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Permanent link (DOI): https://doi.org/10.7939/R3Z31NW9T

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A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices Open Access

Descriptions

Other title
Subject/Keyword
Pedagogical content knowledge
Mathematics teaching strategies
Pedagogy
Mathematics beliefs
Pedagogical knowledge
Teaching
Beliefs about mathematics teaching and learning
Advance mathematics knowledge
Teaching strategies
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Charles, Christopher
Supervisor and department
Dr. Florence Glanfield, Department of Secondary Education
Examining committee member and department
Dr. Elaine Simmt, Department of Secondary Education
Dr. Florence Glanfield, Department of Secondary Education
Dr. Jose de Costa, Department of Education Policy Studies
Department
Department of Secondary Education
Specialization

Date accepted
2015-09-24T08:04:26Z
Graduation date
2015-11
Degree
Master of Education
Degree level
Master's
Abstract
The purpose of this study was to gain an explanation from teachers on any relationship which exist between students’ performance on the Caribbean Examination Council (CXC) mathematics examination and Dominican secondary teachers’ mathematical knowledge, frequency of use of 12 teaching strategies, and beliefs about the teaching of mathematics.The study was conducted using Creswell’s (2013) explanatory sequential mixed methods design which included a quantitative data collection phase which was used to inform a qualitative data collection phase. Phase one, the quantitative phase, was a survey of all fourth and fifth forms teachers (N=47) in Dominica. The analysed results of the survey were used to prepare the questions used in data collection in phase two. In phase two of this study, six highly experienced teachers from the surveyed participants participated in a group discussion. The group discussion was used to provide a data source used to develop teachers’ explanations of any relationship, or lack of, that they observed between students’ CXC mathematics performance and teachers’ mathematical knowledge, frequency of use of recommended teaching strategies, and beliefs about the teaching of mathematics. Group discussions were audiotaped with relevant sections transcribed and used in the presentation of results. The results from the quantitative analysis and the qualitative analysis were synthesized to answer the research question: In what ways will Dominican secondary mathematics teachers explain any relationship between students’ CXC performance and teachers’ mathematical knowledge, frequency of use of recommended teaching strategies, and beliefs about the teaching of mathematics? Focus group participants offered several explanations for their observations of possible relationships between students’ CXC mathematics performance and teachers’ mathematical knowledge, frequency of use of recommended teaching strategies, and beliefs about the teaching of mathematics. Group participants articulated that most Dominican secondary teachers possessed a good grasp of the mathematics content needed to teach students preparing for CXC mathematics, but, in general did not frequently use recommended strategies nor did they demonstrate the ability and/or willingness to allow their teaching practices to reflect what they believed are sound pedagogical practices.
Language
English
DOI
doi:10.7939/R3Z31NW9T
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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