Mathematics Curricula: Analysis Articles

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INTRODUCTION

What makes effective mathematic teaching and learning? This issue had been debated for years by the educationists as old as the teaching itself. Excellent students’ performance in mathematics is in line with an effective mathematics teaching and learning in the classroom. As been highlighted by the National Council of Teachers of Mathematics in the United States:

“Students learn mathematics through the experiences that teachers provide. Thus, students’ understanding of mathematics, their ability to use it to solve problems, and their confidence in, and disposition toward, mathematics are all shaped by the teaching they encounter in school. The improvement of mathematics education for all students requires effective mathematics teaching in all classrooms (NCTM, 2000, p. 17 cited in __)”

Curiosity in searching for the quality mathematic teaching and learning pursue me to look for the related articles. Finally I come upon three research papers that fall into my utmost interest.I believed that the research papers will give me a clear pictures of several factors that contribute to effective teaching and learning in Mathematics.Those research papers are:

Article 1:
Wang, T., &Cai, J. (2007).United States Teachers’ View of Effective Mathematics Teaching and Learning.The International Journal on Mathematics Education. (39), 315-327. [On-line WWW]. Retrieved on February 4, 2012. Available: www.springerlink.com.ezproxy.ubd.edu.bn/content/n8wp4q42774v8475/

Article 2:
Perry, B. (2007). Australian Teachers’ View of Effective Mathematics Teaching and Learning.The International Journal on Mathematics Education. (39), 271-286. [On-line WWW]. Retrieved on February 4, 2012. Available: www.springerlink.com.ezproxy.ubd.edu.bn/content/tm6144839tlr3106/

Article 3:
Lin, P-J.,& Li, Y. (2009). Searching for Good Mathematics Instruction at Primary School Level Valued in Taiwan. The International Journal on Mathematics Education. (41), 363-378. [On-line WWW]. Retrieved on January 27, 2012. Available: www.springerlink.com.ezproxy.ubd.edu.bn/content/6114m54148164405/

Summary of the article 1

This study investigates US teachers’ cultural beliefs and views concerning effective Mathematics teaching using qualitative approach. US teachers involved in the study have earned at least a bachelor degree and 6 of the 11 teachers either have earned a master’s degree in education or are enrolled in a master’s degree program. Teacher had been interview using a semi-structured interview in this research study.

United States teachers were asked their view and belief about nature of mathematics, mathematic learning and teacher and teaching. Since it is a semi-structured interview, each criterion of view and beliefs subdivide again into several parts. The researchers then selected the common criteria that every US teacher agreed upon with. Figure 1 shows the common views and beliefs of US teacher stated by Wang &Cai, (2007).

Figure 1: Common views and beliefs of US teachers

Analyzing the article 1

(A) Identify the problem area

The problem area of this article was to seek and investigate the most commonalities and similarities of US teachers’ view and belief of effective teaching and learning.

(B) What are the research questions?

The researchers did not state the research questions. Therefore it is assumed that the research questions is:

1. What are the views and beliefs of US teachers that contribute to the effectiveness of Mathematics teaching and learning? 2. Which are the most common views that US teachers perceive as the effective mathematics teaching and learning?

(C) How complete is the Literature review?

The literature review and the reference shared in the articles ranged from the year 1978 until 2007. Researchers used most of the literature review to support on a description of mathematic education background and the reform of a standards-based school mathematics...
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