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Issues in contemporary teaching of mathematics and teacher competencies

In this paper, the author examines current problems in the teaching of mathematics and mathematics education and shows how theoretical and practical findings underestimate the role of the social dimension in the teaching of mathematics. Mathematical education is perceived in this research as a kind of a social construct in contrast to the traditional definition of (teaching) mathematics as a purely scientific discipline. The author focuses on students’ emotional reactions, classroom environment and teacher competencies as indicators of quality in the teaching of mathematics. In the context of contemporary mathematics teaching, the author uses a critical approach to assess the way and content of teacher education as well as the required competencies in quality mathematics teachers. Taking into account the requirements and specifics of teaching mathematics that are in the domain of pedagogical theory and practice, the author emphasises teachers’ pedagogical competencies and their definition from the pedagogical perspective. A review of relevant research has led the author to state that a stimulating classroom environment is one of the key assumptions of students’ success in mathematics and that the didactic-methodological guidelines of teaching mathematics should be based on the individuality of students and the demands and difficulties they encounter in the classroom.

teaching of mathematics, students’ emotional reactions, classroom environment, mathematics teachers’ pedagogical competencies

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