MALAYSIAN PRE-SERVICE PRIMARY MATHEMATICS TEACHERS AND THEIRLECTURERS: PRACTICE AND BELIEFS ABOUT MATHEMATICS, TEACHINGAND LEARNING

MALAYSIAN PRE-SERVICE PRIMARY MATHEMATICS TEACHERS AND THEIR LECTURERS: PRACTICE AND BELIEFS ABOUT MATHEMATICS, TEACHING AND LEARNING by See Fong Ng A Thesis submitted to the School of Education of the Uni‘ersit- of Birmingham for the degree of Doctor of Philosophy 1995 Supervised by Prof Leone Burton ABSTRACT This thesis assesses the beliefs held by 32 Malaysian pre-service primary mathematics teachers and their mathematics lecturers about mathematics, mathematics teaching and learning The research aim was to explore how these beliefs, acquired from their school experiences, interacted with their teacher training college programme The college lecturers used a didactic paradigm to inform the pre-service teachers about the non-didactic paradigm of the New Primary School Curriculum, KBSR The impact on the pre-service teachers of a series of intervention activities, constructed according to the KBSR recommendations, was investigated The influence of pre-service teachers' beliefs on their micro-teaching in college and practical teaching in schools was also examined Research methodology was interpretivist-ethnography coupled with action research Data was collected using participant-observation and continuous interviewing techniques, verification of data was through triangulation Analysis was qualitative, w, ith interpretation of data accounted for in terms of the Malaysian context, perceptions of the participants of the study and the researcher This research showed that though lecturers claimed to want to broaden the pre-service teachers' perspectives of mathematics, they had to suspend that aim because they had to try and help pre-service teachers improve their NL eak subject-matter knowledge Both the lecturers and the pre-service teachers continued to have a textbook and rules based view of mathematics The pre-service teachers espoused the belief that they wanted to teach according to the KBSR, an expression borne out of the necessity to fulfil college assessment needs In their actual teaching, pre-service teachers were didacts Lecturers' investment of their self in their work was partly affected by the practices of positive discrimination An important theme to have emerged from the interviews with the participants of this study N ‘ as the cultivation of fear, a result of punitive teachers as well as the nature of assessments Fear affected the pre-service teachers' learning and teaching behaviour and the lecturers' work The research is seen to have implications for teacher education and mathematics teaching itself through the re-evaluation of the effects of the Malaysian government policy on positive discrimination and continuous professional development of teachers DECLARATION This thesis is a result of my own research and investigation All the quotations are clearly marked It has never been accepted in substance for a degree and is not being concurrently submitted in candidature for any other degree Swee Fong Ng This thesis is dedicated to my mother, Lim Yee Yoke and the memory of my father, Ng Lum ACKNOWLEDGEMENTS The list of people I wish to thank is long From the first days of my planning to the presentation of the thesis, I have been supported by my family, friends, staff at the University of Birmingham and colleagues My supervisor, Prof Leone Burton of the University of Birmingham has been a continual source of moral and intellectual support Her patience has been limitless, reading drafts upon drafts of my writing, providing me with thoughtful and critical comments Special mention must be accorded to Dicon Montford, Andrew Tee and Hilary Povey, for graciously giving time to read my work so thoroughly Their thoughtful and responsive comments have helped to improve my work I extend my gratitude to John Shearwood and the staff of the University of Birmingham for their support during my entire stay there The contribution of the members of BSERG has helped in my growth as a researcher My interaction with them has helped to broaden my perspective of research Particular note of thanks to my colleague in Malaysia, See Thean Seng, who helped to translate the questionnaire into Bahasa Malaysia Two people that I particularly wish to thank for the part they have played in my life as a teacher are the de La Salle Brothers, Brother Ultan Paul and Brother Vincent Corkery Their influence on my life as a teacher has been immense I want to thank my colleagues and students in Ipoh for their well-wishes and moral support In Birmingham, my gratitude goes to my research colleagues: Wilson Kofi Agbeke, Richard Tabulawa, Noraini Che Hashim, Syed Nawawi, Tracy Lee, Alphonsus Yakubu, Alex Tang, Derek Adams, Robina Mirembe, Jodhi Salleh, Changu Mannathoko, Claudia Marston and Raul Pardinaz-Solis I also extend my thanks to the University of Birmingham who part sponsored my study I extend my gratitude to the men and women whom I interviewed Their willingness to open and share their views with a total stranger has helped to make this thesis possible Special thanks to the college where I did my ethnographic research, for their warm reception and giving me access to their college activities I want to extend my gratitude to my friends in England, particularly Selma and Adrian Montford and their family for making my stay in England richer in so many ways Finally my thanks to my family for not asking me to fulfil the expectations of a traditional Chinese family, but letting me actualise my aspirations Table of Contents I Chapter One: Introdu ction 1 Background To The Study 1.2 The Focus of this Study 1.3 Outline Of The Thesis Chapter Two: The Education System in Malaysia 2.1 Introduction 2.2 Political Context 2.3 Organisation and Structure of the Education System 2.3.1 Pre-Independent Period (Pre 1957) 2.3.2 Post Independent Period (1957-1969) 10 2.3.3 Post 1970 Period 11 2.4 Structure of the Present Education System in Malaysia 12 2.4.1 Primary Education 12 2.4.2 Lower secondary Education (Forms One to Three) 12 2.4.3 Upper Secondary Education (Forms Four to Six) 13 2.4.4 Pre-University Levels 13 2.5 Fully Residential Schools (FRSs) 14 2.6 Assessment 15 2.6.1 Examination Dominance in Malaysia 16 2.6.3 Mathematics Assessment in Malaysia 18 2.6.4 The Role and Significance of Examinations In Malaysian Society 19 i 2.6.4.1 Exclusion from Examinations 21 2.6.4.2 Misuse of Information 23 2.6.5 Teachers, Students and Parents' Responses 23 2.6.6 Ego versus Task Involvement 25 2.7 Tuition Culture in Malaysia 27 2.8 Conclusion 28 Chapter Three: KBSR: The New Primary School Curriculum 30 3.1 Introduction 30 3.2 The Origins of the Innovation 31 3.3 Differences between the Traditional Curriculum and the ICBSR 32 3.3.1 Key Characteristics of the ICBSR 33 3.3.1.1 Teaching Methods Under the KBSR 34 3.4 The Specific Aims Of Mathematics Education Under the ICBSR 35 3.4.1 The Stages in Primary Education 36 3.5 Pedagogic Strategies 39 3.5.1 Implications For Practice: Pupil Grouping 39 3.5.1.1 Hasty Implementatio n Resulting In The Lack Of Training And Professionalism Among Many Education Personnel 42 3.5.1.2 Centralised Control And Hierarchical Organisational Structure Of Education 43 3.5.1.3 The Particular Socio-Political Context Of Malaysia 44 3.6 47 Conclusion Chapter Four: Review of the Literature on Beliefs 49 11 4.1 Introduction 49 4.2 Beliefs: Problems of Definition 50 4.2.1 The Construct 'Belief Used In This Thesis 51 4.2.2 How Did Individuals Acquire Their Beliefs? 52 4.3 Beliefs and Mathematics Teaching and Learning 53 4.4 Mathematics Teachers' Beliefs 54 4.4.1 Overview 54 4.4.1.1 The Need for Philosophical Discourse Around Mathematics 56 4.4.1.2 Teachers' Beliefs about Mathematics based on Empirical Evidence 58 4.4.1.3 Empirical Findings About Teachers' Beliefs about Mathematics Using Perry's Scheme 4.4.1.4 Skemp's Perception of Mathematics Teachers' Views of Mathematics 4.5 Curriculum Developers' Views of Mathematics 4.6 59 61 The Relationship Between Teachers' Beliefs About 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Pre-service Teachers'' Beliefs about Mathematics Teaching and Learning 200 9.4.1 Characteristics Of Good Mathematics Teachers 201 9.4.2 Pre-Service Teachers'' Views of How They Were Taught And How