A Comparative Study On IBDP Mathematics Teaching Between Novice Teachers And Experienced Teachers

Although the comparative study of novice teachers and experienced teachers is a mature research topic,the comparative study of IBDP mathematics novice teachers and experienced teachers is rare.This study describes the performance and differences in knowledge,beliefs and teaching practice between IBDP novice math teachers and experienced teachers.This paper mainly contains the following two research questions:(1)How do IBDP novice math teachers and experienced teachers perform in knowledge,belief and teaching practice?(2)What are the differences between IBDP novice math teachers and experienced teachers in knowledge,belief and teaching practice?This paper mainly adopts the method of case study.The research data were obtained through interviews,classroom observation and document collection.There are four interview outlines in this study.They are school/teacher background information interview outline,teacher knowledge interview outline,teacher belief interview outline,pre-and post-class interviews outline(see appendix).Classroom observation focuses on four aspects: the structure of the classroom,the focus of teaching content,the setting of examples and classroom questioning.Documents collected include textbooks,teaching plans,curriculum and classroom exercises.In view of teachers' teaching performance in three aspects: knowledge,belief and teaching practice,the corresponding evaluation framework is given in this paper.The conclusions of this study are as follows:(1)Amy,a novice teacher,can judge the knowledge points needed for the topic and give the correct solution in the theory of "problem-solving",but he can not grasp the knowledge related to students.In terms of practical knowledge,she chooses fewer examples and tends to introduce new content into situational teaching.In terms of declarative beliefs,her beliefs about the nature of mathematics,mathematics teaching,mathematics learning and problem solving tend to be non-traditional(problem solver).Through the observation of her classroom teaching,her practical beliefs about mathematics teaching and learning show obvious differences.In preparing lessons,she will make full use of teaching materials and online access to information for preparation.In terms of classroom implementation,Amy focuses on correcting errors in student exercises and test papers and examinations.Classroom atmosphere is active and passionate.In the aspect of after-class reflection,Amy will rethink after almost every class,mainly based on classroom comparison with experienced teachers.Experience teacher Rosy can quickly judge the knowledge points needed by the topic,give a variety of solutions,and master the knowledge related to students.In terms of practical knowledge,she chooses more examples and tends to introduce new contents directly into demonstration teaching.In terms of declarative beliefs,her beliefs about the nature of mathematics,mathematics teaching,mathematics learning and problem solving tend to blend traditional non-traditional(Platonists).Through the observation of her classroom teaching,her practical beliefs about mathematics teaching and learning show consistency.In preparing lessons,she does not need to spend much time because of ten years of teaching experience.In classroom implementation,Rosy focuses on the transmission and understanding of knowledge.The classroom is rich in content and the teaching progress is accurate.In the aspect of after-class reflection,Rosy will still reflect after each class,reflecting mainly on the basis of students' feedback.(2)Amy is short of the mathematics pedagogical content knowledge in the theory of "problem-solving".In terms of knowledge in teaching practice,She loses her heart to introduce or demonstrate new content in situational teaching.However,Rosy likes demonstration teaching and establishing links between teaching steps.Amy tends to be non-traditional(problem-solver)in declarative beliefs regarding the four aspects of the nature of mathematics,mathematics teaching,mathematics learning as well asproblem solving,which differs from the beliefs expressed in actual teaching.Rosy displays the consistency of beliefs,preferring to mix traditional and non-traditional categories(Platonists).Amy spends a crowd of time preparing lessons and reflecting on her teaching every day in terms of teaching practice.The classroom atmosphere is active.Rosy,with ten years of teaching experience,prepares for lessons very quickly and can adjust the pace of teaching on the basis of students' classroom performance.The differences in teaching performance between the two in the above three aspects are closely related to their educational background and teaching experience.The main significance of this study is that the results of this study play an important role in enriching the theory and literature of IBDP mathematics classroom teaching,and bring new enlightenment to IBDP teachers' training and classroom teaching.