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|Other Titles:||An Exploratory Study of First-Grade Teachers' Awareness on Disadvantaged Students' Mathematical Learning|
disadvantaged student;teacher awareness;mathematical learning
|Issue Date:||2016-08-09 14:57:15 (UTC+8)|
Based on the idea of valuing individual's needs and the reflection on the remedial instruction for low-achievers, the teaching and learning for disadvantaged students become a popular issue for all educators. Whether a mathematics teacher is able to be aware of disadvantaged students' needs and learning conditions on her/his own professional development is the fundamental element of being a "real" teacher. In this study, "awareness" is defined as "the process that a teacher gathers all kinds of sensory information and then makes it instructionally meaningful". Accordingly, this study aimed to explore the circumstance of how first-grade teachers were aware of disadvantaged students' mathematical learning and possible elements that influenced their awareness. Participants were two first-grade teachers who taught mathematics (and their fifteen disadvantaged students—students with low socio-economic status and of new immigrant and low mathematical achievers) purposefully selected from an elementary school in Chiayi County, Taiwan. A case study method was employed in this one-year, qualitative, and exploratory study. Data was collected through interviews, classroom observations, and related instructional and learning documents, and then analyzed by the editing analytic technique. Based on the analysis of two teachers' instructional thought, feeling, and behavior, three major categories of teacher awareness and its scope and characteristics were generalized: awareness of analysis, diagnosis, and action. The time that every category of awareness appeared was also introduced. It was also found that two teachers' awareness of "diagnosis" and "action" were inadequate. Accordingly, two concrete recommendations were proposed for further examining elementary teachers' awareness of disadvantaged students' mathematical learning and these teachers' professional development.
Journal of Education & Psychology
|Appears in Collections:||[教育與心理研究 TSSCI] 期刊論文|
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