Literaturnachweis - Detailanzeige
| Autor/in | Alsalim, Layla |
|---|---|
| Titel | Using Patterns-of-Participation Approach to Understand High School Mathematics Teachers' Classroom Practice in Saudi Arabia |
| Quelle | In: World Journal of Education, 9 (2019) 1, S.1-19 (19 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1925-0746 |
| Schlagwörter | Foreign Countries; Secondary School Mathematics; Mathematics Teachers; Mathematics Instruction; Secondary School Teachers; Educational Change; Teaching Methods; Participation; Academic Achievement; Saudi Arabia |
| Abstract | During the past decade, the Saudi Arabian education system has undergone major changes. Government agencies involved in education have introduced new policies, standards, programs, and curricula. The focus of this research is to describe and understand high school mathematics teachers' current practices in Saudi Arabia. This research includes three cases of teachers currently teaching high school mathematics in Saudi Arabia. Using the Patterns of Participation concept (PoP) as the main framework, I identified some of the significant practices, or figured worlds, from the teachers' sense of their practices. Some of the figured worlds that emerged are mathematics, the textbook, reform, and responsibility for students' achievement. Mathematics, as it has always been, remains an influential figured world for mathematics teachers. Reform and the textbook are becoming as influential because of the current changes in the education system in Saudi Arabia. While some participant teachers are developing a new understanding of what mathematics is and what it means to teach it, they also indicated that they are mostly still using traditional teaching strategies rather than reform teaching strategies. (As Provided). |
| Anmerkungen | Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/wje/index/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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