7/2022 vol. 18
Stats
CC-BY 4.0
Get citation
RESEARCH PAPER
Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia
Chileshe Busaka 1
,
 
Odette Umugiraneza 2
,
 
Septimi Reuben Kitta 3
 
 
 
More details
Hide details
1
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), College of Education, University of Rwanda, RWANDA
 
2
Rwanda Polytechnic, Kigali, RWANDA
 
3
University of Dar es Salaam, Dar es Salaam, TANZANIA
 
 
Publication date: 2022-06-15
 
 
EURASIA J. Math., Sci Tech. Ed 2022;18(7):em2128
DOI: https://doi.org/10.29333/ejmste/12160
 
 
Article (PDF)
References (75)
 
KEYWORDS
mathematics teachers
conceptual understanding
competence
soft skills
assessment
 
ABSTRACT
Teachers’ conceptual knowledge contributes to the quality of teaching and learning of mathematics. The purpose of this study was to explore how mathematics teachers show understanding of soft skills and if they are aware of the methods that incorporate them in teaching and learning of mathematics. The sample consisted of 91 mathematics teachers, comprising 48 males and 43 females, who were purposively selected from secondary schools in Mazabuka district in Zambia. The parallel mixed design was used to collect data through a conceptual understanding test, developed using literature. Data were analyzed using JASP, SPSS software, and an excel spreadsheet. The findings revealed that the majority of mathematics teachers did not possess enough conceptual understanding of soft skills, and most of them were not aware of the methods and assessment strategies that incorporate soft skills. Additionally, mathematics teachers’ demographical factors such as age, gender, level of education and teaching experience were not found to have influenced teachers in the way they classified teaching and assessment strategies as very appropriate, appropriate, or not appropriate except in a few instances were gender and age had shown to have an influence. The study provides an insight into the needs of mathematics teachers to have adequate knowledge and preparation in the integration of soft skills in mathematics.
REFERENCES (75)
1.
AlHouli, A. I., & Al-Khayatt, A. K. A. (2020). Assessing the soft skills needs of teacher education students. International Journal of Education and Practice, 8(3), 416-431. https://doi.org/10.18488/journ....
CrossRef
 
Google Scholar
 
 
2.
Al-Mutawah, M. A., Thomas, R., Eid, A., Mahmoud, E. Y., & Fateel, M. J. (2019). Conceptual understanding, procedural knowledge and problem-solving skills in mathematics: High school graduates’ work analysis and standpoints. International Journal of Education and Practice, 7(3), 258-273. https://doi.org/10.18488/journ....
CrossRef
 
Google Scholar
 
 
3.
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, 41(41). https://doi.org/10.1787/218525....
CrossRef
 
Google Scholar
 
 
4.
Aworanti, O. A., Taiwo, M. B., & Iluobe, O. I. (2015). Validation of modified soft skills assessment instrument (MOSSAI) for use in Nigeria. Universal Journal of Educational Research, 3(11), 847-861. https://doi.org/10.13189/ujer.....
CrossRef
 
Google Scholar
 
 
5.
Banda, M. (2016). Learner academic performance in both private and public schools: A case of selected schools in Kitwe district [Doctoral dissertation, University of Zambia].
Google Scholar
 
 
6.
Bicer, A., Chamberlin, S., & Perihan, C. (2020). A meta-analysis of the relationship between mathematics achievement and creativity. Journal of Creative Behavior, 0(0), 1-22. https://doi.org/10.1002/jocb.4....
CrossRef
 
Google Scholar
 
 
7.
Bisson, M., Gilmore, C., Inglis, M., & Jones, I. (2016). Measuring conceptual understanding using comparative judgement. International Journal of Research in Undergraduate Mathematics Education, 2(1), 141-164. https://doi.org/10.1007/s40753....
CrossRef
 
Google Scholar
 
 
8.
Bless, C., & Higson, S. (2000). Fundamentals of social research methods. Juta.
Google Scholar
 
 
9.
Blom, A., Cao, X., Andriamihamina, H., & Akinlawon, T. (2017). Job-ready graduates of secondary education in Botswana, Lesotho and Zambia: Reforming instruction, curriculum, assessment, and structure to teach vocational and 21st Century skills. The World Bank. https://documents.worldbank.or....
Google Scholar
 
 
10.
British Council. (2015). Unlocking a world of potential: Core skills for learning, work and society. British Council. https://www.teachingenglish.or....
Google Scholar
 
 
11.
Care, E., Kim, H., Vista, A., & Anderson, K. (2018). Education system alignment for 21st century skills: Focus on assessment. Center for Universal Education at The Brookings Institution. https://www.brookings.edu/wp-c....
Google Scholar
 
 
12.
CDC. (2013a). 2013 Zambia education curriculum framework. Curriculum Development Centre, MESVTEE.
Google Scholar
 
 
13.
CDC. (2013b). Mathematics syllabus (grades 8 and 9). Curriculum Development Centre, MESVTEE.
Google Scholar
 
 
14.
CDC. (2013c). O-level mathematics syllabus grade 10-12. Curriculum Development Centre, MESVTEE.
Google Scholar
 
 
15.
CDC. (2013d). Teachers’ curriculum implementation guide: Guidance to enable teachers to make best use of the Zambia education curriculum framework 2013. Curriculum Development Centre, Ministry of Education.
Google Scholar
 
 
16.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge. https://doi.org/10.4324/978020....
CrossRef
 
Google Scholar
 
 
17.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. https://doi.org/10.4324/978131....
CrossRef
 
Google Scholar
 
 
18.
Crawford, A., Weber, M. R., & Lee, J. H. (2020). Using a grounded theory approach to understand the process of teaching soft skills on the job so to apply it in the hospitality classroom. Journal of Hospitality, Leisure, Sport and Tourism Education, 26(1), 100239. https://doi.org/10.1016/j.jhls....
CrossRef
 
Google Scholar
 
 
19.
Dawe, S. (2002). Focussing on generic skills in training packages. National Centre for Vocational Education Research.
Google Scholar
 
 
20.
Delinda, V., Amy, S., Christa, J., & David, H. (2009). Supporting the collaboration of special educators and general educators to teach students who struggle with mathematics: An overview of the research. Journal of Adolescence, 46(1), 56-77. https://doi.org/10.1002/pits.2....
CrossRef
 
Google Scholar
 
 
21.
Dreyer, J. M., & Schoeman, S. (2003). Learning area didactics: Human and social sciences. UNISA.
Google Scholar
 
 
22.
Duffy, B. (2006). Supporting creativity and imagination in the early years. Open University Press.
Google Scholar
 
 
23.
Elder, L., & Paul, R. (2010). Critical thinking: Competency standards essential for the cultivation of intellectual skills. Journal of Developmental Education, 34(2), 38-39.
Google Scholar
 
 
24.
Farooq, M., & Shah, S. (2008). Students’ attitude towards Mathematics. Pakistan Economic and Social Review, 46(1), 75-85.
Google Scholar
 
 
25.
Fernández-Arias, P., Antón-Sancho, Á., Vergara, D., & Barrientos, A. (2021). Soft skills of American university teachers: Self-concept. Sustainability (Switzerland), 13(22), 1-25. https://doi.org/10.3390/su1322....
CrossRef
 
Google Scholar
 
 
26.
Frymier, A.B., & Houser, M.L. (2000). The teacher‐student relationship as an interpersonal relationship, Communication Education, 49(3), 207-219. https://doi.org/10.1080/036345....
CrossRef
 
Google Scholar
 
 
27.
Graduate Student Instructor Teaching and Resource Center [GSITRC]. (2016). Teaching guide for GSIs learning: Theory and research. The University of California. http://gsi.berkeley.edu/media/....
Google Scholar
 
 
28.
Hendriana, H. (2017). Teachers’ hard and soft skills in innovative teaching of mathematics. World Transactions on Engineering and Technology Education, 15(2), 145-150.
Google Scholar
 
 
29.
Hidayati, W. S., Iffah, J. D. N., & Rafi, M. F. (2021). Soft skill attributes of high school teachers in teaching Mathematics. Review of International Geographical Education Online, 11(8), 2982-2998.
Google Scholar
 
 
30.
Hirsch, B. J. (2017). Wanted: Soft skills for today’s jobs. Phi Delta Kappan, 98(5), 12-17. https://doi.org/10.1177/003172....
CrossRef
 
Google Scholar
 
 
31.
Huda, S. A., Ahmad, A., Himawan, H., & Azizah, A. N. M. (2021). Experiences of participants in teacher professional education on obtaining soft skills: A case study in Indonesia. European Journal of Educational Research, 10(1), 313-325. https://doi.org/10.12973/EU-JE....
CrossRef
 
Google Scholar
 
 
32.
Huss, J. A. (2006). Gifted education and cooperative learning: A miss or a match? Gifted Child Today, 29(4), 19-23. https://doi.org/https://doi.or....
CrossRef
 
Google Scholar
 
 
33.
IBM. (2015). IBM SPSS statistics for windows, version 23.0. IBM.
Google Scholar
 
 
34.
Ingersoll, R., Merrill, L., & May, H. (2014). What are the effects of teacher education preparation on beginning teacher attrition? Consortium for Policy Research in Education Research Report. https://www.cpre.org/sites/def....
Google Scholar
 
 
35.
JASP Team. (2021). JASP (version) [Computer software]. https://jasp-stats.org/.
Google Scholar
 
 
36.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13(1), 1-12. https://doi.org/10.1037/a00136....
CrossRef
 
Google Scholar
 
 
37.
Kechagias, K. (2011). Teaching and assessing soft skills, MASS project report. School of Thessaloniki. http://research.education.nmsu....
Google Scholar
 
 
38.
KICD. (2017). Basic education curriculum framework. Kenya Institute of Curriculum Development, Ministry of Education.
Google Scholar
 
 
39.
Lankshear, C., & Knobel, M. (2008). Digital literacies: Concepts, policies and practices. Library Congress.
Google Scholar
 
 
40.
Lippman, L. H., Ryberg, R., Carney, R., & Moore, K. A. (2015). Workforce connections: Key “soft skills” that foster youth workforce success: Toward a consensus across fields. Child Trends.
Google Scholar
 
 
41.
Lomibao, L. S., Luna, C. A., & Namoco, R. A. (2016). The influence of mathematical communication on students’ Mathematics performance and anxiety. American Journal of Educational Research, 4(5), 378-382.
Google Scholar
 
 
42.
Marin-Zapata, S. I., Román-Calderón, J. P., Robledo-Ardila, C., & Jaramillo-Serna, M. A. (2021). Soft skills, do we know what we are talking about? Review of Managerial Science, 16, 969-1000. https://doi.org/10.1007/s11846....
CrossRef
 
Google Scholar
 
 
43.
Meir, B.-H. (2006). Concept-rich mathematics instruction: Building a strong foundation for reasoning and problem solving. Association for Supervision and Curriculum Development.
Google Scholar
 
 
44.
Minda, J. P. (2015). The psychology of thinking: Reasoning, decision-making, and problem-solving. SAGE. https://doi.org/10.1177/147572....
CrossRef
 
Google Scholar
 
 
45.
MINEDUC & REB. (2015). Mathematics syllabus for advanced level S4-S6. Ministry of Education and Rwanda Education Board.
Google Scholar
 
 
46.
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2011). IBM SPSS for introductory statistics: Use and interpretation. Routledge. https://doi.org/10.4324/978020....
CrossRef
 
Google Scholar
 
 
47.
Mulenga, I. M., & Kabombwe, Y. M. (2019). A competency-based curriculum for Zambian primary and secondary schools: Learning from theory and some countries around the world. International Journal of Education and Research, 7(2), 117-130.
Google Scholar
 
 
48.
NCVER. (2003). Defining generic skills: At a glance. National Centre for Vocational Education Research. http://www.ncver.edu.au/public....
Google Scholar
 
 
49.
Ngang, T. K., Hashim, N. H., & Yunus, H. M. (2015a). Novice teacher perceptions of the soft skills needed in today’s workplace. Procedia-Social and Behavioral Sciences, 177(2015), 284-288. https://doi.org/10.1016/j.sbsp....
CrossRef
 
Google Scholar
 
 
50.
Ngang, T. K., Yunus, H. M., & Hashim, N. H. (2015b). Soft skills integration in teaching professional training: Novice teachers’ perspectives. Procedia-Social and Behavioral Sciences, 186(2015), 835-840. https://doi.org/10.1016/j.sbsp....
CrossRef
 
Google Scholar
 
 
51.
OECD. (2018). The future of education and skills: Education 2030. Organization for Economic Cooperation and Development Working Papers, 1-23.
Google Scholar
 
 
52.
Pachauri, D., & Yadav, A. (2013). Importance of soft skills in teacher education programme. IJERT International Journal of Educational Research, 41(5), 22-25.
Google Scholar
 
 
53.
Parks, M. R. (1994). Communicative competence and interpersonal control. In M. L. Knapp, & G. R. Miller (Eds.), Handbook of interpersonal communication (pp. 589-618). SAGE.
Google Scholar
 
 
54.
Piaget, J. (1968). Six psychological studies. Vintage Books.
Google Scholar
 
 
55.
Piburn, M., Sawada, D., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2000). Reformed teaching observation protocol (RTOP) reference manual. ACEPT Technical Report No. IN00-3. http://www.public.asu.edu/~ant... Assessments/RTOP Reference Manual.pdf.
Google Scholar
 
 
56.
Pollitt, A. (2012a). Comparative judgement for assessment. International Journal of Technology and Design Education, 22(2), 157-170. https://doi.org/10.1007/s10798....
CrossRef
 
Google Scholar
 
 
57.
Pollitt, A. (2012b). The method of adaptive comparative judgment. Assessment in Education: Principles, Policy and Practice, 19(3), 281-300. https://doi.org/10.1080/096959....
CrossRef
 
Google Scholar
 
 
58.
Quieng, M. C., Lim, P. P., & Lucas, M. R. D. (2015). 21st century-based soft skills: Spotlight on non-cognitive skills in a cognitive-laden dentistry program. European Journal of Contemporary Education, 11(1), 72-81. https://doi.org/10.13187/ejced....
CrossRef
 
Google Scholar
 
 
59.
REB. (2015). Curriculum framework: Pre-primary to upper secondary 2015. Rwanda Education Board. https://mudarwan.files.wordpre....
Google Scholar
 
 
60.
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346-362. https://doi.org/10.1037//0022-....
CrossRef
 
Google Scholar
 
 
61.
Schwab, K. (2017). The fourth industrial revolution. Crown Publishing Group.
Google Scholar
 
 
62.
Shah, S., & Udgaonkar, U. S. (2018). Influence of gender and age of teachers on teaching: Students perspective. International Journal of Current Microbiology and Applied Sciences, 7(1), 2436-2441. https://doi.org/10.20546/ijcma....
CrossRef
 
Google Scholar
 
 
63.
Silva, E. (2009). Measuring skills for 21st-century learning. The Phi Delta Kappan, 90(9), 630-634. https://doi.org/10.1177/003172....
CrossRef
 
Google Scholar
 
 
64.
Simuchimba, N. N., & Mbewe, S. (2021). The nature of stakeholders’ attitudes towards female teachers of mathematics in Lusaka district of Zambia. Zambia Journal of Education, 6(1), 33-54.
Google Scholar
 
 
65.
Skemp, R. R. (1986). The psychology of learning mathematics. Plenum.
Google Scholar
 
 
66.
Spitzberg, B. H., & Cupach, W. R. (1989). Issues in interpersonal competence research. In Handbook of interpersonal competence research. Recent research in psychology (pp. 52-75). Springer. https://doi.org/10.1007/978-1-....
CrossRef
 
Google Scholar
 
 
67.
Stangor, C. (2011). Research methods for behavioural sciences. Library Congress.
Google Scholar
 
 
68.
Stronge, J. (2010). Effective teachers=student achievement: What the research says. Eye On Education.
Google Scholar
 
 
69.
Talavera, E. R., & Perez-Gonzalez, J. C. (2007). Training in socio-emotional skills through onsite training. European Journal of Vocational Training, 40(1), 83-102.
Google Scholar
 
 
70.
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioural sciences. SAGE. https://doi.org/10.4135/978148....
CrossRef
 
Google Scholar
 
 
71.
The Partnership for 21st Century Skills [P21]. (2015). P21 framework definitions. http://www.p21.org/our-work/p2....
Google Scholar
 
 
72.
Theodora, B. D., & Marti’ah, S. (2018). The difference of KTSP and Kurikulum 2013 implementation, family environment toward career choosing readiness. Dinamika Pendidikan [Educational Dynamics], 12(2), 159-169. https://doi.org/10.15294/dp.v1....
CrossRef
 
Google Scholar
 
 
73.
Umeghalu, E. O., & Obi, C. E. (2020). New teachers’ soft skills and productivity in secondary schools in Rivers State, Nigeria. European Journal of Education Studies, 7(1), 136-156. https://doi.org/10.5281/zenodo....
CrossRef
 
Google Scholar
 
 
74.
van Harpen, X. Y., & Sriraman, B. (2013). Creativity and mathematical problem posing: An analysis of high school students’ mathematical problem posing in China and the USA. Educational Studies in Mathematics, 82(2), 201-221. https://doi.org/10.1007/s10649....
CrossRef
 
Google Scholar
 
 
75.
Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1-28. https://doi.org/10.1348/000709....
CrossRef
 
Google Scholar
 
 
Share
Send by email
RELATED ARTICLE
A synopsis of the importance of teaching fractions to children until K-10
A systematic review of STEM teaching-learning methods and activities in early childhood
Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning
The competence, interest, and perceived self-efficacy of undergraduate students in science communication
Assessing the Level of Secondary Mathematics Teachers’ Pedagogical Content Knowledge
Indexes
 
Keywords index
Topics index
Authors index
eISSN:1305-8223
ISSN:1305-8215
Journals System - logo
© 2006-2024 Journal hosting platform by Bentus
Scroll to top