Secondary Mathematics Teachers' Use of Learners' Responses to Foster Justification Skills

Autor/inn/en	Pfende, Hilda; Ndemo, Zakaria; Ndemo, Osten
Titel	Secondary Mathematics Teachers' Use of Learners' Responses to Foster Justification Skills
Quelle	In: Journal of Education and Learning (EduLearn), 16 (2022) 3, S.357-365 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pfende, Hilda) ORCID (Ndemo, Zakaria) ORCID (Ndemo, Osten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2089-9823
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Teaching Methods; Secondary School Teachers; Learning Processes; Urban Schools; Audio Equipment; Teacher Attitudes; Integrity; Teacher Student Relationship; Problem Solving; Foreign Countries; Test Preparation; Mathematics Tests; Mathematics Skills; Zimbabwe + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Audio-CD; Lehrerverhalten; Integrität; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemlösen; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Simbabwe
Abstract	This study aimed to understand how secondary mathematics teachers engage with learners during the teaching and learning process. A sample of six participants was purposively selected from a population of ordinary level mathematics teachers in one urban setting in Zimbabwe. Field notes from lesson observations and audio-taped teachers' narrations from interviews constituted data for the study to which thematic analysis technique was then applied to determine levels of mathematical intimacy and integrity displayed by the teachers as they interacted with the students. The study revealed some inadequacies in the manner in which the teachers handled students' responses as they strive to promote justification skills during problem solving, in particular teachers did not ask students to explain wrong answers. The teachers indicated that they did not have sufficient time to engage learners in authentic problem-solving activities since they would be rushing to complete syllabus for examination purposes. On the basis of these findings, we suggest teachers to appreciate the need to pay special attention to the kinds of responses given by learners during problem-solving in order to promote justification skills among learners. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01