CALCULUS TEACHER’S COMPETENCIES AS CORRELATES OF STUDENTS’ LEARNING EXPERIENCES
(1) Visayas State University, Philippines
(*) Corresponding Author
Abstract
The good qualities of a calculus teacher are an asset in producing great results for students and themselves. This study aimed to investigate the different competencies of a calculus teacher as correlates of students' experiences in learning at Visayas State University, Philippines. The study employed selected secondary data from the existing study in literature such as competencies in teaching calculus subjects and different types of learning experiences of students. The study used some descriptive statistical measures to summarize the selected data and employed Spearman rho correlation to predict significant factors (teacher's competencies) that might influence the student's learning experiences. Results showed that teachers' competencies such as "prepared", "knowledgeable", "mastery", "organized", "decent", and "approachable" are highly correlated to the different learning experiences of students at a 1% level of significance. Hence, calculus teachers must be always knowledgeable in a class through rigorous preparation and studying. It is also concluded that teachers must develop a mastery of calculus subjects and apply an organized routine during class discussions to obtain desired academic performance for students. In addition, a well-groomed and professional may be integrated in front of students as well as open-mindedness and good personality to make interactive and stimulating class discussions. It is recommended that calculus teachers may undergo some rigorous training for calculus teaching to become a knowledgeable and competitive educators. Furthermore, teachers who will teach college calculus must be holding at least a master's degree in line with mathematics education or pure mathematics.
Keywords
Full Text:
PDFReferences
Alam, A. (2020). Pedagogy of calculus in India: An emperical investigation. Periódico Tchê Química, 17(34), 164-180.
Alam, A. (2020). Challenges and possibilities in teaching and learning of calculus: A case study of India. Journal for the Education of Gifted Young Scientists, 8(1), 407-433. https://doi.org/10.17478/jegys.660201
Ausubel, D. G. (1963). Cognitive structure and the facilitation of meaningful verbal learning 1. Journal of teacher education, 14(2), 217-222. https://doi.org/10.1177/002248716301400220
Auxtero, L. C., & Callaman, R. A. (2020). Rubric as a learning tool in teaching application of derivatives in basic calculus. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(1), 46-58. https://doi.org/10.23917/jramathedu.v6i1.11449
Beghetto, R. A. (2017). Creativity in teaching. In J. C. Kaufman, V. P.Glaveanu, & J. Baer (Eds.), The Cambridge handbook of creativity across domains (pp. 549-564). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316274385.030
Burgos, M. & Godino, J. D. (2022). Prospective primary school teachers’ competence for the cognitive analysis of students’ solutions to proportionality tasks. Journal für Mathematik-Didaktik, 43, 347-376. https://doi.org/10.1007/s13138-021-00193-4
Burrows, A. C., Swarts, G. P., Hutchison, L., Katzmann, J. M., Thompson, R., Freeman, L., ... & Reynolds, T. (2021). Finding spaces: Teacher education technology competencies (TETCs). Education Sciences, 11(11), 733. https://doi.org/10.3390/educsci11110733
Callaman, R., & Itaas, E. (2020). Students’ mathematics achievement in Mindanao context: A meta-analysis. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(2), 148-159. https://doi.org/10.23917/jramathedu.v5i2.10282
Casinillo, L., & Casinillo, E. (2021). Modeling teaching experiences and its predictors among high school educators. TARAN-AWAN Journal of Educational Research and Technology Management, 2(1), 83-93.
Casinillo, L. F., & Casinillo, E. L. (2020). Econometric evidence on self-determination theory in learning calculus among agribusiness students. The Indonesian Journal of Social Studies, 3(1), 1-12. https://doi.org/10.26740/ijss.v3n1.p1-12
Casinillo, L., & Guarte, J. (2018). Evaluating the effectiveness of teaching strategies: The case of a national vocational school in Hilongos, Leyte. Review of Socio-Economic Research and Development Studies, 2(1), 65-80. http://doi.org/10.5281/zenodo.4517302
Casinillo, L. F., & Tavera, G. F. (2021). On the dark side of learning calculus: Evidence from agribusiness students. IJIET (International Journal of Indonesian Education and Teaching), 5(1), 52-60. https://doi.org/10.24071/ijiet.v5i1.2825
Caughlan, S., Juzwik, M. M., Borsheim-Black, C., Kelly, S., & Fine, J. G. (2013). English teacher candidates developing dialogically organized instructional practices. Research in the Teaching of English, 47(3), 212-246.
Chappell, K. K., & Killpatrick, K. (2003). Effects of concept-based instruction on students' conceptual understanding and procedural knowledge of calculus. Problems, Resources, and Issues in mathematics undergraduate studies, 13(1), 17-37. https://doi.org/10.1080/10511970308984043
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. https://doi.org/10.1007/BF02310555
Cronhjort, M., Filipsson, L., & Weurlander, M. (2018). Improved engagement and learning in flipped-classroom calculus. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(3), 113-121. https://doi.org/10.1093/teamat/hrx007
Durandt, R., Blum, W., & Lindl, A. (2022). Fostering mathematical modelling competency of South African engineering students: Which influence does the teaching design have?. Educational Studies in Mathematics, 109(2), 361-381. https://doi.org/10.1007/s10649-021-10068-7
Fiore, G. (1999). Math-abused students: Are we prepared to teach them?. The Mathematics Teacher, 92(5), 403-406. https://doi.org/10.5951/MT.92.5.0403
From, A. H., Jensen, A. B., Schlichtkrull, A., & Villadsen, J. (2020). Teaching a formalized logical calculus. Electronic Proceedings in Theoretical Computer Science, 313, 73-92. https://doi.org/10.4204/EPTCS.313.5
Gordon, A. (2020). Creative approaches to nurturing resilience of trainee teachers. Profession, 18, 19. Retrieved from https://impact.chartered.college/article/creative-approaches-nurturing-resilience-trainee-teachers/
Hagman, J. E., Johnson, E., & Fosdick, B. K. (2017). Factors contributing to students and instructors experiencing a lack of time in college calculus. International journal of STEM education, 4(1), 1-15. https://doi.org/10.1186/s40594-017-0070-7
Jasmi, A. N., & Hin, L. C. (2014). Student-teacher relationship and student academic motivation. Journal for Interdisciplinary Research in Education (JIRE), 4(1), 1-8. https://doi.org/10.7603/s40933-014-0006-0
Kuzu, O. (2020). Preservice mathematics teachers’ competencies in the process of transformation between representations for the concept of limit: A qualitative study. Pegem Journal of Education and Instruction, 10(4), 1037-1066. https://doi.org/10.14527/pegegog.2020.032
Likert, R. A. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 5–55.
Lin, S. H., & Huang, Y. C. (2017). The effect of teacher charisma on student attitude towards calculus learning. International Journal of Science, Technology and Society, 5(2), 26-32.
Mangundayao, J. R. B. (2021). Problem-solving skills of indigenous people students under inclusive classroom: A sex disparity. Innovative Technology and Management Journal, 4, 52-59.Mokhtar, M. Z., Tarmizi, R. A., Ayub, A. F. M., & Nawawi, M. D. H. (2013). Motivation and performance in learning calculus through problem-based learning. International Journal of Asian Social Science, 3(9), 1999-2005.
Rech, J., Hartzell, J., & Stephens, L. (1993). Comparisons of mathematical competencies and attitudes of elementary education majors with established norms of a general college population. School Science and Mathematics, 93(3), 141-144. https://doi.org/10.1111/j.1949-8594.1993.tb12212.x
Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N. (2010). Self-assessment of knowledge: A cognitive learning or affective measure?. Academy of Management Learning & Education, 9(2), 169-191. https://doi.org/10.5465/amle.9.2.zqr169
Schipper, T. M., de Vries, S., Goei, S. L., & van Veen, K. (2020). Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy. Professional Development in Education, 46(1), 112-129. https://doi.org/10.1080/19415257.2019.1634627
Titsworth, B. S. (2001). The effects of teacher immediacy, use of organizational lecture cues, and students’ notetaking on cognitive learning. Communication education, 50(4), 283-297. https://doi.org/10.1080/03634520109379256
Wang, J. S., Pascarella, E. T., Nelson Laird, T. F., & Ribera, A. K. (2015). How clear and organized classroom instruction and deep approaches to learning affect growth in critical thinking and need for cognition. Studies in Higher Education, 40(10), 1786-1807. https://doi.org/10.1080/03075079.2014.914911
DOI: https://doi.org/10.24071/ijiet.v7i1.5192
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Leomarich F Casinillo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
IJIET Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.