The Relationship between Mathematics Teachers’ Teaching Approaches and 9th Grade Students’ Mathematical Self

Abstract

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade studentsí mathematical self. The study searched for the answers to three research questions: 1) the approaches prevailing in mathematics teachersí beliefs about effective teaching and self-reports about their classroom practices, 2) the qualitative and quantitative features of studentsí mathematical self and 3) the relationships between the teaching approaches supported by mathematics teachers, the indicators of their 9th grade studentsí mathematical self, teachersí sociodemographic indicators, and studentsí socio-demographic indicators. The outcomes of the study show that because of the complex structure of the phenomena, it is difficult to classify mathematics teachersí beliefs on teaching and their self-reported practice into theoretically predefined groups though the use of constructivism in a lesson has a more positive influence on studentsí mathematical self than mere support of the constructivist beliefs.

The Prospects of Transdisciplinary Approach to Promote Learners’ Cognitive Interest in Natural Science for Sustainable Development

“…It agrees with the studies suggesting that certain incomprehension (Flogie, Dolonec, & Aberek, 2015) and dualism (Briede, 2015) can be observed in the school practice concerning the organization of the process of teaching/learning nowadays. It actualizes the need for using the transdisciplinary approach.…”

“…The studies mentioned above indicate that there are problems concerning the development of learnersí cognitive interest; therefore, according to the principles of complex adaptive systems, to get a more complete picture of the real situation, it is necessary to overcome dualism (teaching versus learning, cognitive versus affective, and a learner versus a teacher), and consider phenomena from different angles taking contextual factors into account (Briede, 2015).…”

Journal of Teacher Education for Sustainability after the UN Decade of Education for Sustainable Development: Exploring for the Future

“…Similarly as in the previous analysis, the majority of articles (49 or 75.4%) represented some type of empirical papers, 9.2% of all papers integrated both novel theoretical ideas and empirical research (e.g., -ipilova, Ostrovska, Jermolajeva, Aleksejeva, & OÔeh-noviËs, 2017; SalÓte et al, 2016), while 15.4% of papers were conceived as theoretical elaboration on different subjects (e.g., Álvarez-García et al, 2015;Miedema & Bertram-Troost, 2015). With regard to the methodological priorities in empirical studies, exactly like in preceding exploration (Pipere et al, 2015), qualitative research was produced most often (29.2% of papers) (e.g., Carbach & Fischer, 2017;Ulavere & Tammik, 2017), followed by quantitative studies (26.2%) (e.g., Biasutti, De Baz, & Alshawa, 2016;Eslamian, Jafari, & Neyestani, 2017) and mixed methods research (20%) (e.g., Briede, 2016;Jurgena, CÁdere, & Kevia, 2018), showing certain increase in comparison with the previous period of analysis (16.7%). Only four papers (6.2%) contained case studies (e.g., Lekunze & Strom, 2017) in comparison with 13.9% in the previous analysis.…”

“…The next largest area of GAP represented in JTES (2015ñ2018) concerned the transformation of learning and training environments (n=20) as it was closely tied to the teaching discourse. This group can be illustrated by the papers related to technological environment (e.g., ìDigital Citizenship in the Afterschool Space: Implications for Education for Sustainable Developmentî by Howard, 2015), social environment at school (e.g., ìThe Resolution of Conflict between Teacher and Student: Studentsí Narrativesî by Ciuladiene & Kairiene, 2017), cognitive environment (e.g., ìThe Relationship between Mathematics Teachers Teaching Approaches and 9 th Grade Students Mathematical Selfî by Briede, 2016). At much less rate JTES has published papers related to acceleration of sustainable solutions at local level (n=4).…”

Utilizing Lesson Study in Improving Year 12 Students' Learning and Performance in Mathematics

“…Therefore, it is crucial that teachers are innovative in their teaching approaches. Despite so, implementation of new teaching approaches can be complex and unpredictable and when not executed properly, could lead to confusion for both teachers and students involved (Briede, 2016) [2]. Lesson Study is a form of teacher professional development that originated in Japan and has been cited as a key factor in the improvement of their Mathematics and Science education (Stigler & Hiebert, 1999) [3].…”