Abstract

This study investigated the geometric thinking levels (GTLs) of pre- and in-service mathematics teachers at various stages of their education in Israel. It focused on the first three GTLs according to van Hiele’s theory. Furthermore, it examined whether there are differences in their mastery of GTLs in three main geometric topics.

The results indicate that the GTLs of pre-service teachers at their third and fourth years of education were similar to those in-service teachers studying for a master’s degree in mathematics education. The GTLs of pre-service teachers in their first year and those of academics making a career change to mathematics teachers were the lowest. All the five participating groups demonstrated higher mastery of GTLs in triangles and quadrilaterals than in circles and three-dimensional geometric figures. In addition, regarding triangles and quadrilaterals, a large number of participants demonstrated that they had mastered the third level of geometric thinking. Fewer participants assimilated the third level in circles. All participants were not versed in the two higher levels regarding three-dimensional geometric figures. Most of them internalized only the first level or not even that level at all. The rest of them were diagnosed as “inconsistent” in mastering the GTLs.

Keywords: van-Hiele theory; geometric thinking levels; pre- and in-service mathematics teachers; academics making a career change to mathematics teachers

Abstract

This study examined the association of mindfulness (as a trait subject to individual difference) to stress and its role in moderating the daily hassles-stress relationship with Chinese university students. Respondents high in trait mindfulness reported lower levels of stress. A moderating effect of trait mindfulness on the daily hassles-stress relationship was found. Specifically, the direct association between daily hassles and stress was weakened at a heightened level of trait mindfulness. It provides empirical support for advocating the use of mindfulness training in buffering and redirecting negative emotion of Chinese university students in stress management. As Chinese university students are a large population of students in the world, integrating mindfulness-based training into the campus life of this group of students could bring benefits to their mental health.

Keywords: mindfulness; stress; daily hassles; Chinese university students

Abstract

This study aimed to explore how preschool teachers teach children to write Chinese characters. The method used in this study was inspired by phenomenography. Specifically, the author videotaped and analyzed the ways that three preschool teachers taught their children to write the same set of eleven Chinese characters. The analysis focused on how the teachers enacted the same object of learning (i.e., the writing of the 11 characters) differently in the classrooms. Pre- and post-tests were administered to determine how well the children learned to write the characters after the teaching of their teachers. Seven teaching strategies that the three teachers used to teach their children to write the characters were identified. Interestingly, an inconsistency was found among the three teachers’ understandings of the correct ways to write the characters. This study expands the understanding about possible ways for teaching preschool children to write Chinese characters, which are practically useful for the professional development of preschool teachers.

Keywords: Chinese character learning; early childhood education; phenomenography; teaching strategy; writing

Abstract

With increasing worldwide migration, and the United States experiencing growth in major cities, greater numbers of diverse students are predominantly featured in urban schools. Physical education is an area of school curriculum that experiences the direct impact of urban diversity. The purpose of this literature-based study was to examine research that helps inform physical education curriculum and prepare teachers for professional engagement in schools. Data collection involved the online ProQuest Physical Education Index database of a southern university’s library to search articles from 2003–2013. Four phases were used in data collection. Phase I concerned selection of English-only peer-reviewed articles, yielding 112 articles. Phases II and III involved use of constant comparison method (Keener & Bargerhuff, 2006) to determine the relevance of articles to the study. Of the 112 articles, researchers found 26 articles to analyze for emergent themes (phase IV). Findings of the study revealed the following themes: limited research on urban physical education, impact ofprofessional development on urban teachers, urban youth and access to physical activity environments, physical activity levels of urban youth, personal and emotional paradigms, and curricular programming and perspectives. The article concludes with suggestions for change to curricular offerings in physical education in urban contexts.

Keywords: high school; physical education; urban

Abstract

The study examined the perceptions of physical education (PE) teachers in Hong Kong and the applications of Teaching Games for Understanding (TGfU) in their respective schools. Using a qualitative approach, this study invited 20 PE teachers for individual semi-structured interviews. Deductive data analysis was utilized to identify unique themes in the broad aspects of teacher perception. Based on concepts adopted from cognitive constructivism and social constructivism, we examined teachers’ views on adopting TGfU. Teachers stated that TGfU provided group discussion and communication opportunities among students. However, they are not confident in modifying equipment, space and rules to make TGfU more meaningful due to limited contact time with students and large class sizes. In conclusion, professional development of TGfU should emphasize more demonstrations of TGfU teaching methods and experience sharing among teachers.

Keywords: perception; TGfU; interview