Outstanding Mathematics Teachers’ Teaching Practices: A Collective Case Study

Abstract

This collective case study explored the teaching practices of outstanding mathematics teachers who were purposely chosen using a selection guide by a team of mathematics administrators in Panay Island, Philippines. Researcher-made classroom observation tools (COT), interview protocols, field and reflection notes, lesson plans, and focus group discussions from students were used to gather multiple sources of data. Analyses of pedagogical strategies, including the interactive classroom collaborations, and explanations for those decisions from the teachers were included in the within-case analysis and cross-case analysis. The study depicted detailed verbatim interactions between the teachers and the students during actual teaching episodes to give the reader naturalistic examples of the explanation patterns and strategies that the outstanding teachers used to further students’ understanding of mathematical concepts and procedures. The Philippine Professional Standards for Teachers (PPST) framework was used as guide in the analysis, interpretation, and presentation of the results. These outstanding teachers were noted to be exemplary in planning the teaching and learning process, proficient in using teaching and learning resources including ICT, and excellent in managing the classroom; applied successful teaching strategies in the development of critical and creative thinking as well as of higher-order thinking skills; used appropriate formal and non-formal assessment tools; provided feedback to their learners to rationalize and to improve learning; and constantly communicated their learners’ progress and achievements to parents.

Keywords: teaching practices, outstanding mathematics teachers, collective case study

DOI: 10.7176/JEP/14-12-07

Publication date: April 30^th 2023