This study investigated the relationship between Senior High School mathematics teachers’ epistemological knowledge and mathematical discourse practices, examined differences based on selected profile variables, and determined the predictive influence of epistemological knowledge on discourse practices. Employing a descriptive-correlational research design, the study involved 43 Senior High School mathematics teachers from 13 public secondary schools in the Schools Division of Lipa City, selected through total population sampling. Data were gathered using two researcher-developed instruments: the Epistemological Knowledge in Mathematics Questionnaire (EKMQ) and the Mathematical Discourse Practices Questionnaire (MDPQ), both subjected to expert validation and reliability testing. Following ethical research protocols, questionnaires were administered online. Data were analyzed using descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson product-moment correlation, and simple linear regression. Findings revealed that teachers demonstrated a high extent of epistemological knowledge and highly practiced mathematical discourse in classroom instruction. No significant differences in epistemological knowledge were observed based on ancillary roles, while mathematical discourse practices differed significantly according to the number of mathematics-related trainings and seminars attended. Furthermore, a strong positive relationship existed between epistemological knowledge and mathematical discourse practices, with epistemological knowledge significantly predicting discourse practices. These findings emphasized the importance of strengthening teachers’ understanding of mathematical knowledge and promoting meaningful classroom communication. Consequently, the Mathematical Discourse Enhancement Program (MDEP) was developed as a research-based professional development initiative designed to enhance teachers’ epistemological knowledge, improve mathematical discourse practices, and support effective mathematics instruction through targeted professional learning opportunities and continuous instructional improvement.
This study aims to analyze the integration between the cognitive process dimensions of Revised Bloom's Taxonomy and the structural complexity of the SOLO Taxonomy in questions constructed by pre-service biology teachers, as well as its correlation with students' cognitive learning outcomes. A descriptive-quantitative approach with co-relational analysis was employed, evaluating a total sample of 420 question sentences generated by students during their field teaching program (PPL). Data collection was conducted using double-coding observation rubrics and statistically processed via Spearman’s rho non-parametric correlation test. The results indicated a stark gradation phenomenon, with question distribution heavily accumulating within lower-order thinking skills (LOTS), predominantly spanning the Remembering (C1) and Understanding (C2) levels with Unistructural and Multistructural reasoning profiles. Conversely, higher-order thinking skills (HOTS) were strictly concentrated at the Analyzing (C4) and Evaluating (C5) levels, aligning with Relational and Extended Abstract structures. Statistical analysis revealed a positive and significant correlation coefficient (p = 0.707, p < 0.001), indicating a very strong linear relationship where higher cognitive demands inherently correspond to greater structural reasoning maturity. In conclusion, while pre-service teachers possess a solid foundation in factual knowledge, their capacity to formulate higher-order questions remains limited. Therefore, transforming classroom communication through constructivist learning strategies and gradual conceptual scaffolding is highly recommended to foster integrative thinking and bridge the cognitive transition toward deep conceptual understanding.
This activity engages students in a role-play from the perspective of newcomers and existing organizational members to simulate how whiteness and masculinity shape organizational socialization. During the activity and discussion, students learn to critically assess Jablin’s model through Allen’s application of feminist standpoint theory.Courses Organizational Communication, Intercultural Communication.Objectives By the end of this activity, students should (1) understand how the identity and experiences of newcomers and existing organizational members shape socialization processes, and (2) articulate how gendered and racialized structures enable and constrain socialization processes for newcomers through the application of feminist standpoint theory.
این فعالیت دانشجویان را در قالب ایفای نقش از دیدگاه تازه‌واردان و اعضای فعلی سازمانی درگیر می‌کند تا شبیه‌سازی کند که چگونه سپیدی و مردانگی فرآیند اجتماعی‌شدن سازمانی را شکل می‌دهد. در طول فعالیت و بحث، دانشجویان می‌آموزند که مدل Jablin را از طریق کاربرد نظریه دیدگاه فمینیستی Allen به‌طور انتقادی ارزیابی کنند. دروس: ارتباطات سازمانی، ارتباطات میان‌فرهنگی. اهداف: در پایان این فعالیت، دانشجویان باید (۱) درک کنند که چگونه هویت و تجارب تازه‌واردان و اعضای فعلی سازمانی فرآیندهای اجتماعی‌شدن را شکل می‌دهد و (۲) بتوانند توضیح دهند که چگونه ساختارهای جنسیتی و نژادی فرآیندهای اجتماعی‌شدن را برای تازه‌واردان از طریق کاربرد نظریه دیدگاه فمینیستی ممکن یا محدود می‌سازد.
