Reimagining mathematics education: Identifying training needs and challenges among public elementary school teacher’s post-pandemic

Q2 Social Sciences
Lislee Valle
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引用次数: 0

Abstract

The sudden shift in the education system during the pandemic and its subsequent evolution during the post-pandemic era have been pivotal in fostering significant educational development and growth. However, this paradigm shift has not been without challenges. This paper aims to investigate the challenges faced by 68 mathematics teachers in four public elementary schools in the Philippines. The respondents were purposively selected to answer the study’s instrument. Using a descriptive survey research methodology, this study explored the five domains in teaching mathematics, namely planning lessons, executing lessons, assessment, mathematical knowledge, and using technology tools. This paper revealed that novice, experienced, and highly experienced teachers alike had moderate difficulty enriching mathematical knowledge and utilizing technology in teaching the subject matter. Moreover, teachers with more than five years’ experience had moderate difficulty in the five domains of teaching mathematics in the post-pandemic era. This finding emphasizes the widespread impact of the education shift for teachers of all levels of experience. The paper further emphasizes the importance of supporting experienced teachers during this transformative phase of formulating innovative learning activities and adapting to reimagined pedagogical concepts. Consequently, this study underscores the need for additional training interventions to enhance their mathematical knowledge and use of technology as an integral teaching tool.
重新构想数学教育:确定公立小学教师大流行后的培训需求和挑战
大流行病期间教育系统的突然转变及其随后在后大流行病时代的演变,对促进教育的重大发展和增长起到了关键作用。然而,这种模式的转变并非没有挑战。本文旨在调查菲律宾四所公立小学的 68 名数学教师所面临的挑战。受访者是有目的性地挑选出来回答研究工具的。本研究采用描述性调查研究方法,探讨了数学教学的五个领域,即备课、上课、评估、数学知识和使用技术工具。本文发现,无论是新手教师、经验丰富的教师还是资深教师,在丰富数学知识和利用科技手段进行教学方面都有一定的困难。此外,拥有五年以上教学经验的教师在后流行病时代的数学教学中,在五个领域都有一定的困难。这一发现强调了教育转变对不同经验水平教师的广泛影响。本文进一步强调了在这一转型阶段为经验丰富的教师提供支持的重要性,帮助他们制定创新的学习活动,适应重新构想的教学理念。因此,本研究强调有必要采取更多的培训干预措施,以增强他们的数学知识,并将技术作 为一种不可或缺的教学工具加以使用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
2.00
自引率
0.00%
发文量
25
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