Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia
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Resumo
Teachers’ conceptual knowledge contributes to the quality of teaching and learning of mathematics. The purpose of this study was to explore how mathematics teachers show understanding of soft skills and if they are aware of the methods that incorporate them in teaching and learning of mathematics. The sample consisted of 91 mathematics teachers, comprising 48 males and 43 females, who were purposively selected from secondary schools in Mazabuka district in Zambia. The parallel mixed design was used to collect data through a conceptual understanding test, developed using literature. Data were analyzed using JASP, SPSS software, and an excel spreadsheet. The findings revealed that the majority of mathematics teachers did not possess enough conceptual understanding of soft skills, and most of them were not aware of the methods and assessment strategies that incorporate soft skills. Additionally, mathematics teachers’ demographical factors such as age, gender, level of education and teaching experience were not found to have influenced teachers in the way they classified teaching and assessment strategies as very appropriate, appropriate, or not appropriate except in a few instances were gender and age had shown to have an influence. The study provides an insight into the needs of mathematics teachers to have adequate knowledge and preparation in the integration of soft skills in mathematics.
Dados da obra
- Tipo
- Artigo
- Periódico
- Eurasia Journal of Mathematics Science and Technology Education, v. 18, n. 7, p. em2128
- Editora
- Modestum Limited
- Ano
- 2022 (2022-06-15)
- Idioma
- en
- Palavras-chave
- soft skills; mathematics teachers; conceptual understanding; mathematics teaching and learning; assessment methods; teacher awareness; secondary schools; teacher preparation; demographic factors
- Temas
- Avaliação, Tecnologias Digitais
- DOI
- 10.29333/ejmste/12160
- ISSN
- 1305-8215, 1305-8223
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
BUSAKA, Chileshe; UMUGIRANEZA, Odette; KITTA, Septimi Reuben. Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia. Eurasia Journal of Mathematics Science and Technology Education, v. 18, n. 7, p. em2128, 2022. DOI: https://doi.org/10.29333/ejmste/12160.
APA
Busaka, C., Umugiraneza, O., & Kitta, S. R. (2022). Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia. Eurasia Journal of Mathematics Science and Technology Education, 18(7), em2128. https://doi.org/10.29333/ejmste/12160
BibTeX
@article{busaka2022,
author = {Busaka, Chileshe and Umugiraneza, Odette and Kitta, Septimi Reuben},
title = {Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia},
year = {2022},
journal = {Eurasia Journal of Mathematics Science and Technology Education},
volume = {18},
number = {7},
pages = {em2128},
publisher = {Modestum Limited},
doi = {10.29333/ejmste/12160},
language = {en}
}RIS
TY - JOUR AU - Busaka, Chileshe AU - Umugiraneza, Odette AU - Kitta, Septimi Reuben TI - Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia PY - 2022 JO - Eurasia Journal of Mathematics Science and Technology Education VL - 18 IS - 7 SP - em2128 DO - 10.29333/ejmste/12160 LA - en ER -
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