Literaturnachweis - Detailanzeige
| Autor/inn/en | Chia, Hui Min; Zhang, Qiaoping |
|---|---|
| Titel | Comparing Malaysian Secondary School Teachers' and Students' Values in Mathematics Learning: A Mixed Method Study |
| Quelle | In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1697-1715 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Chia, Hui Min) ORCID (Zhang, Qiaoping) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-739X |
| DOI | 10.1080/0020739X.2023.2204103 |
| Schlagwörter | Mathematics Instruction; Comparative Analysis; Teaching Methods; Teacher Student Relationship; Semantic Differential; Foreign Countries; Learning Processes; Teacher Attitudes; Student Attitudes; Secondary School Students; Malaysia |
| Abstract | Teachers' and students' values influenced the teaching and learning process in the mathematics classroom. Few studies were conducted to compare teachers' and students' value in mathematics learning. This paper explores Malaysian mathematics teachers' and students' values in mathematics learning. Fifty-three mathematics teachers and 354 secondary school students participated in the online survey. This study reports ten semantic differential items and an open-ended question related to mathematics learning. An independent t-test was conducted on the semantic differential items. Thematic coding analysis was performed to code the open-ended questions based on the framework of three intersecting values: mathematical values (the discipline), mathematics educational values (the pedagogy), and general educational values (the ethical and moral principles). The findings showed significant mean differences in mathematics educational values between teachers and students. No significant difference was found in mathematical values between teachers and students. Moreover, the qualitative data confirmed the similarities in mathematical values and differences in mathematics educational values between teachers and students. The current study also discusses possible reasons for the differences in teachers' and students' values. The findings imply that teachers' and students' values are crucial in enhancing teaching and learning in the mathematics classroom. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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