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Preservice Secondary Mathematics Teachers' Perceptions Of Proof In The Secondary Mathematics Classroom, Gregory S. C. Hine, Kristin Lesseig, Kaleinani S. Boardman
Preservice Secondary Mathematics Teachers' Perceptions Of Proof In The Secondary Mathematics Classroom, Gregory S. C. Hine, Kristin Lesseig, Kaleinani S. Boardman
Gregory S.C. Hine
Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) view proof and the teaching of proof. The purpose of this survey research was to investigate how PSMTs in Australia and the United States perceive of proof in the context of secondary mathematics teaching and learning. PSMTs were able to outline various mathematical and pedagogical aspects of proof, including: purposes, characteristics, reasons for teaching, and imposed constraints. In addition, PSMTs attended to differing, though overlapping, features of proof when asked to determine the extent …
Readiness To Teach Secondary Mathematics: A Study Of Pre-Service Mathematics Teachers’ Self-Perceptions, Gregory S. C. Hine, Thuan Thai
Readiness To Teach Secondary Mathematics: A Study Of Pre-Service Mathematics Teachers’ Self-Perceptions, Gregory S. C. Hine, Thuan Thai
Gregory S.C. Hine
This study evaluated pre-service teachers’ (PSMTs) perceptions of their own readiness to teach secondary mathematics. The study was conducted at an Australian university across two campuses, in different states. Specifically, PSMTs’ perceptions of their preparedness were explored in terms of mathematical content knowledge, pedagogical content knowledge, and mathematical knowledge for teaching. Findings indicate that while the majority of participants feel that they have the requisite content knowledge to confidently teach Lower School secondary mathematics, further training is required to develop their content and pedagogical knowledge, especially for upper secondary mathematics.
Student Leadership Program Evaluations: A Longitudinal Case Study, Gregory S. C. Hine
Student Leadership Program Evaluations: A Longitudinal Case Study, Gregory S. C. Hine
Gregory S.C. Hine
Despite the importance of adolescent leadership development, little research has critically examined how to improve school-based leadership programs. The intention of this research was to explore how one Catholic secondary school developed leadership potential in adolescents, and how such efforts could be improved in the future. Perspectives of elected student leaders from Years 10 - 12 were examined using a longitudinal case study. The primary methods for collecting data included qualitative interviewing, field notes, journalling and document analysis. Based upon the collected data, the researcher inductively conceptualised strengths and shortcomings of the leadership program proffered by the student participants. According …