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The Relationship between Mathematics Teachers’ Teaching Approaches and 9th Grade Students’ Mathematical Self

100%

Briede L.

Journal of Teacher Education for Sustainability

2016

vol. 18

issue 1

34-47

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students’ mathematical self. The study searched for the answers to three research questions: 1) the approaches prevailing in mathematics teachers’ beliefs about effective teaching and self-reports about their classroom practices, 2) the qualitative and quantitative features of students’ mathematical self and 3) the relationships between the teaching approaches supported by mathematics teachers, the indicators of their 9th grade students’ mathematical self, teachers’ sociodemographic indicators, and students’ socio-demographic indicators. The outcomes of the study show that because of the complex structure of the phenomena, it is difficult to classify mathematics teachers’ beliefs on teaching and their self-reported practice into theoretically predefined groups though the use of constructivism in a lesson has a more positive influence on students’ mathematical self than mere support of the constructivist beliefs.

Community of Practice as a teaching approach in a postgraduate environment. An insider ethnography of a higher education institution in South Africa

75%

Tandlich R.

Academicus. International Scientific Journal

2022

vol. 13

issue 25

143-173

This auto-ethnographic description of the experiences in the development of the teaching and learning approach, at the postgraduate level, introduces the impact of the community of practice in the development of the learning processes in South Africa, with an international view. The principles of community of practice are outlined and the theoretical grounding is provided in terms of the notion of assemblage theory, the definitions of fundamental and derivative epistemic authority, as well as the assemblage boundary and the personal intents of the community of practice members. The theoretical grounding is then applied through several iterations of the community of practice between 2006 and present. The adaptive nature of the community of practice as an assemblage and the function as a sociology-of-knowledge system are outlined.

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1 Academicus. International Scientific Journal

1 Journal of Teacher Education for Sustainability

1 Briede L.

1 Tandlich R.

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1 2016

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The Relationship between Mathematics Teachers’ Teaching Approaches and 9th Grade Students’ Mathematical Self

Community of Practice as a teaching approach in a postgraduate environment. An insider ethnography of a higher education institution in South Africa