Investigating Teachers' Formulations of Learning Objectives and Introductory Approaches in Teaching Mathematics and Statistics

Autor/inn/en	Umugiraneza, Odette; Bansilal, Sarah; North, Delia
Titel	Investigating Teachers' Formulations of Learning Objectives and Introductory Approaches in Teaching Mathematics and Statistics
Quelle	In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 8, S.1148-1164 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Umugiraneza, Odette) ORCID (Bansilal, Sarah) ORCID (North, Delia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1447150
Schlagwörter	Mathematics Instruction; Teaching Methods; Mathematical Concepts; Mathematics Teachers; Foreign Countries; Lesson Plans; Behavioral Objectives; Faculty Development; Teacher Improvement; Teacher Effectiveness; Statistics; Pedagogical Content Knowledge; Elementary School Teachers; Secondary School Teachers; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Lesson planning; Unterrichtsplanung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Statistik; Pädagogische Kompetenz; Elementary school; Grundschule; Volksschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Paying attention to the planning of lessons represents a crucial teaching task. This paper analyses teachers' framing of lesson objectives and their descriptions of how they would introduce particular mathematics topics. Connections between the objectives and the instructional strategies employed, were also studied. The study involved 75 South African mathematics teachers who were teaching Grades 4--12, in the KwaZulu-Natal Province. These teachers completed a questionnaire asking them to reflect upon and describe their teaching practices with respect to a chosen topic. The findings revealed that setting up clear lesson objectives is not easily done with only 64.0% of the participants providing clear learning objectives. The findings also showed that teachers preferred introducing the topics using teacher-centred methods. It was also found that for more than half of the teachers, there were clear connections between lesson objectives and the introduction of the topic in the classroom whereas less than a quarter of them made connections between lesson objectives and teaching and assessment strategies. Teachers, as important drivers of education, should prioritize the setting of clear objectives around which coherent lessons can be developed so that their teaching can be more effective. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01