Reflective Thinking Pratices among Secondary School Mathematics Teachers

The study aimed to identify the practice of reflective thinking among secondary school mathematics teachers in teaching and learning process. Reflective thinking in the study encompasses four constructs which are retrospective and predictive thought, critical inquiry, problem-solving skills and, acc...

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Main Author:	Tee, Yueh Jiuan
Format:	Thesis
Language:	English English
Published:	2007
Subjects:	Creative thinking - Study and teaching Thought and thinking - Study and teaching Teaching - Techniques
Online Access:	http://psasir.upm.edu.my/id/eprint/4824/1/FPP_2007_7.pdf
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spelling	my-upm-ir.48242013-05-27T07:18:29Z Reflective Thinking Pratices among Secondary School Mathematics Teachers 2007 Tee, Yueh Jiuan The study aimed to identify the practice of reflective thinking among secondary school mathematics teachers in teaching and learning process. Reflective thinking in the study encompasses four constructs which are retrospective and predictive thought, critical inquiry, problem-solving skills and, acceptance and use of feedback. The study also tries to identify the factors affecting the practice of reflective thinking. The factors in this study are time constraints, teachers’ perception of mathematics learning, internal and external learning orientation, and effectiveness of problem solving. This is a descriptive correlational study. The instrument of the study is a set of questionnaires based on Likert scales. The questionnaires were adopted from the instruments of several foreign studies (Stout, 1989; Pelsma, Richard, Harriston & Burry, 1989; Korthagen, 1993; Heppner & Petersen, 1982). The respondents consisted of 147 mathematics teachers from 19 secondary schools in Seremban District in Negeri Sembilan. They were selected using multistage sampling which involved simple random sampling and cluster sampling. The questionnaires were distributed to the respondents through the representative of mathematics teacher in each school and were returned to the research via mail. Data collected from the respondent was based on their perception toward reflective thinking practices in teaching and learning. The data were analysed using inferential statistic such as t-test, ANOVA, Pearson correlation and linear regression analysis. Overall, the results of the study revealed that mathematics teachers practise reflective thinking moderately (mean = 3.64). However a strong emphasis was found on retrospective and predictive thought (mean = 3.85) among teachers, while moderate practice was shown in construct critical inquiry (mean = 3.43), problem-solving skills (mean = 3.58) and acceptance and use of feedback (mean = 3.66). Findings showed no significant differences of reflective thinking practices based on teachers’ background factors. Pearson correlation analysis showed significant positive relationships among reflective thinking practices with internal learning orientation (r = 0.46, p < 0.01), effectiveness of problem solving (r = 0.43, p < 0.01), time constrains (r = 0.34, p < 0.01), external learning orientation (r = 0.32, p < 0.01) and teachers’ perception of mathematics learning (r = 0.28, p < 0.01). Multiple regression analysis revealed four factors which significantly affect reflective thinking practices, namely are time constrains, teachers’ perception of mathematics learning, external learning orientation and effectiveness of problem solving. The R2 = .380 implies that the four factor variables explain about 38.0% of the variance in reflective thinking practices. Generally, the findings indicated that the four factors were the most significant factors in explaining the variance of reflective thinking practices. Creative thinking - Study and teaching Thought and thinking - Study and teaching Teaching - Techniques 2007 Thesis http://psasir.upm.edu.my/id/eprint/4824/ http://psasir.upm.edu.my/id/eprint/4824/1/FPP_2007_7.pdf application/pdf en public masters Universiti Putra Malaysia Creative thinking - Study and teaching Thought and thinking - Study and teaching Teaching - Techniques Faculty of Educational Studies English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
topic	Creative thinking - Study and teaching Thought and thinking - Study and teaching Teaching - Techniques
spellingShingle	Creative thinking - Study and teaching Thought and thinking - Study and teaching Teaching - Techniques Tee, Yueh Jiuan Reflective Thinking Pratices among Secondary School Mathematics Teachers
description	The study aimed to identify the practice of reflective thinking among secondary school mathematics teachers in teaching and learning process. Reflective thinking in the study encompasses four constructs which are retrospective and predictive thought, critical inquiry, problem-solving skills and, acceptance and use of feedback. The study also tries to identify the factors affecting the practice of reflective thinking. The factors in this study are time constraints, teachers’ perception of mathematics learning, internal and external learning orientation, and effectiveness of problem solving. This is a descriptive correlational study. The instrument of the study is a set of questionnaires based on Likert scales. The questionnaires were adopted from the instruments of several foreign studies (Stout, 1989; Pelsma, Richard, Harriston & Burry, 1989; Korthagen, 1993; Heppner & Petersen, 1982). The respondents consisted of 147 mathematics teachers from 19 secondary schools in Seremban District in Negeri Sembilan. They were selected using multistage sampling which involved simple random sampling and cluster sampling. The questionnaires were distributed to the respondents through the representative of mathematics teacher in each school and were returned to the research via mail. Data collected from the respondent was based on their perception toward reflective thinking practices in teaching and learning. The data were analysed using inferential statistic such as t-test, ANOVA, Pearson correlation and linear regression analysis. Overall, the results of the study revealed that mathematics teachers practise reflective thinking moderately (mean = 3.64). However a strong emphasis was found on retrospective and predictive thought (mean = 3.85) among teachers, while moderate practice was shown in construct critical inquiry (mean = 3.43), problem-solving skills (mean = 3.58) and acceptance and use of feedback (mean = 3.66). Findings showed no significant differences of reflective thinking practices based on teachers’ background factors. Pearson correlation analysis showed significant positive relationships among reflective thinking practices with internal learning orientation (r = 0.46, p < 0.01), effectiveness of problem solving (r = 0.43, p < 0.01), time constrains (r = 0.34, p < 0.01), external learning orientation (r = 0.32, p < 0.01) and teachers’ perception of mathematics learning (r = 0.28, p < 0.01). Multiple regression analysis revealed four factors which significantly affect reflective thinking practices, namely are time constrains, teachers’ perception of mathematics learning, external learning orientation and effectiveness of problem solving. The R2 = .380 implies that the four factor variables explain about 38.0% of the variance in reflective thinking practices. Generally, the findings indicated that the four factors were the most significant factors in explaining the variance of reflective thinking practices.
format	Thesis
qualification_level	Master's degree
author	Tee, Yueh Jiuan
author_facet	Tee, Yueh Jiuan
author_sort	Tee, Yueh Jiuan
title	Reflective Thinking Pratices among Secondary School Mathematics Teachers
title_short	Reflective Thinking Pratices among Secondary School Mathematics Teachers
title_full	Reflective Thinking Pratices among Secondary School Mathematics Teachers
title_fullStr	Reflective Thinking Pratices among Secondary School Mathematics Teachers
title_full_unstemmed	Reflective Thinking Pratices among Secondary School Mathematics Teachers
title_sort	reflective thinking pratices among secondary school mathematics teachers
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Educational Studies
publishDate	2007
url	http://psasir.upm.edu.my/id/eprint/4824/1/FPP_2007_7.pdf
_version_	1747810291522994176

Reflective Thinking Pratices among Secondary School Mathematics Teachers

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