Teachers' Perceptions of Teaching Mathematics at the Senior Secondary Level in Fiji

Autor/in	Dayal, Hem Chand
Titel	Teachers' Perceptions of Teaching Mathematics at the Senior Secondary Level in Fiji
Quelle	In: Australian Senior Mathematics Journal, 27 (2013) 2, S.25-35 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-4564
Schlagwörter	Mathematics; Mathematics Instruction; Mathematics Teachers; Teacher Attitudes; Secondary School Mathematics; Foreign Countries; Mathematics Education; Teaching Methods; Mathematics Curriculum; Beliefs; Perception; Questionnaires; Teaching Experience; Interviews; Australia; Fiji + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Wahrnehmung; Fragebogen; Interviewing; Interviewtechnik; Australien; Fidschi
Abstract	In recent times, there has been considerable interest shown in the affective domain of mathematics education with research findings pointing out that affective variables have profound impact on classroom practices of mathematics teachers. In other words, teachers' conceptions of mathematics and mathematics teaching are greatly influenced by teachers' personal experiences from the classrooms. The purpose of this study was to explore and understand the personal experiences of senior secondary mathematics teachers regarding teaching mathematics, with particular emphasis on the challenges which teachers perceive as influencing their instructional behaviour. The following research questions guided this study: (1) What do Fijian mathematics teachers like most about teaching Forms five and six?; and (2) What major teaching-related challenges do mathematics teachers face in teaching Form five and six mathematics? This study adds to our current understanding of teacher behaviour given the lack of related research in the context of a small, developing island nation in the Pacific. Such an understanding is important because mathematics teachers' experiences will tell us what works and what may not work in the reality of classroom teaching. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06