{"title":"教师对数学与统计学教学的信心分析","authors":"Odette Umugiraneza, S. Bansilal, D. North","doi":"10.52041/serj.v21i3.422","DOIUrl":null,"url":null,"abstract":"The purpose of this study is to explore the expressions of confidence by a group of South African mathematics teachers about teaching mathematics and statistics concepts from various perspectives. The participants were 75 mathematics teachers who were teaching Grades 4 to 12 in KwaZulu-Natal (KZN) schools. They then were asked to express their opinion on their level of confidence in teaching using 17 confidence items on a 5 point Likert scale, graded from very low to very high. The study drew upon factor analysis, Rasch analysis as well as regression analysis. The findings suggest that teachers’ confidence in teaching mathematics concepts is quite different from their confidence in teaching statistics concepts and those which require connections across topics. Furthermore, the study has also found differences in teachers’ confidence level by gender during the middle teaching years as well as a significant interaction between phases of teaching and whether or not teachers completed additional professional qualifications. ","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"ANALYSIS OF TEACHERS’ CONFIDENCE IN TEACHING MATHEMATICS AND STATISTICS\",\"authors\":\"Odette Umugiraneza, S. Bansilal, D. North\",\"doi\":\"10.52041/serj.v21i3.422\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study is to explore the expressions of confidence by a group of South African mathematics teachers about teaching mathematics and statistics concepts from various perspectives. The participants were 75 mathematics teachers who were teaching Grades 4 to 12 in KwaZulu-Natal (KZN) schools. They then were asked to express their opinion on their level of confidence in teaching using 17 confidence items on a 5 point Likert scale, graded from very low to very high. The study drew upon factor analysis, Rasch analysis as well as regression analysis. The findings suggest that teachers’ confidence in teaching mathematics concepts is quite different from their confidence in teaching statistics concepts and those which require connections across topics. Furthermore, the study has also found differences in teachers’ confidence level by gender during the middle teaching years as well as a significant interaction between phases of teaching and whether or not teachers completed additional professional qualifications. \",\"PeriodicalId\":38581,\"journal\":{\"name\":\"Statistics Education Research Journal\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Statistics Education Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.52041/serj.v21i3.422\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Statistics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52041/serj.v21i3.422","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
ANALYSIS OF TEACHERS’ CONFIDENCE IN TEACHING MATHEMATICS AND STATISTICS
The purpose of this study is to explore the expressions of confidence by a group of South African mathematics teachers about teaching mathematics and statistics concepts from various perspectives. The participants were 75 mathematics teachers who were teaching Grades 4 to 12 in KwaZulu-Natal (KZN) schools. They then were asked to express their opinion on their level of confidence in teaching using 17 confidence items on a 5 point Likert scale, graded from very low to very high. The study drew upon factor analysis, Rasch analysis as well as regression analysis. The findings suggest that teachers’ confidence in teaching mathematics concepts is quite different from their confidence in teaching statistics concepts and those which require connections across topics. Furthermore, the study has also found differences in teachers’ confidence level by gender during the middle teaching years as well as a significant interaction between phases of teaching and whether or not teachers completed additional professional qualifications.
期刊介绍：
SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.
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