10/2020 vol. 16
Stats
CC-BY 4.0
Get citation
RESEARCH PAPER
Exploring In-Service Mathematics Teachers’ Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP)
Areej Isam Barham 1
 
 
 
More details
Hide details
1
Qatar University, QATAR
 
 
Publication date: 2020-07-19
 
 
EURASIA J. Math., Sci Tech. Ed 2020;16(10):em1882
DOI: https://doi.org/10.29333/ejmste/8399
 
 
Article (PDF)
References (37)
 
KEYWORDS
in-service mathematics teachers
professional development needs
strands of
mathematical proficiency
 
ABSTRACT
The National Research Council developed the concept of mathematical proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning, and productive disposition. The purpose of this study is to explore in-service mathematics teachers’ perceptions of professional development needs related to the five strands of mathematical proficiency and to investigate the effect of teachers’ demographic factors on their perceived needs. Participants included 342 teachers with varying qualifications and years of experience teaching at multiple grade levels (elementary, preparatory, and secondary) in Qatar’s government schools. The study uses a 35-item questionnaire to evaluate teachers’ professional development needs within the five strands.
 
REFERENCES (37)
1.
Australian Curriculum and Assessment Reporting Authority (ACARA). (2014). Australian curriculum: Senior secondary mathematics, general mathematics (rationale/aims). Retrieved from http://australiancurriculum.or....
Google Scholar
 
 
2.
Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it so special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/002248....
CrossRef
 
Google Scholar
 
 
3.
Barham, A., & Al-Khateeb, M. (2012). Students’ levels in the mathematical thinking skills for classroom teachers at the Hashemite University and its relation to their achievement in mathematics. The Educational Journal, 26(103), 277-312.
Google Scholar
 
 
4.
Bednarz, N., Fiorentini, D., & Huang, R. (2011). International approaches to professional development of mathematics teachers. Ottawa: University of Ottawa Press.
Google Scholar
 
 
5.
Conference Board of the Mathematical Sciences. (2012). The mathematical education of teachers II. Providence, RI: American Mathematical Society and Mathematical Association of America.
Google Scholar
 
 
6.
Council of Chief State School Initiatives (CCSSI). (2010). Common core state standards for mathematics. Washington, DC: Council Chief State Officers.
Google Scholar
 
 
7.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. London: Sage Publications Ltd.
Google Scholar
 
 
8.
Davis, B. & Simmt, E. (2006). Mathematics-for-teaching: An ongoing investigation of mathematics that teachers (need to) know. Educational Studies in Mathematics, 61(3), 293-319. https://doi.org/10.1007/s10649....
CrossRef
 
Google Scholar
 
 
9.
Evans, B. R. (2012). Editor’s perspective article: Problem solving abilities and perceptions in alternative certification mathematics teachers. JNAAC, 7(2), 34-43.
Google Scholar
 
 
10.
Evans, B. R. (2014). Editor’s perspective article: Mathematics and science teaching for new alternative certificate teachers. JNAAC, 9(2), 44-48.
Google Scholar
 
 
11.
Fang, Q. (2012). A study on high school mathematics teachers’ mathematics professional literacy: What does high quality mathematics teaching need? Journal of Mathematics Education, 5(1), 136-158.
Google Scholar
 
 
12.
Fuson, K. C. (1990). Conceptual structures for multiunit numbers: Implications for learning and teaching multidigit addition, subtraction, and place value. Cognition and Instruction, 7(4), 343-403. https://doi.org/10.1207/s15326....
CrossRef
 
Google Scholar
 
 
13.
General Secretariat for Development Planning. (2008). Qatar National Vision 2030. Doha: GSDP.
Google Scholar
 
 
14.
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., … Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
Google Scholar
 
 
15.
Hill, H., & Ball, D. (2004). Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330-351. https://doi.org/10.2307/300348....
CrossRef
 
Google Scholar
 
 
16.
Kaiser, G., Blömeke, S., König, J., Busse, A., Döhrmann, M., & Hoth, G. (2017). Professional competencies of (prospective) mathematics teachers—Cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 161-182. https://doi.org/10.1007/s10649....
CrossRef
 
Google Scholar
 
 
17.
Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258-271. https://doi.org/10.1111/j.1949....
CrossRef
 
Google Scholar
 
 
18.
Mundry, S. (2005). What experience has taught us about professional development. National Network of Eisenhower Regional Consortia and Clearinghouse Network. Retrieved from http://citeseerx.ist.psu.edu/v....
Google Scholar
 
 
19.
National Center for Education Statistics. (2012). Highlights from TIMSS 2011. Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context. Washington, DC: U.S. Department of Education.
Google Scholar
 
 
20.
National Center for Education Statistics. (2016). Highlights from TIMSS 2015. Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context. Washington, DC: U.S. Department of Education.
Google Scholar
 
 
21.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
Google Scholar
 
 
22.
National Research Council. (2001). Adding it up: Helping children learn mathematics. Washington, DC: The National Academies Press.
Google Scholar
 
 
23.
National Staff Development Council (1995). National staff development council’s standards for staff development. Oxford, OH: National Staff Development Council.
Google Scholar
 
 
24.
Pisa 2012 results: Which country does best at reading, maths and science?. (2012). The Guardian. Retrieved from https://www.theguardian.com/ne....
Google Scholar
 
 
25.
Polly, D. (2011). Examining teachers’ enactment of technological pedagogical and content knowledge (TPACK) in their mathematics teaching after technology integration professional development. Journal of Computers in Mathematics and Science Teaching, 30(1), 37-59.
Google Scholar
 
 
26.
Robinson, J., Shaver, P., & Wrightsman, L. (1991). Criteria for scale selection and evaluation in measures of personality and social psychological attitudes. New York: Academic Press. https://doi.org/10.1016/B978-0....
CrossRef
 
Google Scholar
 
 
27.
Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the prospects study of elementary schools. Teachers College Record, 104, 1525-1567. https://doi.org/10.1111/1467-9....
CrossRef
 
Google Scholar
 
 
28.
Schoenfeld, A. H. (1988). Problem solving in context(s). In R. I. Charles, & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (Research Agenda for Mathematics Education, Vol. 3, pp. 82-92). Reston, VA: National Council of Teachers of Mathematics.
Google Scholar
 
 
29.
SEC [Supreme Education Council] (2014). Education and training sector strategy 2011-2016: Executive summary. Doha: SEC Press.
Google Scholar
 
 
30.
Shriki, A., & Lavy, I. (2011). Perceptions of Israeli mathematics teachers regarding their professional development needs. Professional Development in Education, 38(3), 411-433. https://doi.org/10.1080/194152....
CrossRef
 
Google Scholar
 
 
31.
Shriki, A., & Patkin, D. (2016). Elementary school mathematics teachers’ perception of their professional needs. Teacher Development, 20(3), 329-347. https://doi.org/10.1080/136645....
CrossRef
 
Google Scholar
 
 
32.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.....
CrossRef
 
Google Scholar
 
 
33.
Shulman, L. S. (2015). PCK: Its genesis and exodus. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 13-23). New York: Routledge.
Google Scholar
 
 
34.
Steele, M. D., & Rogers, K. C. (2012). Relationship between mathematical knowledge for teaching and teaching practice: The case of proof. Journal of Mathematics Teacher Education, 15(2), 159-180. https://doi.org/10.1007/s10857....
CrossRef
 
Google Scholar
 
 
35.
Superfine, A. C., & Li, W. (2014). Developing mathematical knowledge for teaching teachers: A model for the professional development of teacher educators. Issues in Teacher Education, 23(1), 113-132.
Google Scholar
 
 
36.
Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO: International Institution for Educational Planning.
Google Scholar
 
 
37.
Wood, L. N., Vu, T., Bower, M., Brown, N., Skalicky, J., Donovan, D., … Bloom, W. (2011). Professional development for teaching in higher education. International Journal of Mathematical Education in Science and Technology, 42(7), 997-1009. https://doi.org/10.1080/002073....
CrossRef
 
Google Scholar
 
 
Share
Send by email
RELATED ARTICLE
Transforming sociomathematical norms in a South African grade 11 classroom to enhance learners’ mathematical proficiency
Indexes
 
Keywords index
Topics index
Authors index
eISSN:1305-8223
ISSN:1305-8215
Journals System - logo
© 2006-2024 Journal hosting platform by Bentus
Scroll to top