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THE MATHEMATICS ELEMENTARY SCHOOL TEACHERS PERCEPTIONS OF THE STUDENT CENTERED APPROACHES AND PROFESSIONAL LEARNING EXPERIENCES

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06 Pages : 87-101

http://dx.doi.org/10.31703/gssr.2018(III-IV).06      10.31703/gssr.2018(III-IV).06      Published : Dec 4

The Mathematics Elementary School Teachers' Perceptions of the Student-Centered Approaches and Professional Learning Experiences

Abstract

    This research explores the perceptions’ of mathematics teachers who are teaching in Pakistani schools at secondary level. The study aimed to explore the elementary school teachers’ perceptions about student-centred approaches, and their difficulties facing in using these approaches. The study uses a methodology of questionnaire and interview to gather data from mathematics teachers at secondary level. The results of this study indicate that the most mathematics teachers were positive about the role and importance of student-centred approaches in their mathematics. The majority of teachers appreciated their role as a facilitator of the learning process using student-centred approaches Moreover, the majority of teachers reported that continued practice in teaching mathematics courses and/or teaching method courses had contributed to their developing a fair understanding of teaching mathematics. The teachers responded positively regarding the role of student-centred approaches to enhance the procedural understanding of students in mathematics. Most of the findings supported student-centred approaches positively. Finally, the recommendations concerning the importance of student-centred approaches in mathematics, the arrangement of resources, and teachers’ professional development are presented for the attention of teachers, administration and curriculum developers.

    Mathematics Teachers, Student-Centred Approaches, Facilitator

    (1) Nasrin Akhter
    Assistant Professor, Department of Educational Research and Assessment, University of Okara, Punjab, Pakistan
    (2) Muhammad Naseer Ud Din
    Associate Professor, Institute of Education & Research, Kohat University of Science & Technology, Kohat, KP, Pakistan.
    (3) Abdul Majeed Khan
    Assistant Professor, Department of Education, Mianwali Campus, University of Sargodha, Sargodha, Punjab, Pakistan.
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Cite this article

APA

    APA : Akhter, N., Din, M. N. U., & Khan, A. M. (2018). The Mathematics Elementary School Teachers' Perceptions of the Student-Centered Approaches and Professional Learning Experiences. Global Social Sciences Review, III(IV), 87-101. https://doi.org/10.31703/gssr.2018(III-IV).06

CHICAGO

    CHICAGO : Akhter, Nasrin, Muhammad Naseer Ud Din, and Abdul Majeed Khan. 2018. "The Mathematics Elementary School Teachers' Perceptions of the Student-Centered Approaches and Professional Learning Experiences." Global Social Sciences Review, III (IV): 87-101 doi: 10.31703/gssr.2018(III-IV).06

HARVARD

    HARVARD : AKHTER, N., DIN, M. N. U. & KHAN, A. M. 2018. The Mathematics Elementary School Teachers' Perceptions of the Student-Centered Approaches and Professional Learning Experiences. Global Social Sciences Review, III, 87-101.

MHRA

    MHRA : Akhter, Nasrin, Muhammad Naseer Ud Din, and Abdul Majeed Khan. 2018. "The Mathematics Elementary School Teachers' Perceptions of the Student-Centered Approaches and Professional Learning Experiences." Global Social Sciences Review, III: 87-101

MLA

    MLA : Akhter, Nasrin, Muhammad Naseer Ud Din, and Abdul Majeed Khan. "The Mathematics Elementary School Teachers' Perceptions of the Student-Centered Approaches and Professional Learning Experiences." Global Social Sciences Review, III.IV (2018): 87-101 Print.

OXFORD

    OXFORD : Akhter, Nasrin, Din, Muhammad Naseer Ud, and Khan, Abdul Majeed (2018), "The Mathematics Elementary School Teachers' Perceptions of the Student-Centered Approaches and Professional Learning Experiences", Global Social Sciences Review, III (IV), 87-101

TURABIAN

    TURABIAN : Akhter, Nasrin, Muhammad Naseer Ud Din, and Abdul Majeed Khan. "The Mathematics Elementary School Teachers' Perceptions of the Student-Centered Approaches and Professional Learning Experiences." Global Social Sciences Review III, no. IV (2018): 87-101. https://doi.org/10.31703/gssr.2018(III-IV).06