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Factors that influence teachers' selection and modification of mathematics tasks for instruction
Author
Soon, Apollonia
Supervisor
Kaur, Berinderjeet
Abstract
Mathematical knowledge and beliefs are key factors that influence teachers’ selection, modification and design of mathematics tasks for instruction. The aim of this study is to uncover the extent to which three teachers draw on their mathematical knowledge and beliefs, as well as uncover other factors and considerations these teachers have in the selection of mathematics tasks for their lessons. The study comprises two phases, a qualitative survey questionnaire and an interview using stimulus texts. The qualitative survey questionnaire solicits the manner in which teachers select their tasks, the types of tasks they use in the classroom and the considerations behind their usage. The interview using stimulus texts induces teachers to extrapolate their thought process during task selection to teach the sub-topic: polygons.
The findings of the study show that the beliefs of teachers directly impact their task choices. The belief of teaching and learning of mathematics and of students’ capabilities and capacities emerged as the dominant beliefs that impact teachers task selection. These beliefs either expand or impede students’ learning opportunities depending on the nature of their beliefs in being either productive or unproductive.
The findings on the strands of mathematical knowledge for teaching (MKT) that teachers draw on, show that they differ amongst teachers. Teachers who are more content focused in their task selection draw more on their knowledge of content and teaching (KCT) and their common content knowledge (CCK). Teachers who are more student focused in their task selection draw more on their knowledge of content and students (KCS) along with their specialised content knowledge (SCK).
An interconnectedness between teacher beliefs and their MKT was seen to exist as they interact with tasks through the course of their teaching practice wherein their beliefs impact their knowledge and in turn, their knowledge impacts their beliefs.
This study adds to the existing research on task selection and design in mathematics. The impact of the findings of the study extends to enhance the degree and quality of mathematics tasks employed by teachers and consequently, mathematics learning opportunities for all students.
The findings of the study show that the beliefs of teachers directly impact their task choices. The belief of teaching and learning of mathematics and of students’ capabilities and capacities emerged as the dominant beliefs that impact teachers task selection. These beliefs either expand or impede students’ learning opportunities depending on the nature of their beliefs in being either productive or unproductive.
The findings on the strands of mathematical knowledge for teaching (MKT) that teachers draw on, show that they differ amongst teachers. Teachers who are more content focused in their task selection draw more on their knowledge of content and teaching (KCT) and their common content knowledge (CCK). Teachers who are more student focused in their task selection draw more on their knowledge of content and students (KCS) along with their specialised content knowledge (SCK).
An interconnectedness between teacher beliefs and their MKT was seen to exist as they interact with tasks through the course of their teaching practice wherein their beliefs impact their knowledge and in turn, their knowledge impacts their beliefs.
This study adds to the existing research on task selection and design in mathematics. The impact of the findings of the study extends to enhance the degree and quality of mathematics tasks employed by teachers and consequently, mathematics learning opportunities for all students.
Date Issued
2021
Call Number
QA14.S55 Soo
Date Submitted
2021