Beliefs about Mathematics Teaching: A Pedagogical History
Abstract
This paper is not curriculum vitae; neither is it a vision statement. It is a sincere expression of my values and practices within the contextual reality in which I teach. In my early teaching years, I taught mathematics and improved myself while, unfortunately, blaming the students for almost all their failure occurrences to achieve learning. For the following years, this will serve as my personal teaching stance—to encourage thinking and learning among the students via communication. By conceptualizing mathematics as a discourse form, learning is equivalent to extending and modifying one's discourse, having no breach in the conversation.
References
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Biggs, J. & Tang, C. (2007). Teaching according to how students learn. In Teaching for Quality Learning at University (pp. 15–30). New York, NY: McGraw-Hill.
Doyle, T. (2012). From lecturer to facilitator. In Learner Centered Teaching: Putting the Research on Learning into Practice (pp. 51–62). Sterling, VA: Stylus Publishing.
Hattie, J. & Yates, G. (2014). The recitation method and the nature of classroom. In Visible Learning and the Science of How We Learn (pp. 44–51). New York, NY: Routledge.
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. UK: Cambridge University Press.
Viirman, O. (2015). Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis. International Journal of Mathematical Education in Science and Technology, 46(8), 1165–1181.
Zayyadi, M., Nusantara, T., Hidayanto, E. Sulandra, I. M., & Sa’dijah, C. (2020). Content and pedagogical knowledge of prospective teachers in mathematics learning: commognitive framework. Journal for the Education of Gifted Young Scientists, 8(1), 515–532.
Biggs, J. & Tang, C. (2007). Teaching according to how students learn. In Teaching for Quality Learning at University (pp. 15–30). New York, NY: McGraw-Hill.
Doyle, T. (2012). From lecturer to facilitator. In Learner Centered Teaching: Putting the Research on Learning into Practice (pp. 51–62). Sterling, VA: Stylus Publishing.
Hattie, J. & Yates, G. (2014). The recitation method and the nature of classroom. In Visible Learning and the Science of How We Learn (pp. 44–51). New York, NY: Routledge.
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. UK: Cambridge University Press.
Viirman, O. (2015). Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis. International Journal of Mathematical Education in Science and Technology, 46(8), 1165–1181.
Zayyadi, M., Nusantara, T., Hidayanto, E. Sulandra, I. M., & Sa’dijah, C. (2020). Content and pedagogical knowledge of prospective teachers in mathematics learning: commognitive framework. Journal for the Education of Gifted Young Scientists, 8(1), 515–532.
Published
2022-03-01
How to Cite
IGNACIO JR, Avelino Gabriel.
Beliefs about Mathematics Teaching: A Pedagogical History.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 4, n. 1, p. 21-23, mar. 2022.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/17101>. Date accessed: 13 oct. 2024.
Section
Articles
