INFORMING THE PRACTICE OF MATHEMATICS TEACHING IN THE UPPER PRIMARY CLASSES

Year 2014, Volume: 1 , 73 - 78, 31.05.2014

Masitah Shahrıll Nor Azura Hajı Abdullah Hajah Jamilah Hj Mohd Yusof Hj Ade Shahrin Hj Suhaılı

Abstract

In a nationwide study conducted in Brunei Darussalam,
a survey was given to 322 Mathematics teachers teaching upper primary classes
in all government primary schools. One of the aims of the study was to examine
the professional practice of teachers in relation to the teaching of
Mathematics including the teachers’ understanding of the curriculum and their sense of preparedness
in the teaching of primary Mathematics topics. From the findings, 44.3% of
teachers recorded a high understanding of the new reformed curriculum goals.
However, only 20.2% indicated their degrees of success in the implementation.
In relation to the teachers’ sense of preparedness, the primary Mathematics
teachers rated themselves as well prepared in teaching majority of the topic
areas listed under Number and Operations, Measurement, Geometry and Statistics
(between 83% to 96%). While the teachers’ preparedness to teach Algebra (77.0%)
and Mathematical Thinking and Problem Solving (65.2%) were not as encouraging.

Keywords

Mathematics Teaching; Upper Primary, Newly Reformed Education Curriculum; Teachers’ Preparedness, Brunei Darussalam

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