The National Research Council developed the concept of mathematical proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning, and productive disposition. The purpose of this study is to explore in-service mathematics teachers’ perceptions of professional development needs related to the five strands of mathematical proficiency and to investigate the effect of teachers’ demographic factors on their perceived needs. Participants included 342 teachers with varying qualifications and years of experience teaching at multiple grade levels (elementary, preparatory, and secondary) in Qatar’s government schools. The study uses a 35-item questionnaire to evaluate teachers’ professional development needs within the five strands.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 10, Article No: em1882
Publication date: 19 Jul 2020
Article Views: 2380
Article Downloads: 1941Open Access References How to cite this article