Time as a resource in mathematics education: Teachers’ perspectives

Abstract

Different kinds of resources, material and non-material, are used and developed with the aim of being part of an effective mathematics education. As a non-material resource, time seems to be of great importance to teachers and students. The aim of the present study is to focus on teachers’ views about time as a resource and its interactions with other resources in mathematics education. For this purpose, a large-scale examination of teachers’ opinions was undertaken, combining qualitative and quantitative methods, and involving teachers from different school levels. The results show that teachers highly value time as a resource, although with clear differences among primary, middle, and higher grade teachers. The participants of all levels complained to a great extent about not having as much time as they need for geometry topics, problem solving, and teamwork. On the other hand, the results show that textbooks and technology as material resources save teachers and students time, making lesson preparation and enactment more efficient, particularly in lower grades. The insight gained into teachers’ views about time, together with the literature review, indicate the importance of non-material resources within the discussion of resources.