IJ STEM Ed

Self Cite

190

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“…When the literature is reviewed, it is ascertained that there are studies about EMI which examine the process and students'-teachers' roles (Garnett 1992;Huang, Li & He, 2010;Kılıç 2010;Muschla, Muschla & Muschla 2010; Ontario Ministry of Education 2006; Smith & Geller 2004;Steedly, Dragoo, Afareh & Luke 2008;Trafton 1984). Yet, what is to be understood from EMI is not presented clearly.…”

Section: Effective Mathematics Instruction (Emi)mentioning

confidence: 99%

A Model Proposal on ICT Integration for Effective Mathematics Instruction

Yıldız¹

2015

HUJE

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ABSTRACT:The aim of this study is to present a model for an effective mathematics instruction with respect to how ICT integration is put into practice. The research was established on three bases as effective mathematics instruction, ICT integration and 5E learning cycle. A learning environment was created by grounding on these three elements. In this study, which was carried out in accordance with design-based research model, the participants were 47 preservice mathematics teachers. As data-collection tools, video-recordings, check-lists, and lesson plans were used. By the nature of design-based research model, data was collected during 12 weeks to enable the designs to be improved constantly, and it was analyzed instantly, consistently, retrospectively by means of frequency, percent and content analysis. As a result of the data analysis, it was revealed that the learning environment made a positive contribution to the process of preparing lesson plans aimed at providing ICT integration for effective mathematics instruction. When the realization process of ICT integration in prepared lesson plans has been investigated that 95 percent of 101 lesson plans of all weeks have been successful in terms of ICT integration. As a result, a model involving "PlanningImplementation-Evaluation" for implementing ICT integration was proposed.Keywords: ICT integration, Effective mathematics instruction, Preservice teachers, Design based research, 5E learning cycle ÖZ: Bu çalışmanın amacı etkili matematik öğretimi için BİT entegrasyonunun nasıl gerçekleştirilebileceğine ilişkin bir model önerisi ortaya koymaktır. Araştırma, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulmuştur. 12 hafta devam eden uygulama sürecinde bu üç öge temel alınarak bir öğrenme ortamı oluşturulmuştur. Tasarım tabanlı araştırma modeline uygun olarak yürütülen çalışmada katılımcılar, Bilgisayar Destekli Matematik Öğretimi dersini almakta olan 47 ilköğretim matematik öğretmen adayından oluşmuştur. Verilerin toplanmasında araştırmacılar tarafından geliştirilen kontrol listeleri, video kayıtları, öğrencilerin hazırladıkları ders planları, yansımalar ve anket kullanılmıştır. Tasarım Tabanlı araştırma modelinin doğası gereği, Tasarımların sürekli olarak iyileştirilebilmesi için 12 hafta boyunca veriler toplanmış ve her hafta toplanan veriler hemen, sürekli ve geriye dönük olarak frekans, yüzde ve içerik analizi yoluyla çözümlenmiştir. Verilerin analizi sonucunda, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulan öğrenme ortamının öğretmen adaylarının etkili matematik öğretimi için BİT entegrasyonunu sağlamaya yönelik ders planı hazırlama süreçlerine olumlu katkı sağladığı belirlenmiştir. Hazırlanan ders planlarında BİT entegrasyonunun gerçekleşme süreci incelendiğinde tüm haftalara ait 101 ders planından %95'inin BİTE açısından başarılı olduğu söylenebilir. Buradan yola çıkılarak etkili öğretim süreçleri gerçekleştirilebilmesi için BİT entegrasyonunun nasıl...

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“…Another qualitative study conducted by Strahan (1989) also indicates that more experienced teachers tend to have more various instructional strategies in teaching than less experienced teachers. Further, Huang, Li, and He (2010) also found that novice and experienced Chinese teachers have different concerns in teaching mathematics. Novice teachers concern more on the effectiveness of teachers' guidance, whereas experienced teachers concern more on the development of students' mathematical thinking and higher order thinking abilities.…”

Section: Experiences In Teaching Mathematicsmentioning

confidence: 95%

Capturing how students' abilities and teaching experiences affect teachers' beliefs about mathematics teaching and learning

Safrudiannur

Rott

2020

Teach. Math. Comput. Sci.

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We developed an instrument to investigate the effect of students' abilities and teaching experiences on teachers' beliefs about teaching and learning of mathematics. In this pilot study, we used the instrument to measure the beliefs of 43 Indonesian math teachers and five additional teachers. Then, for further investigation, we interviewed those five additional teachers. Results from the 43 teachers' responses to the instrument show that in contrast to teachers with less than five years of teaching, teachers with more than five years elicit significantly different beliefs about mathematics teaching and learning in different contexts related to students' abilities. Teachers' reports in the further investigation indicate that teaching experiences with high and low ability students in teaching mathematics could be a possible explanation of this contrast.

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What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers’ Views

Cited by 16 publications

References 27 publications

Problematizing teaching and learning mathematics as “given” in STEM education

Problematizing teaching and learning mathematics as “given” in STEM education

A Model Proposal on ICT Integration for Effective Mathematics Instruction

Capturing how students' abilities and teaching experiences affect teachers' beliefs about mathematics teaching and learning

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