Open AccessExploring intentions to teach mathematical problem solving: An application of the Theory of Planned Behaviour
Author(s) -
Prince Hamidu Armah,
Dean Robson
Publication year - 2019
Publication title -
african journal of educational studies in mathematics and sciences
Language(s) - English
Resource type - Journals
eISSN - 2508-1128
pISSN - 0855-501X
DOI - 10.4314/ajesms.v15i1.10
Subject(s) - theory of planned behavior , normative , perspective (graphical) , control (management) , curriculum , perception , psychology , social psychology , mathematics education , pedagogy , political science , computer science , artificial intelligence , neuroscience , law
This study examined the beliefs underlying teachers’ decision-making regarding teaching Mathematical Problem Solving (MPS), from the perspective of the Theory of Planned Behaviour (TPB). 375 primary teachers drawn from 50 schools in a large, mainly urban local authority in Ghana, completed a questionnaire assessing the direct TPB measures of attitudinal beliefs (positive/negative consequences), normative beliefs (approving/disapproving significant others), control beliefs (easy/difficult circumstances) and intentions in relation to teaching MPS. In the follow up qualitative phase, six semi-structured teacher interviews were conducted to further explore the quantitative findings. The merged results revealed that teachers’ intentions to teach MPS were influenced by their attitudinal beliefs towards teaching MPS (e.g. stimulate critical thinking, apply mathematics to everyday contexts), their perceptions and actions of important others (e.g. education authorities, pupils and parents), and some perceived control difficulties (e.g. lack of instructional resources and time availability). The results identified both attitudinal and control beliefs as the main determinants of teacher intentions to teach MPS. These findings highlight the key beliefs to target in developing the capacity of schools to support mathematics teachers’ willingness to implement curriculum reform imperatives.