mathematics teachers

  • The Sense of Didactic Self-efficacy in Mathematics Teachers with Various Personal Theories Regarding Gender Differences and Mathematical Giftedness

    Author: Krzysztof Rubacha
    E-mail: krubacha@umk.pl
    Institution: Nicolaus Copernicus University in Toruń
    Author: Mariana Sirotova
    E-mail: mariana.sirotova@ucm.sk
    Institution: University of Ss. Cyril and Methodius v Trnave
    Year of publication: 2018
    Source: Show
    Pages: 261-270
    DOI Address: https://doi.org/10.15804/tner.2018.53.3.22
    PDF: tner/201803/tner5322.pdf

    The paper presents a quasi-experimental study clarifying the variability of maths teachers’ sense of self-efficacy based on their personal theories regarding differences in mathematical giftedness between girls and boys. Didactic self-efficacy is understood as a judgment of the possibility of teaching all learners. A ‘personal theory’ is understood as a verbalized group of judgments regarding the source of mathematical giftedness among girls and boys. The two variables, i.e. ‘personal theories’ and ‘biological sex’, were introduced in a two-factor NOVA model. A strong main effect for ‘personal theories’ was noted, while there was no statistically significant effect for biological sex. The result shows that gender stereotypes can weaken teachers’ sense of didactic self-efficacy, and consequently block pupils’ opportunity for development.

  • Teaching Statistics in the Background of Teaching Mathematics

    Author: Darjo Felda
    E-mail: darjo.Felda@pef.upr.si
    Institution: University of Primorska
    Author: Mirjam Bon Klanjšček
    Institution: National Assembly of the Republic of Slovenia
    Year of publication: 2017
    Source: Show
    Pages: 65-75
    DOI Address: https://doi.org/10.15804/tner.2017.48.2.05
    PDF: tner/201702/tner20170205.pdf

    In math classes solving statistical tasks by using procedures which the student learned by heart is usually used. The authors, thus encouraged learning and teaching statistics on the basis of realistic problems and problem situations, so that the student gets to know statistical concepts within the experience of resolving a real-life problem situation. With this approach to learning and teaching statistics, students acquired a better knowledge and were able to grasp, interpret and make critical evaluations of the statistical information, which was confirmed by the experiment that involved 269 first-grade high school students.

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