B List of teacher grade levels and topics discussed 135 C Initial list of indicators for beliefs Questionnaire 139. I Summary of participant responses to the content knowledge focused beliefs questionnaire.
Introduction
One important study by Ibe (1995) found that poor student performance was the result of teachers' insufficient knowledge of content and strategies. Therefore, it is worth paying attention to the beliefs and practices of teachers in the classroom.
Review of Related Literature
This view of teaching naturally follows from the conception of the nature of mathematics as Platonist. The aim of the teachers here is for the students to acquire conceptual understanding with unified knowledge.
The Research Paradigm
This study is an exploratory investigation into the beliefs and practices of the elementary teachers in the high and low performing schools in Metro Manila. In this study, the beliefs of the participants are reflected by their answers in the belief questionnaires.
METHODOLOGY
- Research Design
- The Participants of the Study
- The Instruments
- Procedure
The questionnaire was shown to the adviser and two members of the mathematics faculty of PNU. The teacher's activities from the beginning of the lesson to the assessment were detailed.
Schedule of Classroom Observations
Data Analysis Procedure
- Beliefs of the teacher-participants
- Beliefs of the teacher participants based on the beliefs questionnaires focused on the goals of math education, nature of math teaching, and nature of math
H2o: The respondents' average scores in the IMT and SBS beliefs in terms of nature of mathematics teaching are the same. H2A: The respondents' mean scores in the IMT and SBS beliefs in terms of nature of mathematics teaching are not the same. H3A: The respondents' mean scores in the IMT and SBS beliefs in terms of the nature of mathematics learning are not the same.
H8o: The LPS respondents' average scores in the IMT and SBS beliefs in terms of nature of mathematics teaching are the same. H9o: The LPS respondents' mean scores in the IMT and SBS beliefs in terms of nature of mathematics learning are the same.
SMT beliefs
Beliefs of the teacher-participants focused on content knowledge For this purpose, answers of the teacher-participants on the open-ended
Just looking at the data in Table 17, there was a difference of 0.10 between the mean scores of the HPS and LPS teachers. Result of W-test for content knowledge beliefs for HPS and LPS teachers' mean rank. The result reveals that there is no significant difference between the substantive beliefs of the teachers from both groups.
Although the previous analysis implies that the teacher-participants rely heavily on the DECS-PELC for the content and order of topics, the interview results suggest that the teachers do not follow the PELC if it conflicts with their existing beliefs. In the case of participating teachers, unless the rationale for teaching decimals first before fractions is clear to them, they cannot attempt to implement the suggested sequence review in PELC.
Results of the interview
Question #2: (For those who answered yes to #1): What/Who influenced you to hold such beliefs. All participants said their beliefs were acquired through experiences as students; and these beliefs were confirmed through experiences as mathematics teachers. The beliefs they gained through their own experiences as students were carried forward as they assumed their roles as teachers.
Despite DECS-PELC recommendations, 4th grade teachers still chose to teach fractions first because they believe (through their own experiences) that the order of teaching rational numbers is to teach fractions first, before decimals. This finding further supports Civil's (1992) notion that (novice) teachers conform to teaching the way they were taught.
The practices of teachers
- The practices of teachers based on the COC
- Comparison of the observed practices in the two groups Considering the indicators listed in the COC, teachers from both groups
- Practices common to most participants of both groups
- Differences in the practices of the two groups of teachers
- Other observed differences
- Results of the interview
The teacher did not encourage the students to ask questions (both to him and to other students). The teacher encouraged the students to follow the traditional procedure in solving problems so that they could complete the task in the shortest possible time. The teacher asked the students about the application of the concept to real life situations or how the concept relates to the other concepts.
The teacher asked the students to remember how the area of a rectangle can be solved. When they have outlined these changes, we believe it is for the benefit of students.
Relationship between teachers’ beliefs and practices
Furthermore, since no relationship was found when the participants were grouped in terms of the performance level of their schools, then it is a possibility that the school culture has a direct influence on how the activities in the.
Lengths of Mathematics-Teaching Experiences of Teachers
- Relationship between length of math-teaching experiences and beliefs of teachers
- Relationship between the lengths of math-teaching experience and practices of teachers
Furthermore, HPS teachers are more heterogeneous in terms of mathematics teaching years compared to LPS teachers. To determine whether a relationship exists between the length of mathematics instruction and teachers' beliefs, Spearman's rho was employed. When grouped accordingly, LPS teachers' length of mathematics teaching experience was found to be negatively and significantly related to SMT-over-all, SMT-Goal, and SMT-Learning.
Similar trends were found when the LPS teachers' length of mathematics teaching experience was correlated with their IMT beliefs. In order to determine the degree of relationship between the length of mathematics education and practices of teachers, the correlation coefficients were calculated.
Seminars/workshops attended by the Teacher-participants
- Relationship between the degree of exposure in seminars and beliefs of teachers To determine if correlation exists between the degree of exposure to seminars and
- Relationship of degree of exposures in seminars and practices of teachers To determine if correlation exists between the degree of exposure to seminars and
Based on the results in Table 30, the mean score of the teachers' attendance at seminars and workshops is 18.81 while the SD is 23.12. Relationship between the degree of exposure in seminars and beliefs of teachers To determine whether correlation exists between the degree of exposure to seminars and To determine whether correlation exists between the degree of exposure to seminars and beliefs of teachers, is Spearman rho employed. It may also imply that the teachers become passive participants in seminars and training, although they participate, that exposure is not really enough for teachers to change their attitude towards mathematics teaching and learning.
The relationship between the degree of exposure in seminars and the teachers' practice In order to determine whether there is a relationship between the degree of exposure to seminars and To determine whether there is a relationship between the degree of exposure to seminars and the teachers' practice, correlation coefficients were calculated. Thus, the teachers' practice cannot be attributed to their exposure to mathematics seminars, and the seminars that the teachers attended from either group's teachers did not influence them to make their practice lean more towards either IMT or SMT the traditions.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
While the HPS teachers' practices lean towards IMT, the LPS teachers' . practices tend towards SBS. Meanwhile, when grouped accordingly, the HPS teachers' beliefs about the nature of mathematics learning lean toward IMT, while those of the LPS teachers lean toward SBS. When grouped accordingly, the HPS teachers' practices lean toward IMT while those of the LPS teachers lean toward SBS.
On the other hand, LPS teachers' length of mathematics teaching is significantly related to SMT-Over all, SMT Goal and SMT Learning. Similar results were obtained when participants' level of exposure to seminars is correlated with teachers' practices.
BIBLIOGRAPHY
Effectiveness of a school-based professional development program for secondary mathematics teachers in the Philippines. Talk presented at the National Science Education Congress, National Academy of Science and Technology, UP-STTI Auditorium, Quezon City. Teachers' instructional behavior related to their conceptions of teaching and mathematics and their level of dogmatism: Four case studies.
A study of mathematics teachers' foundations of knowledge (a preliminary investigation). Paper presented at the annual meeting of the American Educational Research Association, San Francisco. The effect of increased teaching time on students' performance in mathematics." Paper presented at the International Convention on Teacher Education, Manila Hotel.
At the end of a mathematics class, students should be able to …
Circle the number that corresponds to your answer on the following scale: 1 – (SD) I strongly disagree; 2 – (D) Disagree; 3 – (NDA) I neither agree nor disagree; 4- (A) I agree; 5 (SA) I completely agree.
Effective mathematics classes involve …
Effective mathematics classes involve …
Looking around, they would recognize that the things around them are different plane figures. They could identify the figures around them. Skills needed by the students. to learn the subject. They can calculate the areas of plane figures, given the dimensions of the sides.
They know how to calculate the areas of a parallelogram and a circle... a parallelogram and a circle. solving involving quantities.
Preliminary Activities
Developmen tal
If the student's answer is incomplete, the teacher considers it wrong and just calls on another student. If the student's answer is incomplete, the teacher helps him to interpret his response, allows him to defend/justify his thought/idea. If the student's answer is wrong, the teacher ignores it and calls on another student.
If the student's answer is wrong, the teacher notes it down and addresses it properly by giving leading questions. If the student's answer is correct, the teacher simply accepts it and continues with the lesson.
Post- Activities
The teacher encourages the students to memorize the correct solution equations for different types of. The teacher encourages the students to pose their problems.. 39) source of questions for discussion. If the result is correct, the teacher encourages students to explain their work, even in Filipino.
If the work is wrong, the teacher facilitates the discussion so that the students realize what was wrong in the solution. The teacher or student simply writes the correct answers on the board and the students check the assignment.
Developmental Activities
If the student's answer is incomplete/ . incorrect, the teacher considers it wrong and simply calls another student. If the student's answer is incomplete/incorrect, the teacher helps him interpret his answer, allows him to defend/justify his opinion/idea. If the student's answer is wrong, the teacher ignores it and calls another student, or the teacher immediately corrects the false statement made by the students.
If the student's answer is incorrect, the teacher uses the opportunity to clarify the concept by asking leading questions. The teacher does not encourage students to ask questions, either to him or to the other students.
Post-Activities
Are your current beliefs about the nature of mathematics, its learning and teaching the same as those you believed a few years ago. Are the practices you used in teaching mathematics the same as the practices you used a few years ago. Is there a possibility in the future that you will change your practices in teaching mathematics.
