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Articles 60091 - 60092 of 60092
Full-Text Articles in Entire DC Network
Teacher Expectations Of Student Strategies For Algebra Problems, Vesife Hatisaru, Olivia Johnston, Julia Collins, Wendy Harmon
Teacher Expectations Of Student Strategies For Algebra Problems, Vesife Hatisaru, Olivia Johnston, Julia Collins, Wendy Harmon
Research outputs 2022 to 2026
This paper investigates the expectations that a group of preservice secondary mathematics teachers had for how students would approach four particular algebra problems. Their responses to a set of open-ended items were content analysed. Findings show that the teachers ranged in the expectations that they held for their students. Some teachers expected their students would approach the problems with more sophisticated problem-solving strategies, but many of the teachers expected that the students would only use less desirable “guess-and-check” strategies. We believe teachers’ expectations for student strategies for problem-solving is a topic that warrants further investigation.
Secondary Mathematics Teachers’ Mathematical Competence, Vesife Hatisaru, Julia Collins, Steven Richardson, Constantine Lozanovski
Secondary Mathematics Teachers’ Mathematical Competence, Vesife Hatisaru, Julia Collins, Steven Richardson, Constantine Lozanovski
Research outputs 2022 to 2026
Whilst educational goals in recent years for mathematics education are foregrounded the development of mathematical competencies, little is known about mathematics teachers’ competencies. In this study, a group of practising teachers were asked to solve an algebra problem, and their solutions were analysed to determine the competencies apparent (or, equally importantly, absent) in these solutions. The most demonstrated competencies were devising strategies and mathematising, whilst communication and reasoning were mostly missed. The research provides a detailed methodology on how mathematical competencies can be assessed in the context of problem solving.