Constructivist Teachers Beliefs, Instructional Practices and Students’ Mathematics Performance

This study determined the role of teachers’ constructivist beliefs in the teaching and learning mathematics and the use of instructional practices in the mathematics performance of Grade 7 secondary students in the Pacific Towns of Northern Samar for the school year 2016-2017. This study utilized the descriptive-correlational research design. The demographic profile of teachers in mathematics such as constructivist beliefs, constructivist instructional practices and performance of students was described as it exists at the present time. Multiple regression analysis was used to determine the relationship between the beliefs in mathematics and students’ mathematics performance. Similarly, statistical analysis was used to determine the relationship between instructional practices and mathematics performance of the students. The findings showed that more than 50% of the mathematics’ teachers are aged less than 30 suggesting that most of the teachers are neophyte in the teaching career. As to educational attainment, most of the respondents are enrolled in master’s program. Only one-third have already completed master’s degree. In terms of relevant trainings, almost a half of the respondents have attended one to two trainings. Most of the teachers believe that teaching should involve real world connections. Teachers believe that they should create real-world environments that employ the context in which learning is relevant. Beliefs about emphasizing prior knowledge were also manifested by the teacher-respondents. Highly demonstrated beliefs include encouraging the use of multiple modes of representation to facilitate easy understanding and recall and the learner's previous knowledge constructions, beliefs and attitudes are considered in the knowledge construction process. In terms of social interaction beliefs, teachers manifested support for collaborative construction of knowledge through social negotiation. Result of the test conducted in mathematics by the researcher showed that more than half of the students got fair performance. Only one performed satisfactorily. Beliefs about emphasizing prior knowledge and beliefs in social interaction significantly predicted mathematics performance of students. Real world connection did not significantly predict mathematics performance. Respondents’ constructivist instructional practices did not offer a significant role in developing the mathematics ability of the students. Teachers did not play an active role in assimilating knowledge into students’ existing mental framework and reconstructing new knowledge.

Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers

This study examines the associations of constructivist beliefs and classroom climate on teachers' self-efficacy in instruction, classroom management, and student engagement among Australian secondary mathematics teachers. To do this, it uses the integrated model of teachers' self-efficacy with the concept of analysis of teaching tasks. The study uses structural equation modeling to analyze data from 495 mathematics teachers in the Teaching and Learning International Survey (TALIS) 2013. The results reveal the integrated model is a valid theoretical framework to explain Australian secondary mathematics teachers' self-efficacy. Teachers' constructivist beliefs and classroom climate are positively and statistically significantly related to teachers' self-efficacy in instruction, classroom management and student engagement. In contrast, constructivist beliefs have no significant correlation with classroom climate.

Analysis of mathematics teachers’ beliefs on mathematics instruction and teaching self-efficiencies within the scope of flow theory

In this study, it was aimed to investigate the beliefs of mathematics teachers about mathematics instruction and their teaching self-efficacy within the scope of flow theory. Participants consists of a total of 228 mathematics teachers engaged in teaching at secondary and high school levels in Turkey; they were determined using the combinations of convenience and purposive sampling. Data from the participants were obtained using The WOrk-reLated Flow inventory (WOLF), The Ohio State Teacher Efficacy Scale (OSTES) and Mathematics Related Belief Scale (MRBS). Results revealed significant positive correlations among Constructivist Beliefs of WOLF, OSTES and MRBS. Furthermore, it was found that mathematics teachers graduated from the Education Faculty had higher MRBS Constructivist Beliefs that the ones graduated from Faculty of Arts and Sciences.

Development and Initial Validation of the Constructivist Beliefs in the Career Decision-Making Scale

Although career adaptability and constructivist beliefs both capture important aspects of career construction, previous research has predominantly focused on career adaptability and ignored the importance of constructivist beliefs. Drawing on career construction theory and decision-making science, the current study proposes two factors (i.e., satisficing decision and agentic creation) of constructivist beliefs in career decision-making (CBCD) and develops and initially validates a scale measuring the two factors. Study 1 develops the CBCD Scale and supports the two-factor structure of the CBCD through exploratory factor analysis. Study 2 supports the internal consistency reliability of the CBCD and cross-validates the two-factor structure of the CBCD through confirmatory factor analysis. Additionally, Study 2 finds support for the incremental predictions of the CBCD for career indecision and career decision ambiguity management over and beyond career adaptability. The theoretical and practical implications of the CBCD are discussed, as are the limitations and suggestions for future research.

“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs

Beginning teachers often feel disillusioned and stressed during their first years of teaching. In the present study, we investigated changes in teacher candidates’ constructivist beliefs and emotional exhaustion. We assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the induction program. The results revealed a statistically significant decrease in constructivist beliefs and an inverted U-shaped change in emotional exhaustion with an increase at the beginning of the induction program and a decrease afterward. We also found that personal (i.e., math enjoyment) and social (i.e., instrumental support from peers and a constructivist-oriented mentor teacher) resources buffered the decrease in constructivist beliefs and the increase in emotional exhaustion.

Dialogism in the Digital Age

The purpose of this chapter is to provide pre-service and practicing teachers a constructivist lens for viewing how they use technology, specifically online discussion boards, in their classrooms. The chapter explores the way that student-focused and constructivist teachers can utilize technology in ways that remain consistent with maintaining important student relationships, which are so central to paradigm and student success overall. This chapter explores the role of dialogism in a student-centered classroom and provides several specific and practical strategies for ways to use discussion boards in the classroom. Each of these strategies connects to the roots of constructivist beliefs. In particular, this chapter highlights the role that writing can play when using this technology.

Online Discussion Boards in the Constructivist Classroom

The purpose of this chapter is to provide pre-service and practicing teachers a constructivist lens for viewing how they use technology, specifically online discussion boards, in their classrooms. The chapter introduces the idea that online discussion boards present a unique opportunity for constructivist teachers in particular and then provides several specific and practical strategies for ways to use discussion boards in the classroom. Each of these strategies connects to the roots of constructivist beliefs. In particular, this chapter highlights the role that writing can play when using this technology.