Some factors of teacher beliefs and attitudes of middle school mathematics teachers in Bac Lieu province about teaching statistics
Main Article Content
Abstract
When statistics is taught at all classes of middle school under the Mathematics Education Program issued in 2018, teacher beliefs and attitudes towards this change needs to be addressed. Studies worldwide have shown that these psychological factors significantly impact the effectiveness of teaching new content. Our research aims to survey beliefs and attitudes of 211 middle school math teachers in Bac Lieu province. Although the majority of the participants expressed their positive beliefs and attitudes, the research reveals concerns through the more negative choices of the remaining teachers about teaching statistics. The research also indicates teachers' desire for additional training in statistics. Above all, teachers' knowledge of statistics will influence the positivity of their attitudes and beliefs.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Keywords
Attitudes, beliefs, middle school mathematics teachers, teaching statistics
References
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Hoàng, T., & Chu, N. M. N. (2008). Phân tích dữ liệu nghiên cứu với SPSS. Trường Đại học Kinh tế Thành phố Hồ Chí Minh: Nxb Hồng Đức.
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Nguyen, T. D., & Le, T. B. T. T. (2020). Building the teaching activities statistical charts in Mathematics secondary education curriculum 2018 for junior high school. Ho Chi Minh City University of Education Journal of Science, 17(5), 798-807.
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Tishkovskaya., S., & Lancaster., G. A. (2012). Statistical Education in the 21st Century: A Review of Challenges, Teaching Innovations and Strategies for Reform, Journal of Statistics Education, 20:2, DOI: 10.1080/10691898.2012.11889641.
Wilson., S. M., & Cooney., T. J. (2002). Mathematics teacher change and development: the role of beliefs. In: Leder GC, Pehkonen E, Törner G (eds) Beliefs: a hidden variable in mathematics education? (pp 127–148). Kluwer, Dordrecht.
Yamane, T. (1967). Statistics: An Introductory Analysis, 2nd Edition. New York: Harper and Row.
Liljedahl., P. (2005). Mathematical discovery and affect: the effect of AHA! experiences on undergraduate mathematics students. Int J Math Educ Sci Technol 36(2–3):219–236.
Bakogianni., D., & Potari., D. (2019). Re-sourcing secondary mathematics teachers’ teaching of statistics in the context of a community of practice. Journal of Mathematical Behavior 56 (2019) 100699.
Batanero., C., Burrill., G., & Reading., C. (2011), Teaching Statistics in School-MathematicsChallenges for Teaching and Teacher Education: A Joint ICMI/IASE Study (pp. 407- 418), DOI 10.1007/978-94-007-1131-0.
Batanero., C., & Díaz., C. (2010). Training teachers to teach statistics: what can we learn from research? Statistique et enseignement, 1(1), 5-20.
Bộ Giáo dục và Đào tạo. (2018a). Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 về Ban hành chương trình giáo dục phổ thông-Chương trình tổng thể.
Bộ Giáo dục và Đào tạo. (2018b). Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 về Ban hành chương trình giáo dục phổ thông môn toán..
Chang, B. Y. (2011). The roles of English language education in Asian cont- ex. Journal of Pan-Pacific Association of Applied Linguistics, 15(1), 191-206.
DeBellis., V., & Goldin., G. (2006). Affect and meta-affect in mathematical problem solving: a representational perspective. Educ Stud Math 63(2):131–147.
Di Martino., P., & Zan., R. (2001). Attitude toward mathematics: some theoretical issues. In: van den Heuvel-Panhuizen M (ed) Proceedings of 25th annual conference for the psychology of mathematics education, Utrecht, vol 3 (pp 351–358).
Eichler., A. (2008). Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. Challenges for Teaching and Teacher Education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference.
Ernest., P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: a model. J Educ Teach 15(1):13–33.
Evans., J. (2000). Adult’s mathematical thinking and emotions: a study of numerate practices. Routledge Falmer, London/New York.
Funda., K. (2011). Using songs as audio materials in teaching Turkish as a foreign language. Turkish Online Journal of Educational Technology, 10(4), 378-383.
Garfield., J., & Ben-Zvi., D. (2008). Developing Students' Statistical Reasoning: Connecting Research and Teaching Practice, Springer.
Hoàng, T., & Chu, N. M. N. (2008). Phân tích dữ liệu nghiên cứu với SPSS. Trường Đại học Kinh tế Thành phố Hồ Chí Minh: Nxb Hồng Đức.
Hu., R., Xiaohui., S., & Shieh., C-J. (2017). A Study on the Application of Creative Problem Solving Teaching to Statistics Teaching. EURASIA Journal of Mathematics Science and Technology Education, 13(7):3139-3149. DOI 10.12973/eurasia.2017.00708a.
Jamie., D. M. (2007). Teacher Perceptions and Attitudes About Teaching Statistics in P-12 Education. Educational Research Quarterly vol 30.4.
Liljedahl., P., & Oesterle., S. (2020). Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 825–828). Springer. https://doi.org/10.1007/978-3-030-15789-0
Ma., L. (1999). Knowing and teaching elementary mathematics: teachers’ understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum Associates, Mahwah.
McKiernan., G. (2011). Configuring the ‘Future Textbook ’. Search, 19(4), 43-47.
Nguyen, T. D., & Le, T. B. T. T. (2020). Building the teaching activities statistical charts in Mathematics secondary education curriculum 2018 for junior high school. Ho Chi Minh City University of Education Journal of Science, 17(5), 798-807.
Philipp., R. A. (2007). Mathematics teachers’ beliefs and affect. In: Lester FK Jr (ed) Second handbook of research on mathematics teaching and learning: a project of the National Council of Teachers of Mathematics (pp 257–315). National Council of Teachers of Mathematics, Charlotte.
Philippou., G., & Christou., C. (2002). A study of the mathematics teaching efficacy beliefs of primary teachers. In: Leder GC, Pehkonen E, Törner G (eds) Beliefs: a hidden variable in mathematics education? (pp 211–232). Kluwer, Dordrecht.
Rodrigues, B. M. B., & da Ponte, J. P. (2022). Teacher Education and Didactics Knowledge to Teach Statistics: A Case Study. European Journal of Science and Mathematics Education, 10(2), 225-242. https://doi.org/10.30935/scimath/11717
Roseth., C. J., Garfield., J. B., & Ben-Zvi., D. (2008). Collaboration in Learning and Teaching Statistics, Journal of Statistics Education, 16:1, DOI: 10.1080/10691898.2008.11889557.
Tishkovskaya., S., & Lancaster., G. A. (2012). Statistical Education in the 21st Century: A Review of Challenges, Teaching Innovations and Strategies for Reform, Journal of Statistics Education, 20:2, DOI: 10.1080/10691898.2012.11889641.
Wilson., S. M., & Cooney., T. J. (2002). Mathematics teacher change and development: the role of beliefs. In: Leder GC, Pehkonen E, Törner G (eds) Beliefs: a hidden variable in mathematics education? (pp 127–148). Kluwer, Dordrecht.
Yamane, T. (1967). Statistics: An Introductory Analysis, 2nd Edition. New York: Harper and Row.
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