Taiwanese high school students’ perspectives on effective mathematics teaching behaviors |
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| Institution: | 1. Department of Mathematics, National Taiwan Normal University, Taiwan, ROC;2. Department of Mathematics, National Taiwan Normal University, 88 Sec 4 Ting-Chou Rd., Taipei, Taiwan, ROC;1. Ghana Technology University College, PMB 100, Accra North, Tesano, Ghana;2. Department of Economics, Ghana Technology University College, PMB 100, Accra North, Tesano, Ghana;3. Department of Management Studies, Ghana Technology University College, PMB 100, Accra North, Tesano, Ghana;1. University of Missouri, 323 Clark Hall, Columbia, MO 65211, United States;2. The University of Alabama, Box 870231, Tuscaloosa, AL 35487, United States;3. University of Delaware, 201C Willard Hall, Newark, DE 19711, United States;4. University of Missouri, 2800 Maguire Blvd, Columbia, MO 65211, United States;1. Freudenthal Institute, Faculty of Science, Utrecht University, Utrecht, The Netherlands;2. Freudenthal Group, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands;1. HTB403, Ho Tim Building, Faculty of Education, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong;2. CKB606, Chen Kou Bun Building, Faculty of Education, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong;3. School of Public Policy and Administration, Xi’an Jiaotong University, Xi’an, Shaanxi Province, 710049, China |
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| Abstract: | This study developed a questionnaire composed of teaching-behavior items obtained from pioneering empirical studies, for measuring students’ perspectives on effective mathematics teaching. The questionnaire was used to survey 4514 high school students in Taiwan, where Western innovative mathematics instruction has been promoted since a curriculum reform in 1993. Exploratory factor analysis revealed factors contributing to how teachers should handle teaching materials, use representations and teaching methods, and guide problem solving. Ten factors were identified. Seven are rooted in traditional Chinese educational culture (e.g., detailed illustration in teaching problem solving), and three were influenced by Western culture (e.g., student active-learning activities in teaching methods). The findings show that teaching behaviors that either require a considerable amount of time or minimize use of time are relatively less favored, including learning in small groups or through games in the student active-learning activities factor and only providing important steps in the speedy lecture factor. |
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| Keywords: | Effective mathematics teaching Questionnaire development for student perspective Teaching material Representation Teaching method Problem solving |
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