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Article
Publication date: 3 September 2021

Sovansophal Kao

This study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1…

Abstract

Purpose

This study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.

Design/methodology/approach

The two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.

Findings

The study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.

Practical implications

These findings point some practical implications for enhancing the effectiveness of the two school types and further research.

Originality/value

There is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

Details

International Journal of Comparative Education and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2396-7404

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Article
Publication date: 16 August 2021

Joanna Higgins and Ro Parsons

Instructional coaches are pivotal to articulating the agenda of system-wide reform, yet their role remains largely unexamined. Their approach with educators is…

Abstract

Purpose

Instructional coaches are pivotal to articulating the agenda of system-wide reform, yet their role remains largely unexamined. Their approach with educators is contextually situated within the schooling system in which they work to reflect the historical and sociocultural system influences. Given the downward trend in New Zealand's international test scores for mathematics, it is timely to review the role of instructional coaches.

Design/methodology/approach

In this paper, the authors draw on qualitative data derived from interviews with experienced coaches to investigate how they brokered the vision and pedagogy of a system-level reform in mathematics. Using a sensemaking lens we specifically examined the collective stories they employed as explanatory tools.

Findings

The analysis revealed that coaches drew on factors from school and classroom contexts of professional development practice and from collective beliefs about effective practice, alongside the project materials incorporated in the design of the project. System-level stories of reading reform influenced coaches' leadership of professional practice in implementing the New Zealand Numeracy Development Project, a progressively scaled-up professional learning and development initiative designed to improve teacher knowledge and pedagogy.

Originality/value

This paper highlights the critical importance of coaches' knowledge and expertise, the complexity of the implementation process and the coherence of the infrastructure that supports them in instructional reform.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 1 April 1982

MICHAEL PENNY

In March 1978 the Labour Government announced that it was to establish an Inquiry to consider the teaching of Mathematics in primary and secondary schools in England and

Abstract

In March 1978 the Labour Government announced that it was to establish an Inquiry to consider the teaching of Mathematics in primary and secondary schools in England and Wales, with particular regard to its effectiveness and intelligibility, and to the match between the mathematical curriculum and the skills required in further education, employment and adult life generally. There was a new breeze blowing from the office of the Secretary of State for Education and Science. Schools Council, the customary mouthpiece of the Department of Education and Science, had produced numerous working papers containing many suggestions about what should be taught in schools and how it should be taught.

Details

Industrial and Commercial Training, vol. 14 no. 4
Type: Research Article
ISSN: 0019-7858

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Article
Publication date: 1 December 2006

Pooran Wynarczyk

This paper seeks to record an interview about Abbe Herzig's journey in mathematics education, career, research and practice. Abbe Herzig's passion and love for mathematics

Abstract

Purpose

This paper seeks to record an interview about Abbe Herzig's journey in mathematics education, career, research and practice. Abbe Herzig's passion and love for mathematics began at her childhood. Although at some points in her life, due to personal and professional reasons explained below, she left mathematics education and teaching, she returned to the mathematics discipline, not as a mathematician but as an education scholar. As such, she was able to investigate those aspects of the disciplinary culture of mathematics that turns so many women away and to help formulate ways that the mathematics community can make the subject a more inclusive endeavor. She has developed courses and programmes to help diverse populations of young people discover the relevance of mathematics and science to their interests and realities. Herzig is in the midst of a major six‐year research programme, funded by the USA National Science Foundation, concerned with women and students of colour in the postgraduate mathematical sciences.

Design/methodology/approach

This article is based on citations, discussion and interview with Abbe Herzig conducted in October 2006.

Findings

In one of her research studies, Abbe found that among mathematics faculty in one doctoral program their belief in talent moved the structure of doctoral education away from one of mentoring students to become mathematicians to one in which the faculty emphasized filtering out students not possessing the prerequisite dedication or talent. Mathematics is generally regarded as an objective field of knowledge, in which mathematicians work to discover truths about the natural world. In a more recent publication, Herzig has criticized the mathematics “pipeline” metaphor, as she believes it implies that students are passive actors in their education, reacting to “encountering a crack in the pipe”.

Originality/value

This is a unique profile of an internationally recognised scholar in the field of the diversity in mathematics. Herzig is a remarkable role model for women who wish to embark not only on mathematics education and profession, but other women too.

Details

Equal Opportunities International, vol. 25 no. 8
Type: Research Article
ISSN: 0261-0159

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Article
Publication date: 11 May 2021

Po Tsai and Panayiotis Antoniou

This paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student…

Abstract

Purpose

This paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student achievement and teacher job satisfaction in Taiwan.

Design/methodology/approach

Data were collected from 110 fifth grade primary school teachers and their students (n = 2,334) between 10 and 10 years old. A teacher questionnaire and a criterion-reference test in mathematics were distributed during the academic year 2016–2017. The data were analysed using confirmatory factor analysis and stepwise linear regression.

Findings

The results revealed that teacher attitudes to teaching mathematics, efficacy in classroom environment and student achievement in mathematics could, to some extent, explain variations in teacher job satisfaction. Of all the variables, teacher attitudes to teaching mathematics explained the largest portion of the variance in teacher job satisfaction.

Originality/value

These findings support the proposition that teacher attitudes to teaching mathematics affect teacher job satisfaction, which is in turn, translatable into enhanced teacher effectiveness. It is important to note that this study explores the impact of student achievement on teacher job satisfaction (and not the other way round), which is a relationship that remains under-researched and needs further investigation. Implications of the findings are discussed, and suggestions for further studies are provided.

Details

International Journal of Educational Management, vol. 35 no. 5
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 17 June 2021

Paula M. Jakopovic

This paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through…

Abstract

Purpose

This paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.

Design/methodology/approach

Narrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.

Findings

The initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.

Originality/value

This study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 3
Type: Research Article
ISSN: 2046-6854

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Book part
Publication date: 19 May 2009

Alexander W. Wiseman, David P. Baker, Catherine Riegle-Crumb and Francisco O. Ramirez

Prior research shows that stratification of future adult opportunities influences stratification in the academic performance of students. This perspective is used to…

Abstract

Prior research shows that stratification of future adult opportunities influences stratification in the academic performance of students. This perspective is used to generate hypotheses regarding the sources of cross-national gender differences in mathematics performance. These hypotheses are tested using multivariate and multilevel analyses of adult opportunities for women and cross-national differences in mathematics performance by gender. This future opportunity perspective is expanded to take into account the historical incorporation of women in modern nation-states through institutionalized mass schooling emphasizing egalitarian ideals. Results indicate a cross-national shift in the direction of less gender inequality in overall school mathematics performance. However, gender inequality is more evident in the advanced 12th grade mathematics. The results of a more specialized analysis of the advanced 12th grade mathematics are compared with the earlier findings regarding mathematics performance.

Details

Gender, Equality and Education from International and Comparative Perspectives
Type: Book
ISBN: 978-1-84855-094-0

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Book part
Publication date: 3 July 2018

Munira Al Wahaibi and Asila Al-Ma’awali

This paper sheds light on one of the educational projects that was launched by Ministry of Education (MOE) in Oman in the academic year 2007–2008. The project, which is…

Abstract

This paper sheds light on one of the educational projects that was launched by Ministry of Education (MOE) in Oman in the academic year 2007–2008. The project, which is called the “Cognitive Development Program for Students in Science, Mathematics, and Concepts of Environmental Geography”, was introduced in 741 government schools in response to the low national score in Trends in International Mathematics and Science Study (TIMSS) 2007. Hence, the main aim of the program is to develop the students’ science and mathematics capabilities in order to improve their levels in mathematics and science and to give further emphasis to these skills that form the basis of the rapidly changing world. This paper endeavors to acquaint the Gulf Cooperation Council countries with the nature of this program. It also focuses on the impact this program has on mathematics and science teachers’ and on students’ achievements in mathematics, science, and concepts of environmental geography. To achieve this goal, two questionnaires – one for teachers and the other for students – are conducted to measure the effectiveness of the Cognitive Development Program from teachers’ and students’ perspectives. The results of the questionnaires showed that the program has remarkably affected both teachers and students. One of the positive effects of this program was that it has encouraged the teachers to be always updated about what is new in these subject areas and the students are exposed to questions that test their synthesis. However, there are a number of drawbacks to this program from teachers’ and students’ perspectives. Constructive feedback for the program developers and supervisors in the MOE to base improvement is provided.

Details

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform
Type: Book
ISBN: 978-1-78743-767-8

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Book part
Publication date: 30 December 2011

Yujing Ni, Qiong Li, Xiaoqing Li and Jun Zou

This chapter provides a synthesis of the research project which investigated whether or not the most recent mathematics curriculum reform has reached the classroom and…

Abstract

This chapter provides a synthesis of the research project which investigated whether or not the most recent mathematics curriculum reform has reached the classroom and influenced classroom practice and student learning in the mainland China. Three types of evidence for change as a result of the curriculum reform were examined. These included the beliefs and perceptions of teachers about learning and teaching mathematics, the cognitive features of learning tasks and of classroom interaction that were implemented in classroom, and student learning outcomes. Two groups of elementary math teachers and their students participated in the study. One group had participated in the reform implementation in classroom for several years, and the other group had used the conventional curriculum when the project was conducted in 2005. About 150 videotaped class sessions were analyzed from 58 classrooms of the two groups. Survey methods were used to probe the changes in the beliefs and perceptions of teachers about teaching and learning mathematics. The student learning outcomes were assessed for three times with multiple measures of mathematics achievement. Findings of the project provide the converging evidence that the curriculum reform has resulted in some of the expected changes. Reform teachers were more likely to hold a dynamic view of mathematics and to indicate the importance to provide students the learning opportunity to hypothesize, to proof, and to communicate in learning mathematics. The reform classrooms used more learning tasks with higher cognitive demands. The teachers in the reform classrooms asked more questions that required students to describe procedures leading to their answers and the students in the reform classrooms raised more questions in learning mathematics. Students of the reform classrooms showed to have achieved a relatively more balanced development in different cognitive areas of mathematics achievement.

Details

The Impact and Transformation of Education Policy in China
Type: Book
ISBN: 978-1-78052-186-2

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Book part
Publication date: 16 December 2016

Sébastien Lleo and Jessica Li

The purpose of this chapter is to study the mathematisation of finance – excessive use of mathematical models in finance – which has been widely blamed for the recent…

Abstract

The purpose of this chapter is to study the mathematisation of finance – excessive use of mathematical models in finance – which has been widely blamed for the recent financial and economic crisis. We argue that the problem might actually be the financialisation of mathematics, as evidenced by the gradual embedding of branches of mathematics into financial economics. The concept of embeddedness, originally proposed by Polanyi, is relevant to describe the sociological relationship between fields of knowledge. After exploring the relationship between mathematics, finance and economics since antiquity, we find that theoretical developments in the 1950s and 1970s lead directly to this embedding. The key implication of our findings is the realization that it has become necessary to disembed mathematics from finance and economics, and proposes a number of partial steps to facilitate this process. This chapter contributes to the debate on the mathematisation of finance by uniquely combining a historical approach, which chronicles the evolution of the relation between mathematics and finance, with a sociological approach from the perspective of Polyani’s concept of embedding.

Details

Finance and Economy for Society: Integrating Sustainability
Type: Book
ISBN: 978-1-78635-509-6

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