Indigenous People Mathematics Teachers’ Beliefs and Teaching Practices: An Explanatory Sequential Analysis
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Resumo
Indigenous communities have a rich cultural heritage encompassing diverse ways of knowing, learning, and understanding the world around them. This mixed methods study utilized the explanatory sequential design to determine the level and relationship of the IP mathematics teachers' beliefs and teaching practices and gain a deeper insight into these beliefs and attitudes. There are 115 respondents for the quantitative phase, while 10 participants in the qualitative phase. Data were collected through survey and key informant interviews and were analyzed through mean, standard deviation, Pearson product moment correlation, and thematic analysis. Results showed that the IP mathematics teachers possess high levels for both beliefs and teaching practices, and a significant moderate positive relationship exists between the two variables. Qualitative data analysis revealed that teachers' beliefs include the ideal qualities of an effective mathematics teacher, respect for students' culture and background, and a constructivist approach to teaching. Teaching practices include discussing student performance and intervention during meetings, implementing culturally relevant approaches, technology, varied activities, and peer mentoring and coaching. Further, it is concluded that teachers’ belief, which influences teaching practices, is shaped by different environmental factors. It is recommended that IP mathematics teachers continue to participate in personal and professional development activities and strengthen collaboration and reflection.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of interdisciplinary perspectives, v. 2, n. 7
- Ano
- 2024 (2024-01-01)
- Idioma
- en
- Palavras-chave
- indigenous peoples; mathematics teachers; teacher beliefs; teaching practice; culturally relevant pedagogy; constructivist teaching; teacher professional development; peer mentoring; teacher collaboration; student performance feedback
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.69569/jip.2024.0087
- ISSN
- 2984-8288, 2984-8385
- Licença
- cc-by-nc
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
TANCONTIAN, Alexis; ABINA, Ivy Lyt; EVARDO, Orville Jr. Indigenous People Mathematics Teachers’ Beliefs and Teaching Practices: An Explanatory Sequential Analysis. Journal of interdisciplinary perspectives, v. 2, n. 7, 2024. DOI: https://doi.org/10.69569/jip.2024.0087.
APA
Tancontian, A., Abina, I. L., & Evardo, O. J. (2024). Indigenous People Mathematics Teachers’ Beliefs and Teaching Practices: An Explanatory Sequential Analysis. Journal of interdisciplinary perspectives, 2(7). https://doi.org/10.69569/jip.2024.0087
BibTeX
@article{tancontian2024,
author = {Tancontian, Alexis and Abina, Ivy Lyt and Evardo, Orville Jr},
title = {Indigenous People Mathematics Teachers’ Beliefs and Teaching Practices: An Explanatory Sequential Analysis},
year = {2024},
journal = {Journal of interdisciplinary perspectives},
volume = {2},
number = {7},
doi = {10.69569/jip.2024.0087},
language = {en}
}RIS
TY - JOUR AU - Tancontian, Alexis AU - Abina, Ivy Lyt AU - Evardo, Orville Jr TI - Indigenous People Mathematics Teachers’ Beliefs and Teaching Practices: An Explanatory Sequential Analysis PY - 2024 JO - Journal of interdisciplinary perspectives VL - 2 IS - 7 DO - 10.69569/jip.2024.0087 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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