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Reflective thinking practices among secondary school Mathematics Teachers.

The purpose of the study was to identify the practice of reflective thinking among secondary school mathematics teachers in the teaching and learning process. Reflective thinking in the study encompasses four constructs which are retrospective and predictive thoughts, critical inquiry, problem solvi...

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Main Authors: Elias, Habibah, Yueh, Jiuan Tee, Mahyuddin, Rahil, Uli, Jegak
Format: Article
Language:English
English
Published: Common Ground Publishing 2008
Online Access:http://psasir.upm.edu.my/id/eprint/16469/1/Reflective%20thinking%20practices%20among%20secondary%20school%20Mathematics%20Teachers.pdf
http://psasir.upm.edu.my/id/eprint/16469/
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spelling my.upm.eprints.164692015-09-15T01:42:47Z http://psasir.upm.edu.my/id/eprint/16469/ Reflective thinking practices among secondary school Mathematics Teachers. Elias, Habibah Yueh, Jiuan Tee Mahyuddin, Rahil Uli, Jegak The purpose of the study was to identify the practice of reflective thinking among secondary school mathematics teachers in the teaching and learning process. Reflective thinking in the study encompasses four constructs which are retrospective and predictive thoughts, critical inquiry, problem solving skills and acceptance and use of feedback. The study also identified factors affecting the practice of reflective thinking. This is a descriptive correlational study. The respondents of the study consisted of 147 mathematics teachers from 19 secondary schools in a district in Negeri Sembilan, Malaysia. They were selected using multistage sampling which involved simple random sampling and cluster sampling. Results of the study reveal that mathematics teachers practise reflective thinking moderately. However a strong emphasis was found on retrospective and predictive thoughts among teachers, while moderate practice was shown in the critical inquiry construct, problem solving skills and acceptance and use of feedback. Pearson correlation analysis showed significant positive relationships among reflective thinking practices with internal learning orientation (r=0.46, p<0.01) and efficiency in problem solving (r=0.43, p<0.01). .Multiple regression analysis revealed four factors which significantly affect reflective thinking practices, namely time constraints, teachers perception of mathematics learning, external learning orientation and skills in problem solving. Common Ground Publishing 2008 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/16469/1/Reflective%20thinking%20practices%20among%20secondary%20school%20Mathematics%20Teachers.pdf Elias, Habibah and Yueh, Jiuan Tee and Mahyuddin, Rahil and Uli, Jegak (2008) Reflective thinking practices among secondary school Mathematics Teachers. International Journal of the Humanities, 6 (2). pp. 145-150. ISSN 1447-9508 English
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
English
description The purpose of the study was to identify the practice of reflective thinking among secondary school mathematics teachers in the teaching and learning process. Reflective thinking in the study encompasses four constructs which are retrospective and predictive thoughts, critical inquiry, problem solving skills and acceptance and use of feedback. The study also identified factors affecting the practice of reflective thinking. This is a descriptive correlational study. The respondents of the study consisted of 147 mathematics teachers from 19 secondary schools in a district in Negeri Sembilan, Malaysia. They were selected using multistage sampling which involved simple random sampling and cluster sampling. Results of the study reveal that mathematics teachers practise reflective thinking moderately. However a strong emphasis was found on retrospective and predictive thoughts among teachers, while moderate practice was shown in the critical inquiry construct, problem solving skills and acceptance and use of feedback. Pearson correlation analysis showed significant positive relationships among reflective thinking practices with internal learning orientation (r=0.46, p<0.01) and efficiency in problem solving (r=0.43, p<0.01). .Multiple regression analysis revealed four factors which significantly affect reflective thinking practices, namely time constraints, teachers perception of mathematics learning, external learning orientation and skills in problem solving.
format Article
author Elias, Habibah
Yueh, Jiuan Tee
Mahyuddin, Rahil
Uli, Jegak
spellingShingle Elias, Habibah
Yueh, Jiuan Tee
Mahyuddin, Rahil
Uli, Jegak
Reflective thinking practices among secondary school Mathematics Teachers.
author_facet Elias, Habibah
Yueh, Jiuan Tee
Mahyuddin, Rahil
Uli, Jegak
author_sort Elias, Habibah
title Reflective thinking practices among secondary school Mathematics Teachers.
title_short Reflective thinking practices among secondary school Mathematics Teachers.
title_full Reflective thinking practices among secondary school Mathematics Teachers.
title_fullStr Reflective thinking practices among secondary school Mathematics Teachers.
title_full_unstemmed Reflective thinking practices among secondary school Mathematics Teachers.
title_sort reflective thinking practices among secondary school mathematics teachers.
publisher Common Ground Publishing
publishDate 2008
url http://psasir.upm.edu.my/id/eprint/16469/1/Reflective%20thinking%20practices%20among%20secondary%20school%20Mathematics%20Teachers.pdf
http://psasir.upm.edu.my/id/eprint/16469/
_version_ 1643826222988263424
score 13.211869

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