How Croatian mathematics teachers organize their teaching: differences according to the initial education (CROSBI ID 55390)
Prilog u knjizi | ostalo | međunarodna recenzija
Podaci o odgovornosti
Jukić Matić, Ljerka ; Glasnović Gracin, Dubravka
engleski
How Croatian mathematics teachers organize their teaching: differences according to the initial education
Initial education of mathematics teachers is important for teaching and learning mathematics in school classrooms. Some studies showed that there exists a relation between students’ achievement and teachers’ mathematical and pedagogical content knowledge. In Croatian lower secondary education, there are mathematics teachers who significantly differ in their initial education. In this paper, we examine teaching practices of two groups of mathematics teachers ; those who finished former pedagogical academies and those who obtained their degrees from departments of mathematics. Using qualitative methods as observations and interviews, we investigated the teaching practice of 12 lower secondary mathematics teachers with special reference to the utilization of the textbook. Results showed that these two groups of teachers differ in the use of textbooks, but also in some other parts of teaching practice.
mathematics teacher, initial education, textbook, teaching practice, qualitative study
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Podaci o prilogu
303-317.
objavljeno
Podaci o knjizi
Higher goals in mathematics education
Kolar-Begović, Zdenka ; Kolar-Šuper, Ružica ; Đurđević Babić, Ivana
Osijek: Element
2015.
978-953-197-586-5