Universal Journal of Educational Research Vol. 8(12A), pp. 7631 - 7642
DOI: 10.13189/ujer.2020.082549
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Characteristics of Mathematics Teachers' Practices and Beliefs about Project-based Learning and Teaching Mathematics in Ukraine

Nina Tarasenkova ^1,*, Iryna Akulenko ², Mykhailo Burda ³, Kira Hnezdilova ⁴, Oleh Zhydkov ^2
1 Department of Mathematics and Methods of Teaching Mathematics, Educational-Scientific Institute of Informational and Educational Technologies, Bohdan Khmelnytsky National University of Cherkasy, Ukraine
² Department of Algebra and Calculus, Educational-Scientific Institute of Informational and Educational Technologies, Bohdan Khmelnytsky National University of Cherkasy, Ukraine
³ Department of Mathematical and Computer Education, The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, Ukraine
⁴ Department of Pre-school Education, Educational-Scientific Institute of Pedagogical Education, Social work and Arts, Bohdan Khmelnytsky National University of Cherkasy, Ukraine

ABSTRACT

This empirical study determines the obvious and hidden factors that affect the Ukrainian Mathematics teachers to use Project-Based Learning and Teaching (PBL and PBT) Mathematics. A survey of 126 practicing Mathematics teachers was conducted using a Standard closed ended questionnaire. The study confirms that modern Mathematics teachers believe that it is impossible to teach Mathematics for modern students without using PBL and PBT. On the one hand, teachers demonstrate their beliefs in these educational techniques. On the other hand, the survey reveals hidden factors that are inhibitory in the practice of PBL and PBT Mathematics. The study shows the following statistically confirmed factors in teachers' beliefs concerning the use of PBL and PBT Mathematics: Content-Technological Factor; Result & Age Factor; Factor of the Target Audience on the expediency of using PBL and PBT Mathematics; Teacher's Overload Factor; Praxeological Factor; Locality Factor; Teacher's Awareness Spectrum Factor. The previous assumption that the experience of a Mathematics teacher is an influential factor in the use of PBL and PBT has not been statistically confirmed. The results show that an influential factor is the Locality Factor. So, it's important if a teacher teaches Mathematics in a city or a village. Its origins (genesis and causes) and the consequences of this factor influence on educational processes in Ukraine need more detailed study.

KEYWORDS
Math Education, Project-based Learning and Teaching, Math Teachers' Beliefs

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Nina Tarasenkova , Iryna Akulenko , Mykhailo Burda , Kira Hnezdilova , Oleh Zhydkov , "Characteristics of Mathematics Teachers' Practices and Beliefs about Project-based Learning and Teaching Mathematics in Ukraine," Universal Journal of Educational Research, Vol. 8, No. 12A, pp. 7631 - 7642, 2020. DOI: 10.13189/ujer.2020.082549.

(b). APA Format:
Nina Tarasenkova , Iryna Akulenko , Mykhailo Burda , Kira Hnezdilova , Oleh Zhydkov (2020). Characteristics of Mathematics Teachers' Practices and Beliefs about Project-based Learning and Teaching Mathematics in Ukraine. Universal Journal of Educational Research, 8(12A), 7631 - 7642. DOI: 10.13189/ujer.2020.082549.