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Curricular Perspectives of Selected Mathematics Teachers: A Descriptive Cross-Sectional Non-Experimental Research

Year 2021, Volume: 2 Issue: 3, 159 - 175, 13.12.2021

Abstract

The method that was used in this study was a descriptive cross-sectional method of research. Descriptive non- experimental research, in which the primary focus for the research is to describe some phenomenon or to document its characteristics. Such studies are needed in order to document the status quo or do a needs assessment in a given area of interest. Cross-sectional research, in which data are collected at one point in time, often in order to make comparisons across different types of respondents or participants.

Based on the results and discussion, profile of the respondents in terms of sex, years in the service, and highest educational attainment shows connection in mathematics curriculum perspective based on purpose, teaching, learning, content, and assessment of mathematics were mostly learner-centered ideologists and social reconstruction ideologists.

References

  • Cotti, R & Schiro, M. (2004). Connecting teacher beliefs to the use of children’s literature in the teaching of mathematics. Journal of Mathematics Teacher Education, 7: 329–356.
  • Duru, A. & Korkmaz, H. (2010). Teachers’ views about a new mathematics curriculum and difficulties encountering curriculum change. Hacettepe University Journal of Education. 38: 67-81.
  • Ignacio Jr, A. G., & Reyes, J. D. (2017). Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model. Asia Pacific Journal of Multidisciplinary Research, 5(1).
  • Lave, J. and E. Wenger (1991), Situated Learning, Cambridge University Press, New York.
  • Machemer, P.L. and Crawford, P. (2007). ‘Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom’. In: Active Learning in Higher Education, 8:1, pp.9-30.
  • Oliver, C. and P.C. Lippman (2007), “Examining space and place in learning environment”, paper presented at the CONNECTED International Conference on Design Education, 9-12 July, University of New South Wales, Sydney, Australia.
  • Reyes J.D., (2019d). A Phenomenological Dimension. Journal of Humanities and Education Development (JHED), 2019. Vol. 1, no. 1, pp. 22–34. URL: https://mail.theshillonga.com/index.php/jhed/article/view/9/4
  • Reyes, J. D. (2019c). Team-Pair-Solo: An Experimental Approach in Teaching Random Variables and Discrete Probability Distributions. Journal of Humanities and Education Development (JHED), 1(1), 35-45.
  • Reyes, J. D., (2019a). Increasing Self-efficacy and Alleviating Anxiety using Touch Math and Instructional Games: An Intervention for Low Performing Seventh Graders. Journal of Humanities and Education Development (JHED). ISSN: 2581-8651. Vol-1, Issue-2, Mar – Apr 2019. Retrieved from https://theshillonga.com/index.php/jhed/article/view/13
  • Reyes, J. D., (2019b). Mathematical Performance of Freshman Students’ vis-à-vis Admission test Results. Journal of Humanities and Education Development (JHED). ISSN: 2581-8651. Vol-1, Issue-3, May – Jun 2019. Retrieved from https://dx.doi.org/10.22161/jhed.1.3.5
  • Reyes, J. D., (2021a). Effectiveness of Concrete-Representational-Abstract sequence of instruction in probability on select-groups of eight graders. International Journal of Multidisciplinary Research and Growth Evaluation. Volume 2; Issue 1; January-February; 2021; Page No. 438-443.
  • Reyes, J. D., (2021b). An Experimental Research on Traditional and Collaborative Approaches of Selected Groups of Grade Eight Learners in a Sample of Secondary School. International Journal of Advances in Engineering and Management (IJAEM), Volume 3, Issue 1 Jan-Feb 2021, pp: 557-567.
  • Reyes, J. D., Insorio, A. O., Ingreso, M. V., Holario, F. F., & Gutierres, C. R., (2019). Conception and Application of Contextualization in Mathematics Education. International Journal of Educational Studies in Mathematics, 2019, 6(1), 1-18. Retrieved from https://dergipark.org.tr/en/download/article-file/664590
  • Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: the roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107-120.
  • Schiro MS (2008). Curriculum theory: Conflicting visions and enduring concerns. Los Angeles, CA: Sage Publications.
  • Schiro, M. (1978). Curriculum for better schools: The great ideological debate. Englewood Cliffs, NJ: Educational Technology Publications.
  • Schiro, M. (1992). Educators’ perceptions of changes in their curriculum belief systems over time. Journal of Curriculum and Supervision, 7 (3), 250–286.
  • Slethaug, G. (2007). Teaching abroad international education and the cross-cultural classroom. Hong Kong University Press.
  • Vars, G. F. (1991). Integrated curriculum in historical perspective. In Abstracts International (Vol. 20, pp. 1830-1831).
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press. (Original work published in 1934).
  • Wallace, C. S. & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. J. Curriculum Studies, 43(3): 357–381.
  • Weiss, A. (2007). “Creating the Ubiquitous Classroom: Integrating Physical and Virtual Learning Spaces, in the International Journal of Learning, Vol. 14, No 3, www. Learning-Journal.com.

Matematik Öğretmenlerinin Müfredat Perspektifleri: Tanımlayıcı Kesitsel Deneysel Olmayan Bir Araştırma

Year 2021, Volume: 2 Issue: 3, 159 - 175, 13.12.2021

Abstract

Bu çalışma, matematiğin amacı, matematiğin öğretimi ve öğrenimi, matematiğin içeriği ve matematiğin betimsel bir yöntemle değerlendirilmesi açısından matematik öğretmenlerinin matematik müfredatı perspektiflerine yönelik değerlendirmelerini incelemeyi amaçlamıştır. Araştırma deneysel olmayan araştırma desenlerinden kesitsel araştırma modelinde tasarlanmıştır. Araştırmaya, matematik müfredat perspektifleriyle ilgili bir bağlantısı olup olmadığını belirlemek için, ortaokullarda görev yapan 150 matematik öğretmeni katılmıştır. Araştırmanın verileri, öğretmenlerin müfredata yönelik bakış açılarını belirlemek için Schiro (1978) tarafından geliştirilen bir anket aracılığıyla toplanmıştır. Sonuç olarak matematik öğretmenleri matematiğin amacına yönelik, çoğunluğu öğrenen merkezli olduğunu düşündüğü, matematiğin öğrenimi konusunda ise modal sosyal verimlilik ideologu, içerik konusunda ise matematiğin çoğu, sosyal yeniden yapılanma ideologlarıydı ve matematiğin değerlendirilmesinde, akademisyen akademik ideologlardı. Bu çalışmanın bulgularının matematik öğretmenliği eğitimine yönelik müfredat hazırlama ve geliştirmede bir referans olarak kullanılabileceğini düşündürmektedir.

References

  • Cotti, R & Schiro, M. (2004). Connecting teacher beliefs to the use of children’s literature in the teaching of mathematics. Journal of Mathematics Teacher Education, 7: 329–356.
  • Duru, A. & Korkmaz, H. (2010). Teachers’ views about a new mathematics curriculum and difficulties encountering curriculum change. Hacettepe University Journal of Education. 38: 67-81.
  • Ignacio Jr, A. G., & Reyes, J. D. (2017). Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model. Asia Pacific Journal of Multidisciplinary Research, 5(1).
  • Lave, J. and E. Wenger (1991), Situated Learning, Cambridge University Press, New York.
  • Machemer, P.L. and Crawford, P. (2007). ‘Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom’. In: Active Learning in Higher Education, 8:1, pp.9-30.
  • Oliver, C. and P.C. Lippman (2007), “Examining space and place in learning environment”, paper presented at the CONNECTED International Conference on Design Education, 9-12 July, University of New South Wales, Sydney, Australia.
  • Reyes J.D., (2019d). A Phenomenological Dimension. Journal of Humanities and Education Development (JHED), 2019. Vol. 1, no. 1, pp. 22–34. URL: https://mail.theshillonga.com/index.php/jhed/article/view/9/4
  • Reyes, J. D. (2019c). Team-Pair-Solo: An Experimental Approach in Teaching Random Variables and Discrete Probability Distributions. Journal of Humanities and Education Development (JHED), 1(1), 35-45.
  • Reyes, J. D., (2019a). Increasing Self-efficacy and Alleviating Anxiety using Touch Math and Instructional Games: An Intervention for Low Performing Seventh Graders. Journal of Humanities and Education Development (JHED). ISSN: 2581-8651. Vol-1, Issue-2, Mar – Apr 2019. Retrieved from https://theshillonga.com/index.php/jhed/article/view/13
  • Reyes, J. D., (2019b). Mathematical Performance of Freshman Students’ vis-à-vis Admission test Results. Journal of Humanities and Education Development (JHED). ISSN: 2581-8651. Vol-1, Issue-3, May – Jun 2019. Retrieved from https://dx.doi.org/10.22161/jhed.1.3.5
  • Reyes, J. D., (2021a). Effectiveness of Concrete-Representational-Abstract sequence of instruction in probability on select-groups of eight graders. International Journal of Multidisciplinary Research and Growth Evaluation. Volume 2; Issue 1; January-February; 2021; Page No. 438-443.
  • Reyes, J. D., (2021b). An Experimental Research on Traditional and Collaborative Approaches of Selected Groups of Grade Eight Learners in a Sample of Secondary School. International Journal of Advances in Engineering and Management (IJAEM), Volume 3, Issue 1 Jan-Feb 2021, pp: 557-567.
  • Reyes, J. D., Insorio, A. O., Ingreso, M. V., Holario, F. F., & Gutierres, C. R., (2019). Conception and Application of Contextualization in Mathematics Education. International Journal of Educational Studies in Mathematics, 2019, 6(1), 1-18. Retrieved from https://dergipark.org.tr/en/download/article-file/664590
  • Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: the roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107-120.
  • Schiro MS (2008). Curriculum theory: Conflicting visions and enduring concerns. Los Angeles, CA: Sage Publications.
  • Schiro, M. (1978). Curriculum for better schools: The great ideological debate. Englewood Cliffs, NJ: Educational Technology Publications.
  • Schiro, M. (1992). Educators’ perceptions of changes in their curriculum belief systems over time. Journal of Curriculum and Supervision, 7 (3), 250–286.
  • Slethaug, G. (2007). Teaching abroad international education and the cross-cultural classroom. Hong Kong University Press.
  • Vars, G. F. (1991). Integrated curriculum in historical perspective. In Abstracts International (Vol. 20, pp. 1830-1831).
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press. (Original work published in 1934).
  • Wallace, C. S. & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. J. Curriculum Studies, 43(3): 357–381.
  • Weiss, A. (2007). “Creating the Ubiquitous Classroom: Integrating Physical and Virtual Learning Spaces, in the International Journal of Learning, Vol. 14, No 3, www. Learning-Journal.com.
There are 22 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Joseph Reyes 0000-0001-5632-8898

Gino A. Cabrera This is me 0000-0002-8119-0779

Norberto D. Ocampo This is me

Publication Date December 13, 2021
Acceptance Date October 8, 2021
Published in Issue Year 2021 Volume: 2 Issue: 3

Cite

APA Reyes, J., Cabrera, G. A., & Ocampo, N. D. (2021). Curricular Perspectives of Selected Mathematics Teachers: A Descriptive Cross-Sectional Non-Experimental Research. Eurasian Journal of Teacher Education, 2(3), 159-175.

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