Maths instruction in vocational high school from teachers and students’ eyes: a different kettle of fish
Downloads
Abstract
Mathematics course in vocational high school education is significant worldwide to equip vocational students with the technical and personal skills that are required for the effective workforce as discussed in the context of Science, Technology, Engineering and Mathematics (STEM) education. The present research sets out to investigate 20 Turkish maths teachers’ belief and instructional practices through comparing vocational students’ perceptions for mathematics instruction and the researcher’s observation in a state vocational high school, which is under- researched. 20 maths teachers and 161 students participated in this longitudinal study (n=181). Mixed methods were used, and three types of data were collected as follows: questionnaires, interviews and observation for triangulation of data and methods t for the reliability and validity of the study. The findings indicated that maths teachers’ belief and practices were not consistent when compared with the questionnaire and interview data collected from vocational students, and also observation carried out by the researcher.
Keywords: mathematics education, vocational high school, vocational students, beliefs and practices
Downloads
References
ACME: Advisory Committee on Mathematical Education. (2011). Mathematical Needs: Mathematics in the workplace and in higher education. The Royal Society. Retrieved in June 2018 from http://www.acme-uk.org/media/7624/acme_theme_a_final%20(2).pdf.
Google Scholar CrossrefBailey, K. D. (1994). Methods of social research. Basingstoke: Collier-Macmillan.
Google Scholar CrossrefBottoms, G. (1992). Making high schools work through integration of academic and vocational education. Retrieved in September 2018 from http://files.eric.ed.gov/fulltext/ED352549.pdf
Google Scholar CrossrefBorko, H., Mayfield, V., Marion, S., Flexer, R., & Cumbo, K. (1997). Teachers’ developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education, 13(3), 259-278. Doi: https://doi.org/10.1016/S0742-051X(96)00024-8
Google Scholar CrossrefCanning, R. (2013). Book review: vocational education: purposes, traditions and prospects, by Stephen Billett, Dordrecht, Springer, 2011. Journal of Vocational Education and Training, 65(1), 158-159
Google Scholar CrossrefCBI. (2007). Response to call for evidence: Employment and Training opportunities for Low-skilled Young People. CBI.
Google Scholar CrossrefCohen, L., Manion, L., & Morrison, K. (2008). Research methods in education [6th Edition]. New York: Routledge.
Google Scholar CrossrefClark, C. fi Peterson, P. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd Ed.) (pp. 225-296). New York: Macmillan.
Google Scholar CrossrefCreswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Incorporated.
Google Scholar CrossrefCreswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice Hall.
Google Scholar CrossrefGuler, M., & Çelik, D. (2018). Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge. REDIMAT –Journal of Research in Mathematics Education, 7(2), 162-194. doi: 10.4471/redimat.2018.2575
Google Scholar CrossrefHandal, B., & Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69. doi: https://doi.org/10.1007/BF03217369
Google Scholar CrossrefKaplan, R. G. (1991, October). Teacher beliefs and practices: A square peg in a square hole. Proceedings of the annual meeting of the North American chapter of the international group for the psychology of mathematics education, Blacksburg, VA.
Google Scholar CrossrefKorkmaz, H. (2001). The effect of an active learning approach based on multiple intelligence theory on students’ achievement and attitudes. Science and Education, 26(119), 71-76.
Google Scholar CrossrefLauglo, J., & Lillis, K. (1988). Vocationalisation in international perspective. In J. Lauglo & K. Lillis (Eds.), Vocationalising education: An international perspective. Oxford: Pergamon.
Google Scholar CrossrefMane, F. (1999). Trends in the payoff to academic and occupation-specific skills: the short and medium run returns to academic and vocational high school courses for non-college-bound students. Economics of Education Review, 18(4), 417-437. doi: https://doi.org/10.1016/S0272-7757(99)00019-9
Google Scholar CrossrefOxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In Learner Autonomy Across Cultures (pp. 75-91). Palgrave Macmillan UK. doi: https://doi.org/10.1057/9780230504684_5
Google Scholar CrossrefPajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. doi: https://doi.org/10.3102/00346543062003307
Google Scholar CrossrefPeterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teacher’s pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1-40. doi: 10.1207/s1532690xci0601_1
Google Scholar CrossrefRaymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 550-576.
Google Scholar CrossrefSchoenfeld, A. H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 338-355. doi: 10.2307/749440
Google Scholar CrossrefStipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213-226. doi: https://doi.org/10.1016/S0742-051X(00)00052-4
Google Scholar CrossrefTashakkori, A., & Teddlie, C. (2003). Handbook on mixed methods in the behavioral and social sciences. Thousand Oaks, CA: Sage.
Google Scholar CrossrefTaylan, R.D., & da Ponte, J.P. (2016). Investigating pedagogical content knowledge-in-action. REDIMAT–Journal of Research in Mathematics Education, 5(3), 212-234. doi: 10.4471/redimat.2016.2227
Google Scholar CrossrefThompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan.
Google Scholar CrossrefYıldırım, Z., Ozden, Y., & Aksu, M. (2001). Comparison of hypermedia learning and traditional instruction on knowledge acquisition and retention. The Journal of Educational Research, 94(4), 207-214. doi: https://doi.org/10.1080/00220670109598754
Google Scholar CrossrefYılmaz, K. (2007). Learner-centred instruction as a means to realise democratic education: The problems and constraints confronting learner-centred instruction in Turkey. Studies in Learning, Evaluation, Innovation and Development, 4(3), 15-28.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
Issue
Section
License
Copyright (c) 2020 H. OZDEMIR
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
