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Teachers' views about mathematics
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This study explores the views of mathematics teachers at Assosa University regarding effective mathematics teaching. The study used a case study method as a mode of inquiry through semi-structured interviews with five mathematics teachers at Assosa University. The data were analyzed thematically. The results showed that mathematics teachers view me...
Context in source publication
Context 1
... there is a range of responses from teachers when asked to answer the same question. Some define mathematics in terms of practical application, as seen in Table 5, which outlines the perspectives of the five university mathematics teachers. Typically, when discussing the nature of mathematics, teachers highlight their relationship with real-world problems and how they can be used as a useful tool for efficient problem solving. ...Citations
... A number of other studies have shown that teachers' beliefs about mathematics have a powerful impact on the practice of teaching (Charalambos, Philippou & Kyriakides, 2002;Ernest, 1988Ernest, , 2000Golafshani, 2002;Putnam, Heaton, Prawat, & Remillard, 1992;Teo, 1997). McLeod (1992) states that, "the role of beliefs is central in the development of attitudinal and emotional responses to mathematics" (p. ...
More than half of Australian primary teachers have negative feelings about mathematics (Carroll, 1998). This research study investigates whether it is possible to change negative beliefs and anxieties about mathematics in preservice student teachers so that they can perceive mathematics as a subject that is creative and where discourse is possible (Ernest, 1991). In this study, sixteen maths-anxious preservice primary education student teachers were engaged in computer-mediated collaborative open-ended mathematical activities and discourse. Prior to, and after their mathematical activity, the students participated in a short thirty-second Online Anxiety Survey based on ideas by Ainley and Hidi (2002) and Boekaerts (2002), to ascertain changes to their beliefs about the various mathematical activities. The analysis of this data facilitated the identification of key episodes that led to the changes in beliefs. The findings from this study provide teacher educators with a better understanding of what changes need to occur in pre-service mathematics education programs, so as to improve perceptions about mathematics in maths-anxious pre-service education students and subsequently primary mathematics teachers.
