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All Journal International Journal on Emerging Mathematics Education Journal on Mathematics Education
Seah, Wee Tiong
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Education Mathematics Social Sciences Other

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Primary school teachers’ knowledge for teaching multiplicative thinking Malola, Mayamiko; Seah, Wee Tiong
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1175-1196

Abstract

Multiplicative thinking is important for students’ learning of key topics in mathematics such as algebra, geometry, measurement, fractions, statistics, and probability. This study employed an embedded mixed-method approach to investigate primary school teachers’ pedagogical content knowledge for developing multiplicative thinking in students. The study participants (n = 62) were primary school teachers in Australia at different levels of teaching experience, from preservice teachers to novice, experienced, and expert teachers. Teachers completed a carefully designed questionnaire, and a model of Teacher Capacity was the framework for instrument design and data analysis. The investigation in this research focused on three key teaching stages for developing multiplicative thinking: transitional, multiplicative, and proportional reasoning. Estimated marginal means, pairwise comparison, and regression analysis statistical tests were conducted using SPSS 2.0. The results highlight specific areas requiring attention in teacher professional development and preparation programs to enhance teachers’ capacity to effectively support students’ learning and development around multiplicative thinking. For example, there is a need to enhance teachers’ capacity for multiplicative thinking during transitional teaching and the need to emphasize the development of teachers’ knowledge of students and the design of instruction.
The Valuing of Mathematics Learning in Schools: A Gendered Perspective Barkatsas, Tasos; Law, Huk Yuen; Seah, Wee Tiong; Wong, Ngai Ying
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v3i1.11648

Abstract

In this article, gender differences in the valuing of mathematics by Hong Kong primary and secondary students have been investigated. The participants were 1081 upper primary school (Grades 5 and 6) and secondary school (Grades 8 and 9) students from various metropolitan Hong Kong schools. An Analysis of Variance (ANOVA) was conducted to investigate the existence of gender differences on a number of values components. Statistically significant differences between boys’ and girls’ valuing of mathematics learning were found on three of the nine components derived via a Principal Component Analysis (PCA).
Co-Authors Barkatsas, Tasos Law, Huk Yuen Malola, Mayamiko Wong, Ngai Ying