ANALYSIS OF TEACHERS’ CONFIDENCE IN TEACHING MATHEMATICS AND STATISTICS

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2022-12-01 DOI:10.52041/serj.v21i3.422

Odette Umugiraneza, S. Bansilal, D. North

引用次数: 2

Abstract

The purpose of this study is to explore the expressions of confidence by a group of South African mathematics teachers about teaching mathematics and statistics concepts from various perspectives. The participants were 75 mathematics teachers who were teaching Grades 4 to 12 in KwaZulu-Natal (KZN) schools. They then were asked to express their opinion on their level of confidence in teaching using 17 confidence items on a 5 point Likert scale, graded from very low to very high. The study drew upon factor analysis, Rasch analysis as well as regression analysis. The findings suggest that teachers’ confidence in teaching mathematics concepts is quite different from their confidence in teaching statistics concepts and those which require connections across topics. Furthermore, the study has also found differences in teachers’ confidence level by gender during the middle teaching years as well as a significant interaction between phases of teaching and whether or not teachers completed additional professional qualifications.

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教师对数学与统计学教学的信心分析

本研究的目的是从不同的角度探讨一群南非数学教师对数学和统计学概念教学的信心表达。参与者是75名数学教师，他们在夸祖鲁-纳塔尔（KZN）学校教4至12年级。然后，他们被要求使用5分Likert量表中的17个信心项目来表达他们对教学信心水平的看法，从非常低到非常高。本研究采用因子分析、拉施分析和回归分析相结合的方法。研究结果表明，教师对教授数学概念的信心与他们对教授统计学概念的信心以及那些需要跨主题联系的信心截然不同。此外，该研究还发现，在教学中期，教师的信心水平存在性别差异，教学阶段与教师是否完成了额外的专业资格之间存在显著的互动。

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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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.