Mathematics teachers’ practices in light of the effective teaching practices
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
Recognising the pivotal role of effective teaching practices in enhancing student learning outcomes, the National Council of Teachers of Mathematics (NCTM) has outlined a comprehensive framework of key strategies. However, empirical research on these practices remains limited. Therefore, this study aimed to investigate the extent to which mathematics teachers apply NCTM-identified effective teaching practices and examine potential differences attributable to teachers' gender and teaching experience. Adopting a quantitative approach and employing a descriptive survey, the study systematically assessed eight designated practices using a validated observation checklist in the Jazan Education Administration, observing 38 mathematics teachers during routine classes. The results indicated a moderate level of implementation overall, with ten practices demonstrating high application. Statistical analyses found no significant differences in practice implementation based on gender or teaching experience at the .05 level. The limitations included the study's relatively small sample size, potentially limiting generalisability, and the observational nature of the checklist, which may not fully capture nuanced teaching dynamics. Future research could focus on developing training initiatives to enhance educators' application of NCTM-recommended practices and undertake qualitative inquiries to understand barriers to integration and teachers' attitudes towards these practices. Finally, this study contributes to the discourse on effective mathematics teaching by providing empirical insights into current practices and highlighting avenues for further investigation and professional development in educational settings.
Dados da obra
- Tipo
- Artigo
- Periódico
- Infinity, v. 14, n. 1, p. 1-20
- Editora
- Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society
- Ano
- 2024 (2024-08)
- Idioma
- en
- Palavras-chave
- effective teaching; mathematics teachers; nctm; teaching practices; good teaching practices; NCTM standards; teacher gender differences; teaching experience; classroom observation; mathematics education; teacher professional development
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.22460/infinity.v14i1.p1-20
- ISSN
- 2089-6867, 2460-9285
- Licença
- cc-by-sa
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
AWAJI, Bakri M. et al.. Mathematics teachers’ practices in light of the effective teaching practices. Infinity, v. 14, n. 1, p. 1-20, 2024. DOI: https://doi.org/10.22460/infinity.v14i1.p1-20.
APA
Awaji, B. M., Abdel-Hamid, R. H., Khalil, I., & Prahmana, R. C. I. (2024). Mathematics teachers’ practices in light of the effective teaching practices. Infinity, 14(1), 1-20. https://doi.org/10.22460/infinity.v14i1.p1-20
BibTeX
@article{awaji2024,
author = {Awaji, Bakri M. and Abdel-Hamid, Rasha Hashim and Khalil, Ibrahim and Prahmana, Rully Charitas Indra},
title = {Mathematics teachers’ practices in light of the effective teaching practices},
year = {2024},
journal = {Infinity},
volume = {14},
number = {1},
pages = {1-20},
publisher = {Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society},
doi = {10.22460/infinity.v14i1.p1-20},
language = {en}
}RIS
TY - JOUR AU - Awaji, Bakri M. AU - Abdel-Hamid, Rasha Hashim AU - Khalil, Ibrahim AU - Prahmana, Rully Charitas Indra TI - Mathematics teachers’ practices in light of the effective teaching practices PY - 2024 JO - Infinity VL - 14 IS - 1 SP - 1 EP - 20 DO - 10.22460/infinity.v14i1.p1-20 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática
Cadernos Cajuína, v. 11, n. 9 · DOI 10.52641/cadcajv11i9.3567
Download disponível Baixar PDF na fonte: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) Acessar texto completo: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) -
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Entre a BNCC e a Sala de Aula
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27996
-
La formación ciudadana en las prácticas educativas con las matemáticas
Pedagogía y Saberes, n. 65 · DOI 10.17227/pys.num65-22606
Em verificação -
Exploring the Knowledge- Practice Gap in Preservice Secondary Mathematics Teaching
Kaladarpan कलादर्पण, v. 6, n. 1 · DOI 10.3126/kaladarpan.v6i1.97846