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Tuesday, July 21, 2020 | History

2 edition of Pupil perceptions of beliefs and practices of mathematics teachers in four secondary schools.. found in the catalog.

Pupil perceptions of beliefs and practices of mathematics teachers in four secondary schools..

Paul Robert Andrews

Pupil perceptions of beliefs and practices of mathematics teachers in four secondary schools..

by Paul Robert Andrews

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  • 15 Currently reading

Published by Wolverhampton Polytechnic in Wolverhampton .
Written in English


Edition Notes

Thesis (M.Ed.) Wolverhampton Polytechnic (CNAA), 1987.

ID Numbers
Open LibraryOL13807450M

  Students' ratings of mathematics teachers' enthusiasm questionnaire. Three items in the student questionnaire captured student perceptions of their mathematics teacher's enthusiasm: “Our mathematics teacher seems to really enjoy teaching”, “ is an enthusiastic teacher”, and “ is enthusiastic about the subject of mathematics”. Teacher A measured student success in defining vocabulary, whereas Teacher B measured student success in understanding, applying, and possibly doing science. The point is the same whether in science or in mathematics: we need to make sure that we are rigorously measuring and guiding student success relative to scientific and mathematical thinking.

  Teacher qualification contributes immensely to the pupils performance in ch has consistently shown that teachers’ content and pedagogical knowledge provide a basis for classroom on and Ladd () observes that,research studies have found that teachers more effectively teach and improve student achievement.   1. Introduction. The beliefs of teachers have been identified for some time as a challenge for the reform of mathematics instruction (Stipek, Givvin, Salmon, & MacGyvers, ).These beliefs are partly subject specific, related to the nature of school maths (Correa, Perry, Sims, Miller, & Fang, ).This study contributes to the international body of work by focusing on a small group of.

(). Beliefs, Attitudes and Practices in Mathematics Teaching: Perceptions of Scottish primary school student teachers. Journal of Education for Teaching: Vol. 29, No. 1, pp. The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. P.


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Pupil perceptions of beliefs and practices of mathematics teachers in four secondary schools. by Paul Robert Andrews Download PDF EPUB FB2

The purpose of this study was to investigate teachers’ perception and practice toward quality of education in secondary schools of Gondar. In order to attain this objective, the following questions were raised: how do teachers perceive quality education, what is the relationship between teachers’ perception process and their practice and the challenging constraints to quality of education.

Gender differences in mathematics: An overview Mathematics and gender (pp. 10 26) Effects of single-sex secondary schools on student achievement and attitudes Jan There was a moderate significant correlation between their mathematics beliefs and teaching practices.

Conclusion: The establishment of good mathematical beliefs would lead teachers to. The teaching practices of recognizing and responding to students’ ideas during instruction are often called formative assessment, and can be conceptualized by four abilities: designing formative.

They reported on the perceptions of teachers from infant, primary and secondary schools in England in relation to the importance of assessment activities, including AfL-type activities.

The result showed that students’ perception of teachers knowledge of subject matter, attitude to work have a significant effect on students’ performance.

Etuk, Afangideh and Uya () conducted a study on students’ perception of teachers’ characteristics and their attitude towards teaching of mathematics in Oron Education Zone, Nigeria. Therefore, teachers should provide opportunities for interactive learning in a supportive environment.

Attitudes and values mediate learning by filtering experiences and perceptions. Therefore, teachers should understand how student attitudes and values influence learning and help students build positive attitudes towards learning. teachers’ frequently treated their beliefs and perceptions as their knowledge and that teachers’ beliefs and perceptions had an impact on their experiences and practices in the classrooms.

In recent times, there has been considerable interest shown in the affective domain of mathematics education with research findings pointing out that. 5, 10th-graders, 2, mathematics teachers, and schools drawn from the National Educational Longitudinal Study of (NELS).

Of the various inputs studied, the only one found to make a difference was the proxy for college-level mathematics course taking, namely whether the teacher had majored in mathematics. previous research suggests that the beliefs and practices of female and male teachers may systematically d iffer (e.g.

Singer, ), so that TALIS must control for gender. From the perspective of education policy, however, it is even more relevant to look at the impact on teachers’ beliefs, practices and attitudes of professional background.

In the same research context, Alkharusi et al. (b) investigated how teachers' classroom assessment practices and students' perceptions of classroom assessment tasks related to student academic.

This survey research was designed to identify the secondary mathematics teachers’ quality of teaching. Specifically, this study focused on students’ perception, based on genders on the quality of teaching of their secondary mathematics teachers and, its relationship with the former’s mathematics achievement.

This research was carried in four different schools: two all boys’ secondary. The analysis of the teachers’ professional performance cannot ignore their perceptions, attitudes and job satisfactions.

The present study has the following objectives: 1. to examine the relation between teachers’ perceptions of their profession, job satisfaction and mentality towards work; 2. to investigate whether are differences in the job satisfaction and mentality towards work.

teachers in urban secondary schools and mathematics teachers in rural secondary schools in England. The results from the study have provided a clear indication that there are statistically significant differences of perceptions between mathematics teachers in urban secondary schools and mathematics teachers in rural secondary schools in England.

translate to good grades. The findings also show that perceptions and beliefs, perceived learning abilities and competencies and previous performances of students in mathematics affected their level of motivation leading to low outcomes.

The study recommends the use of varied instructional strategies by the teachers, which. Sawamura (), the process quality is therefore the quality of the teacher-pupil interaction in the teaching learning process. This study therefore sought to investigate the influence of selected teacher background characteristics and instructional practices on the academic achievement of secondary schools in Nyandarua County.

Drawing on data analyses from a recent, large survey of teaching and learning mathematics in secondary schools, the article: (a) demonstrates and validates two new measures of perceptions of transmissionist practices, as experienced from students’ and teachers’ perspectives, (b) investigates the comparability of these two measures, and (c.

Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge Implementation of cooperative learning: differences in teachers’ attitudes and beliefs.

Veldman, M. Van Kuijk, S. Doolaard Teachers’ perceptions of how principals use new. STEM Integration: Teacher Perceptions and Practice. Abstract. To gain a better understanding of teachers’ beliefs about, perceptions of, and classroom practices using STEM integration, a multi-casecase study was conducted with three middle school teachers.

These. Using this information regarding teachers’ beliefs about mathematics and how they affect the teachers’ classroom practices, one can address the question of whether these beliefs and practices affect student beliefs. If students’ beliefs can be positively influenced by their teachers.

Assessment Practices: Student’s and Teachers’ Perceptions of Classroom Assessment Sayed Ahmad Javid Mussawy Assessment, defined as “a systematic process for gathering data about student achievement,” is an essential component of teaching (Dhindsa, Omar, & Waldrip,p.

).the student perceptions of teacher leadership style and how these perceptions affect students’ academic performance. Four selected secondary schools in Ikeja Local Government Area of Lagos State were used as case study.

One hundred students were randomly selected from these schools. Four hypotheses were developed to test the.The findings also make clear that supportive teachers and clear and high expectations about behavior are key to the development of both student engagement and perceived compe-tence.

This study suggests that the earlier schools and teachers begin to build students’ confi-dence in their ability to do well, the better off students will be.