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Explore Jordanian mathematics teacher's perception of their professional needs Related to Mathematical Proficiency

Yıl 2021, , 93 - 114, 01.04.2021
https://doi.org/10.24331/ijere.835492

Öz

Mathematically proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning(National Research Council, 2001), and. The purpose of this study is to Jordanian mathematics teacher's perceptions of their professional needs Related to the Five Strands of Mathematical Proficiency and to search for the effect of teachers' demographic factors on their perceived needs. Participants included (171) teachers with varying qualifications and years of experience teaching at multiple grade levels schools in Jordan. The study uses a 35-item questionnaire to evaluate a teacher's professional development needs within five Strands of Mathematical Proficiency. The results offer more insight into mathematics teachers’ most essential needs in terms of specific knowledge and experience within different categories. This information aids in planning professional development programs and workshops that will meet teachers’ needs

Kaynakça

  • ACARA(2014). Australian curriculum: Senior secondary mathematics, general mathematics (rationale/aims). Retrieved from http://australian curriculum.org/seniorsecondary/mathematics/generalmathematics/rationaleaims.
  • Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it so special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554.
  • Barham, A., & Al-Khateeb, M. (2012). Students’ levels in the mathematical thinking skills for classroom teachers at the Hashemite University and its relation to their achievement in mathematics. The Educational Journal, 26(103), 277-312.
  • Bednarz, N., Fiorentini, D., & Huang, R. (2011). International approaches to the professional development of mathematics teachers. Ottawa: University of Ottawa Press. Conference Board of the Mathematical Sciences. (2012). The mathematical education of teachers II. Providence, RI: American Mathematical Society and Mathematical Association of America.
  • Council of Chief State School Initiatives (CCSSI). (2010). Common core state standards for mathematics. Washington, DC: Council Chief State Officers. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach. London: Sage Publications Ltd.
  • Davis, B. & Simmt, E. (2006). Mathematics-for-teaching: An ongoing investigation of mathematics that teachers (need to) know. Educational Studies in Mathematics, 61(3), 293-319. https://doi.org/ 10.1007/s10649-006-2372-4.
  • Evans, B. R. (2012). Editor’s perspective article: Problem-solving abilities and perceptions in alternative certification mathematics teachers. JNAAC, 7(2), 34-43.
  • Evans, B. R. (2014). Editor’s perspective article: Mathematics and science teaching for new alternative certificate teachers. JNAAC, 9(2), 44-48.
  • Fang, Q. (2012). A study on high school mathematics teachers’ mathematics professional literacy: What does high-quality mathematics teaching need? Journal of Mathematics Education, 5(1), 136-158.
  • Fuson, K. C. (1990). Conceptual structures for multiunit numbers: Implications for learning and teaching multidigit addition, subtraction, and place value. Cognition and Instruction, 7(4), 343-403. https://doi.org/10.1207/s1532690xci0704_4.
  • General Secretariat for Development Planning. (2008). Qatar National Vision 2030. Doha: GSDP.
  • Hiebert, J., Carpenter, Fennema, E., Fuson, Wearne, Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
  • Hill, H., & Ball, D. (2004). Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330-351. https://doi.org/10.2307/30034819.
  • Kaiser, G., Blömeke, S., König, J., Busse, A., Döhrmann, M., & Hoth, G. (2017). Professional competencies of (prospective) mathematics teachers—Cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 161-182. https://doi.org/ 10.1007/s10649-016-9713-8.
  • Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258-271. https://doi.org/10.1111/j.1949-8594.1999.tb17484.
  • Mundry, S. (2005). What experience has taught us about professional development National Network of Eisenhower Regional Consortia and Clearinghouse Network? Retrieved from http://citeseerx.ist.psu. edu/view doc/download?doi=10.1.1.520.4079&rep=rep1&type=pdf.
  • National Center for Education Statistics. (2012). Highlights from TIMSS 2011. Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context. Washington, DC: U.S. Department of Education.
  • National Center for Education Statistics. (2016). Highlights from TIMSS 2015. Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context. Washington, DC: U.S. Department of Education.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • National Research Council. (2001). Adding it up: Helping children learn mathematics. Washington, DC: The National Academies Press.
  • National Staff Development Council (1995). National staff development council’s standards for staff development. Oxford, OH: National Staff Development Council.
  • Pisa (2012). The Guardian. Retrieved from https://www.theguardian.com/news/ data blog/2013/dec/03/Pisa-results-country-best-reading-maths-science.
  • Polly, D. (2011). Examining teachers’ enactment of technological pedagogical and content knowledge (TPACK) in their mathematics teaching after technology integration professional development. Journal of Computers in Mathematics and Science Teaching, 30(1), 37-59.
  • Robinson, J., Shaver, P., & Wrightsman, L. (1991). Criteria for scale selection and evaluation in measures of personality and social psychological attitudes. New York: Academic Press. https://doi.org/10.1016/ B978-0-12-590241-0.50005-8.
  • Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the prospects study of elementary schools. Teachers College Record, 104, 1525-1567. https://doi.org/ 10.1111/1467-9620.00212.
  • Schoenfeld, A. H. (1988). Problem-solving in context(s). In R. I. Charles, & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (Research Agenda for Mathematics Education, Vol. 3, pp. 82-92). Reston, VA: National Council of Teachers of Mathematics.
  • SEC [Supreme Education Council] (2014). Education and training sector strategy 2011-2016: Executive summary. Doha: SEC Press.
  • Shriki, A., & Levy, I. (2011). Perceptions of Israeli mathematics teachers regarding their professional development needs. Professional Development in Education, 38(3), 411-433. https://doi.org/10.1080/ 19415257.2011.626062.
  • Shriki, A., & Patkin, D. (2016). Elementary school mathematics teachers’ perception of their professional needs. Teacher Development, 20(3), 329-347. https://doi.org/10.1080/13664530.2016.115 5476.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/ haer.57.1.j463w79r56455411.
  • Shulman, L. S. (2015). PCK: Its genesis and exodus. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 13-23). New York: Routledge.
  • Steele, M. D., & Rogers, K. C. (2012). Relationship between mathematical knowledge for teaching and teaching practice: The case of proof. Journal of Mathematics Teacher Education, 15(2), 159-180. https://doi.org/10.1007/s10857-012-9204-5.
  • Superfine, A. C., & Li, W. (2014). Developing mathematical knowledge for teaching teachers development of teacher educators. Issues in Teacher Education, 23(1), 113-132.
  • Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO: International Institution for Educational Planning.
  • Wood, Bower,., Brown, Skalicky, J., Donovan, Bloom, W. (2011). Professional development for teaching in higher education. International Journal of Mathematical Education in Science and Technology, 42(7), 997-1009. https://doi.org/10.1080/0020739X.2011.608864.
Yıl 2021, , 93 - 114, 01.04.2021
https://doi.org/10.24331/ijere.835492

Öz

Kaynakça

  • ACARA(2014). Australian curriculum: Senior secondary mathematics, general mathematics (rationale/aims). Retrieved from http://australian curriculum.org/seniorsecondary/mathematics/generalmathematics/rationaleaims.
  • Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it so special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554.
  • Barham, A., & Al-Khateeb, M. (2012). Students’ levels in the mathematical thinking skills for classroom teachers at the Hashemite University and its relation to their achievement in mathematics. The Educational Journal, 26(103), 277-312.
  • Bednarz, N., Fiorentini, D., & Huang, R. (2011). International approaches to the professional development of mathematics teachers. Ottawa: University of Ottawa Press. Conference Board of the Mathematical Sciences. (2012). The mathematical education of teachers II. Providence, RI: American Mathematical Society and Mathematical Association of America.
  • Council of Chief State School Initiatives (CCSSI). (2010). Common core state standards for mathematics. Washington, DC: Council Chief State Officers. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach. London: Sage Publications Ltd.
  • Davis, B. & Simmt, E. (2006). Mathematics-for-teaching: An ongoing investigation of mathematics that teachers (need to) know. Educational Studies in Mathematics, 61(3), 293-319. https://doi.org/ 10.1007/s10649-006-2372-4.
  • Evans, B. R. (2012). Editor’s perspective article: Problem-solving abilities and perceptions in alternative certification mathematics teachers. JNAAC, 7(2), 34-43.
  • Evans, B. R. (2014). Editor’s perspective article: Mathematics and science teaching for new alternative certificate teachers. JNAAC, 9(2), 44-48.
  • Fang, Q. (2012). A study on high school mathematics teachers’ mathematics professional literacy: What does high-quality mathematics teaching need? Journal of Mathematics Education, 5(1), 136-158.
  • Fuson, K. C. (1990). Conceptual structures for multiunit numbers: Implications for learning and teaching multidigit addition, subtraction, and place value. Cognition and Instruction, 7(4), 343-403. https://doi.org/10.1207/s1532690xci0704_4.
  • General Secretariat for Development Planning. (2008). Qatar National Vision 2030. Doha: GSDP.
  • Hiebert, J., Carpenter, Fennema, E., Fuson, Wearne, Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
  • Hill, H., & Ball, D. (2004). Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330-351. https://doi.org/10.2307/30034819.
  • Kaiser, G., Blömeke, S., König, J., Busse, A., Döhrmann, M., & Hoth, G. (2017). Professional competencies of (prospective) mathematics teachers—Cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 161-182. https://doi.org/ 10.1007/s10649-016-9713-8.
  • Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258-271. https://doi.org/10.1111/j.1949-8594.1999.tb17484.
  • Mundry, S. (2005). What experience has taught us about professional development National Network of Eisenhower Regional Consortia and Clearinghouse Network? Retrieved from http://citeseerx.ist.psu. edu/view doc/download?doi=10.1.1.520.4079&rep=rep1&type=pdf.
  • National Center for Education Statistics. (2012). Highlights from TIMSS 2011. Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context. Washington, DC: U.S. Department of Education.
  • National Center for Education Statistics. (2016). Highlights from TIMSS 2015. Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context. Washington, DC: U.S. Department of Education.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • National Research Council. (2001). Adding it up: Helping children learn mathematics. Washington, DC: The National Academies Press.
  • National Staff Development Council (1995). National staff development council’s standards for staff development. Oxford, OH: National Staff Development Council.
  • Pisa (2012). The Guardian. Retrieved from https://www.theguardian.com/news/ data blog/2013/dec/03/Pisa-results-country-best-reading-maths-science.
  • Polly, D. (2011). Examining teachers’ enactment of technological pedagogical and content knowledge (TPACK) in their mathematics teaching after technology integration professional development. Journal of Computers in Mathematics and Science Teaching, 30(1), 37-59.
  • Robinson, J., Shaver, P., & Wrightsman, L. (1991). Criteria for scale selection and evaluation in measures of personality and social psychological attitudes. New York: Academic Press. https://doi.org/10.1016/ B978-0-12-590241-0.50005-8.
  • Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the prospects study of elementary schools. Teachers College Record, 104, 1525-1567. https://doi.org/ 10.1111/1467-9620.00212.
  • Schoenfeld, A. H. (1988). Problem-solving in context(s). In R. I. Charles, & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (Research Agenda for Mathematics Education, Vol. 3, pp. 82-92). Reston, VA: National Council of Teachers of Mathematics.
  • SEC [Supreme Education Council] (2014). Education and training sector strategy 2011-2016: Executive summary. Doha: SEC Press.
  • Shriki, A., & Levy, I. (2011). Perceptions of Israeli mathematics teachers regarding their professional development needs. Professional Development in Education, 38(3), 411-433. https://doi.org/10.1080/ 19415257.2011.626062.
  • Shriki, A., & Patkin, D. (2016). Elementary school mathematics teachers’ perception of their professional needs. Teacher Development, 20(3), 329-347. https://doi.org/10.1080/13664530.2016.115 5476.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/ haer.57.1.j463w79r56455411.
  • Shulman, L. S. (2015). PCK: Its genesis and exodus. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 13-23). New York: Routledge.
  • Steele, M. D., & Rogers, K. C. (2012). Relationship between mathematical knowledge for teaching and teaching practice: The case of proof. Journal of Mathematics Teacher Education, 15(2), 159-180. https://doi.org/10.1007/s10857-012-9204-5.
  • Superfine, A. C., & Li, W. (2014). Developing mathematical knowledge for teaching teachers development of teacher educators. Issues in Teacher Education, 23(1), 113-132.
  • Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO: International Institution for Educational Planning.
  • Wood, Bower,., Brown, Skalicky, J., Donovan, Bloom, W. (2011). Professional development for teaching in higher education. International Journal of Mathematical Education in Science and Technology, 42(7), 997-1009. https://doi.org/10.1080/0020739X.2011.608864.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Khaled Alzubi

Yayımlanma Tarihi 1 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Alzubi, K. (2021). Explore Jordanian mathematics teacher’s perception of their professional needs Related to Mathematical Proficiency. International Journal of Educational Research Review, 6(2), 93-114. https://doi.org/10.24331/ijere.835492
AMA Alzubi K. Explore Jordanian mathematics teacher’s perception of their professional needs Related to Mathematical Proficiency. IJERE. Nisan 2021;6(2):93-114. doi:10.24331/ijere.835492
Chicago Alzubi, Khaled. “Explore Jordanian Mathematics teacher’s Perception of Their Professional Needs Related to Mathematical Proficiency”. International Journal of Educational Research Review 6, sy. 2 (Nisan 2021): 93-114. https://doi.org/10.24331/ijere.835492.
EndNote Alzubi K (01 Nisan 2021) Explore Jordanian mathematics teacher’s perception of their professional needs Related to Mathematical Proficiency. International Journal of Educational Research Review 6 2 93–114.
IEEE K. Alzubi, “Explore Jordanian mathematics teacher’s perception of their professional needs Related to Mathematical Proficiency”, IJERE, c. 6, sy. 2, ss. 93–114, 2021, doi: 10.24331/ijere.835492.
ISNAD Alzubi, Khaled. “Explore Jordanian Mathematics teacher’s Perception of Their Professional Needs Related to Mathematical Proficiency”. International Journal of Educational Research Review 6/2 (Nisan 2021), 93-114. https://doi.org/10.24331/ijere.835492.
JAMA Alzubi K. Explore Jordanian mathematics teacher’s perception of their professional needs Related to Mathematical Proficiency. IJERE. 2021;6:93–114.
MLA Alzubi, Khaled. “Explore Jordanian Mathematics teacher’s Perception of Their Professional Needs Related to Mathematical Proficiency”. International Journal of Educational Research Review, c. 6, sy. 2, 2021, ss. 93-114, doi:10.24331/ijere.835492.
Vancouver Alzubi K. Explore Jordanian mathematics teacher’s perception of their professional needs Related to Mathematical Proficiency. IJERE. 2021;6(2):93-114.

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