In like manner, we worked out 26 competences (15 competences emphasized by contemporary teaching of mathematics and 11 emphasized on traditional teaching), while teachers marked the number of competences they considered to be important for pupils.
In order to test the theoretical assumption on the difference in access to teachers who work in a modern or traditional way, we conducted a process of factor analysis. The factor analysis clearly distinguished the two groups of activities and two groups of competences, and as expected the way to the variables that saturate the first factor consists of contemporary activities/competences and variables that saturate the second factor consists of traditional activities/competences. This confirms our theoretical setting of modern and traditional approach to teaching mathematics.
We noticed that most teachers carried out traditional activities more frequently than the contemporary ones, but that most of them evaluated contemporary competences with better scores than traditional ones.
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