“They know how to navigate…but they don’t know where to go”: Students’ Feedback on Mathematics Teachers’ Practices
Bibliographic record
Abstract
The goal of this paper is to explore aspects of the work of mathematics teachers that students consider problematic and in need of improvement. By using an inductive thematic analysis, we present three themes generated from interviews conducted with 15 students in Alberta, Canada who were participating in high school mathematics upgrading courses. The three themes are: 1) responsiveness, 2) contextualizing the mathematics, and 3) empathy. Our findings show that the majority of the students felt a need for teachers to value the social and emotional dimensions of students’ learning and to listen to students’ concerns rather than adhering to pre-planned or standardized lessons. Students had conflicting views on the extent to which teachers should contextualize the mathematics they are teaching. Keywords: Student feedback on teaching; social and emotional relationships; teachers’ attitudes; mathematics teaching and learning. L'objectif de cet article est d'explorer les aspects du travail des enseignants de mathématiques que les élèves considèrent comme problématiques et devant être améliorés. En utilisant une analyse thématique inductive, nous présentons trois thèmes générés à partir d'entretiens menés avec 15 élèves de l'Alberta, au Canada, qui participaient à des cours de mise à niveau en mathématiques au secondaire. Ces trois thèmes sont les suivants : la réactivité, la contextualisation des mathématiques et l'empathie. Nos résultats montrent que la majorité des élèves estiment que les enseignants doivent valoriser les dimensions sociales et émotionnelles de l'apprentissage des élèves et être à l'écoute de leurs préoccupations plutôt que de s'en tenir à des leçons préétablies ou standardisées. Les élèves ont des avis divergents sur la mesure dans laquelle les enseignants devraient contextualiser les mathématiques qu'ils enseignent. Mots-clés : commentaires des élèves sur l'enseignement ; relations sociales et émotionnelles ; attitudes des enseignants ; enseignement et apprentissage des mathématiques
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.018 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".