Mathematical disposition of students’, teachers, and parents in distance learning: A survey

Abstract

This study reveals (1) the mathematical dispositions of students, teachers, and parents in distance learning, and (2) factors forming the mathematical dispositions of students, teachers, and parents in distance learning. The method used in this research is a survey-based qualitative descriptive analysis. The subjects of the study were 20 elementary school students, 20 elementary school teachers, and 20 parents who have elementary school-aged children (6 to 11 years). The research data were collected through questionnaires and interviews. The results showed that the level of students' mathematical dispositions in distance learning was at a moderate level, the parents' mathematical dispositions were at a moderate level but tended to below, while the teachers' mathematical dispositions were at a high level. There are three factors that need to be considered to determine a mathematical disposition, namely the presence or absence of a mathematical disposition, its direction, and its intensity. Meanwhile, an interactive learning atmosphere, fast feedback, the use of technology, and the right content are factors in forming mathematical dispositions. This supports the proposition that the disposition (students, teachers, parents) towards mathematics learning is influenced by rules and practices in schools, teacher-student relationships, and expectations that determine the learning climate.

The Effect of Mathematical Disposition on Basic Mathematical Abilities in the Online Learning

“…The results of the study show that online learning has problems in the form of network constraints, technical constraints, and difficulty adapting to online learning (Setiawan, Zauri, et al, 2022). The results of other studies also show that students' mathematical dispositions in distance learning are in the moderate category (Ulia & Kusmaryono, 2021). This means that another factor that also determines basic math skills is fluency in carrying out online learning.…”

Realistic mathematics education (RME) approach for primary school students' reasoning ability

“…It needs to be supported as a facilitator and role model in learning. Teachers must appear perfect in teaching concepts correctly (Ulia & Kusmaryono, 2021). What if the teacher cannot provide and deliver the correct concept to students?…”

Mathematical dispositions among Hong Kong mathematics pre-service teachers: a metaphor-based exploration

“…For example, the disposition measurement scale by Beyers (2011) splits mathematical dispositions into the cognitive, affective and conative functions, encompassing views, values, emotions and tendencies in thinking and behaviours. More recently, Ulia and Kusmaryono (2021) developed the Mathematical Disposition Questionnaire, including confidence, flexibility, perseverance, interest, inventiveness, appreciation, reflection and monitoring. Another approach is to adopt the qualitative approaches for exploring teacher dispositions, which include semi-structured interviews (Brownlee et al ., 2001), teachers’ reflective logs or journals (LaBelle and Belknap, 2016; Schussler et al ., 2010) and observational methods (Thornton, 2006).…”

“…However, although there have been several attempts by researchers to identify or measure teachers’ disposition either quantitatively (Beyers, 2011; Ulia and Kusmaryono, 2021) or qualitatively (Brownlee et al ., 2001; Thornton, 2006; Schussler et al ., 2010; LaBelle and Belknap, 2016), there is still no agreement on a uniform definition of teachers’ disposition. Metaphors are one method that researchers have employed to try to identify the attributes of teachers’ dispositions (Cassel and Vincent, 2011), and metaphors can allow people to re-describe and make sense of their own experiences.…”