The Effect of Teaching a Mathematics Teaching Theory Course Based on Deep Learning to Enhance Mathematics Teaching Competency for Student Teachers at Zhoukou Normal University
Abstract
Background and aim: With the development and progress of the times, China's basic education has higher and higher requirements for teachers' competency. As a normal university that trains basic education teachers, the traditional teaching model can no longer meet the requirements of training high-quality student teachers. The aims of this study were: 1) to compare student teachers' mathematics teaching competency after learning through Mathematics Teaching Theory course based on Deep learning with the criterion of 70 percent, and 2) to assess the student teachers' satisfaction toward Mathematics Teaching Theory course based on Deep learning.
Methodology: The study involved 120 student teachers at Zhoukou Normal University, with a sample of 30 third-year student teachers from one class of Zhoukou Normal University in China through cluster random sampling. The research instruments were lesson plans, a mathematics teaching competency observation form, and a student teachers' satisfaction questionnaire. Experimental design is the one-group posttest design. Data were collected and analyzed by means, standard deviation, t-test for one sample, and t-test for dependent samples.
Results: After studying the Mathematics Teaching Theory course based on Deep learning, student teachers' mathematics teaching competency was higher than the determined criterion of 70% at the .05 statistical significance level; Additionally, student teachers' satisfaction was at a high level.
Conclusion: The development of a Mathematics Teaching Theory course based on Deep learning has a significant effect on enhancing mathematics teaching competency for student teachers. Furthermore, student teachers were satisfied with their learning of this course.
Article Details
How to Cite
Section
Articles
Copyright & License
Copyright (c) 2025 International Journal of Sociologies and Anthropologies Science Reviews
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the International Journal of Sociologies and Anthropologies Science Reviews is retained by the author(s) under the under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
An, F. H. (2014). Research on classroom teaching strategies to promote Deep learning. Course. Textbook. Shariah, 34(11), 6.
Beattie IV, V., Collins, B., & McInnes, B. (1997). Deep and surface learning: a simple or simplistic dichotomy? Accounting Education, 6(1), 1-12.
Chan, F. (2023). Design ideas for blended learning models supporting high-level thinking ability development under the information environment. China Electric Education, (3), 72-78.
Chen, Z. H. (2008). The cultivation of several abilities of mathematics teachers in the context of the new curriculum. Unpublished manuscript.
Cheng, X. L., & Liu, Y. (2013). Theory of Mathematics Teaching. Peking University Press.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
Duan, X. N. (2019). Current status and improvement strategies of mathematics teaching theory. Journal of Luliang Institute of Education, 36(2), 1-12.
Entwistle, N. (2000). Promoting Deep learning through teaching and evaluation: conceptual frameworks and educational contexts. TLRP Conference, Leicester, 1(12), 1-15.
Fu, M., & Liu, Y. (2005). On the ability structure of modern mathematics teachers. Curriculum, Textbooks, and Teaching Methods, 4, 1-12.
Guo, Q. S. (2022). Towards disciplinary education - the intention and mission of the Compulsory Education Mathematics Curriculum Standards (2022 edition). Research on Primary School Teaching, 23, 13-16.
Guo, Y. X. (2017). Deep Learning: Essence and Philosophy. New Teachers, 7, 1-14.
He, L., & Li, J. H. (2005). Promote students' Deep learning. Computer Teaching and Learning. Modern Teaching, 5, 1-12.
Hou, X. H., & Yang, X. D. (2012). Research on the Reform of Teaching Content and Teaching Methods of Mathematics Teaching Theory Course. Journal of Sichuan Education College, 28(7), 1-13.
Liu, C. (2012). Exploration of Teaching Reform of Mathematics Teaching Theory Course in Normal Colleges. Journal of Higher Correspondence Education: Natural Science Edition.
Liu, Y., & Cheng, X. L. (2009). Mathematics Teaching Theory: Middle School Mathematics Teaching Materials and Teaching Methods. Peking University Press.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I—outcome and process. British Journal of Educational Psychology, 46(1), 4-11.
Pellegrino, J. W., & Hilton, M. L. (2012). Education for life and work: developing transferable knowledge and skills in the 21st century. National Academies Press.
Pellegrino, J. W., & Hilton, M. L. (Eds.) (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Research Council of the National Academies. Washington DC: The National Academies Press.
Tan, C. F. (2021). Research and practice of blended teaching model for Deep learning in information technology courses. Master's thesis, Mudanjiang Normal University.
Yang, R. L. (2015). The practice and exploration of classroom teaching reform of "Mathematics Pedagogy". Journal of Xinzhou Teachers College, 31(5), 1-13.
You, Z. Z. (2020). The current situation and improvement path of primary school Chinese teachers’ teaching ability from the perspective of deep learning. Master’s thesis, Northeast Normal University.
Zhang, H., & Wu, X. J. (2012). Analysis of the connotation and cognitive theoretical basis of Deep learning. China Audio-visual Education.
Zhang, J. Y. (2007). On the mathematical knowledge of primary school mathematics teachers. Science and Education Wenhui, 12, 1-12.
Zhang, K. L. (2014.). Research on flipped classroom design to promote Deep learning of graduate students. Doctoral dissertation, Jiangnan University.
Zhang, Y. (2018). On the design process of blended learning models promoting deep learning of college students. Modern Distance Education Research, 4, 27-33.
Zuo, M. X. (2011). Research on the development of primary school mathematics teachers' teaching ability. Proceedings of the Second Capital University Education Graduate Academic Forum.