Teachers’ choice of using practical activities - a hierarchical classification attempt
Journal Title: European Journal of Science and Mathematics Education - Year 2015, Vol 3, Issue 4
Abstract
From a system theoretically grounded point of view, a hierarchy of primary and secondary impact factors influencing the mathematics teacher’s choice to use practical activities in mathematics teaching is suggested initially in the article. A study, based on qualitative responses from mathematics teachers, then gives grounds for suggesting that a hierarchy of impact factors regarding the choice to use a practical activity in mathematics teaching must include more than just a binary clustering of primary and secondary impact factors. The teacher’s everyday life experience, knowledge of pupils’ everyday life experience, and the teacher’s conscience are suggested examples of impact factors that might call for the introduction of a new level, as they are primary impact factors that seem to depend on adaptation to responses at the secondary impact factor level. This coincides with demands for strengthening of mathematical literacy in school mathematics and more independence for the teacher when it comes to teaching of mathematics.
Authors and Affiliations
Frode Olav Haara| Faculty of teacher education and sports, Sogn og Fjordane University College, Sogndal, Norway For correspondence: frode.olav.haara@hisf.no
Keywords
Related Articles
- EP ID EP8074
- DOI -
- Views 422
- Downloads 27
Secondary students’ attitudes to animal research: examining the potential of a resource to communicate the scientist’s perspective
A DVD resource that provided a scientist’s perspective on the use of animals in research and teaching was evaluated with a questionnaire that asked students’ views pre and post their access to the resource. Thirty-nine s...
Effects of multiple choice options in mathematics learning
In recent years, the ability to use mathematics flexibly in everyday situations is increasingly accentuated, and mathematics education gives more and more attention to problems with realistic contexts. However, it is re...
Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group
The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed atproviding teachers an alternative approach for teaching...
The science-technology-society framework for achieving scientific literacy: an overview of the existing literature
This literature review intends to highlight some of the critical research that has been synthesized on the perspectives of both teachers and students and their attitudes to teaching and learning in an STS-themed learning...
Towards exploring expertise in mathematics education research: What are the requirements and duties of the researchers?
While considerable resources are invested in mathematics educational research and in nurturing future scholars, little is known about expertise in this field. In this paper, we explore the requirements and duties of math...