Teacher Positioning, Student Mathematics Identity and the Mediating Effects of Problem-Solving Flexibility

Autor/inn/en	Canonigo, Allan M.; Joaquin, Ma. Nympha B.
Titel	Teacher Positioning, Student Mathematics Identity and the Mediating Effects of Problem-Solving Flexibility
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2190310 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Canonigo, Allan M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2190310
Schlagwörter	Mathematics Instruction; Student Attitudes; Self Concept Measures; Mathematics Skills; Problem Solving; Teacher Student Relationship; Learning Processes; Teaching Methods; Grade 11; Teacher Attitudes; High School Students; Mathematics Tests; Correlation; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Schülerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; School year 11; 11. Schuljahr; Schuljahr 11; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	The students' perception of how they are positioned by their teachers offer valuable insights into how teachers might engage students in the act of learning, construct themselves and acts in ways desirable to students, and how they might make the learning process a more enjoyable one for students. Teacher positioning is an important factor in developing the student mathematics identity. It is through positioning that a teacher communicates a set of rights, duties, and obligations that are linked to the position. In this study, we explore the relationships between students' perception of teacher positioning and student mathematics identity and how problem-solving flexibility mediates this relationship. The study employed a mixed-methods research design. A sample of 12 mathematics teachers responded to the Teachers' Perception of Mathematics Identity Survey while their corresponding students, with a total of 508 Grade 11 students responded to the Students' Perception of Teacher Positioning Survey, Student Mathematics Identity Scale, and Problem-Solving Flexibility Test. The correlational statistics and mediation analysis employing a structural equation model were used to investigate the relationships among the variables of the study. In-depth interviews of the teachers and focus group discussions with students were conducted and subjected to qualitative content analysis. Results of the mediation analysis showed that problem-solving flexibility partially mediated the relationship between students" perception of teacher positioning and student mathematics identity. Knowing that students" perception of how they are positioned by their teachers influences students' problem-solving flexibility and student mathematics identity, mathematics instruction that promotes flexibility is encouraged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01