Exploring In-Service Mathematics Teachers’ Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP)

Areej Isam Barham

doi:10.29333/ejmste/8399

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Areej Isam Barham ¹ ^*

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¹ Qatar University, QATAR^* Corresponding Author

Abstract

The National Research Council developed the concept of mathematical proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning, and productive disposition. The purpose of this study is to explore in-service mathematics teachers’ perceptions of professional development needs related to the five strands of mathematical proficiency and to investigate the effect of teachers’ demographic factors on their perceived needs. Participants included 342 teachers with varying qualifications and years of experience teaching at multiple grade levels (elementary, preparatory, and secondary) in Qatar’s government schools. The study uses a 35-item questionnaire to evaluate teachers’ professional development needs within the five strands.

Keywords

in-service mathematics teachers
professional development needs
strands of mathematical proficiency

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 16, Issue 10, October 2020, Article No: em1882

https://doi.org/10.29333/ejmste/8399

Publication date: 19 Jul 2020

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How to cite this article

APA

Barham, A. I. (2020). Exploring In-Service Mathematics Teachers’ Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP). Eurasia Journal of Mathematics, Science and Technology Education, 16(10), em1882. https://doi.org/10.29333/ejmste/8399

Vancouver

Barham AI. Exploring In-Service Mathematics Teachers’ Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP). EURASIA J Math Sci Tech Ed. 2020;16(10):em1882. https://doi.org/10.29333/ejmste/8399

AMA

Barham AI. Exploring In-Service Mathematics Teachers’ Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP). EURASIA J Math Sci Tech Ed. 2020;16(10), em1882. https://doi.org/10.29333/ejmste/8399

Chicago

Barham, Areej Isam. "Exploring In-Service Mathematics Teachers’ Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP)". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 10 (2020): em1882. https://doi.org/10.29333/ejmste/8399

Harvard

Barham, A. I. (2020). Exploring In-Service Mathematics Teachers’ Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP). Eurasia Journal of Mathematics, Science and Technology Education, 16(10), em1882. https://doi.org/10.29333/ejmste/8399

MLA

Barham, Areej Isam "Exploring In-Service Mathematics Teachers’ Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP)". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 10, 2020, em1882. https://doi.org/10.29333/ejmste/8399