Reasonable and Reasonableness of Answers: Kuwaiti Middle School Teachers’ Perspectives |
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Authors: | Amal Alajmi and Robert Reys |
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Institution: | (1) Mathematics Education, Kuwait University, P.O. Box: 13281, Kaifan, Code 71953, Kuwait;(2) Mathematics Education, University of Missouri, 121 Townsend Hall, Columbia, MO 65211, USA |
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Abstract: | This study described mathematics teachers’ views on the significance of reasonable answers and how they address this concept
in their classrooms. Data were gathered from thirteen eighth-grade Kuwaiti mathematics teachers in two middle schools. All
teachers in Kuwait use the national textbook and follow the accompanying instructional plans provided by the Ministry of Education.
The results revealed that the overwhelming majority of Kuwaiti teachers reported that an answer needed to be exact to be reasonable.
Only three teachers reported discussing reasonable answers and their discussions were in response to student mistakes. None
of the teachers addressed the concept proactively, considering reasonableness when planning their lessons or preparing activities
or exercises. They defended their lack of attention to this concept by noting that the notion of reasonableness is not included
in the Kuwaiti national curriculum. |
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Keywords: | international studies number sense reasonable answers reasonableness teachers’ beliefs of number sense teacher education |
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