Primary teachers’ conceptions about success and failure in school mathematics: social factors (Bachelor thesis)

Μητροπούλου, Μελπομένη-Ελένη/ Παναγόπουλος, Χρήστος/ Σιούντα, Δήμητρα/ Mitropoulou, Melpomeni-Eleni/ Panagopoulos, Christos/ Siounta, Dimitra

The work presented here is an attempt to explore the factors considered by primary school teachers to lead a student to succeed or fail in school mathematics. To this end we investigated the perceptions of teachers regarding the social factors that contribute to it. The review of the literature focuses initially on the educational and then on the broader social context framing the phenomenon of school failure or success in mathematics. Teachers’ perceptions regarding how a series of factors affect students’ success or failure in mathematics are then discussed. The empirical part of the work presents the methodology, the results and the conclusions of a study on the primary teachers’ conceptions about the social factors influencing success or failure in school mathematics. The sample consisted of 128 teachers who answered the questions of a questionnaire constructed for the purposes of the study. The results showed that the subjects tend to agree on the relevance of social factors to the failure or success of students in mathematics but also on the contribution of their own everyday classroom practices to this direction. However, despite the fact that they recognize the consequences of their students’ failure in mathematics for their professional 'pride', they consider themselves sufficiently trained to effectively manage a socio-culturally complex class
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: School failure
Mathematics--Study and teaching
Keywords: Σχολικά μαθηματικά,Αντιλήψεις εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης,Κοινωνικές παράμετροι,School mathematics,Primary school teachers' perceptions,Social parameters/factors

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