Developing reflective practice among teachers of mathematics

Author:

Aghakhani Sima12ORCID,Lewitzky Rachael A.1ORCID,Majeed Asia1ORCID

Affiliation:

1. University of Toronto, Toronto, ON, CANADA

2. Centennial College, Toronto, ON, CANADA

Abstract

This qualitative case study of four middle school and secondary school mathematics teachers examines how teachers’ reflective practice supported their selection of strategies that align with the needs of current mathematics education according to the 10 dimensions of mathematics education. The findings suggest that teachers’ reflection practice, through collaboration with other teachers and creating a positive safe environment within their classroom for students’ feedback, impacts their design of classroom practices. They prioritize planning and preparing for the dimensions that are being discussed in the meetings with other teachers. Another major finding is that high level reflective teachers’ attitudes toward teaching mathematics is consistent with the needs of current mathematics education. Lastly, meeting individual needs of students is the dimension that all teachers in this study, regardless of their level of reflection, were struggling to reflect on and plan for. Overall, each teacher reported reflective practices that appeared to align with the attitudes and practices for teaching mathematics survey.

Publisher

Modestum Ltd

Subject

Education,General Mathematics

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Mathematics Preservice Teachers' Responsiveness in Microteaching Using 21st Century Skills;Cases on Responsive and Responsible Learning in Higher Education;2023-02-24

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