<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sinem Tarhan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROSPECTIVE TEACHERS' AND SCHOOL COUNSELORS' EXPECTATIONS OF MATTERING IN THE SCHOOL ENVIRONMENT: PERCEIVED SUPPORT AND PROFESSIONAL MOTIVATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">anti-mattering</style></keyword><keyword><style  face="normal" font="default" size="100%">expectation of mattering</style></keyword><keyword><style  face="normal" font="default" size="100%">prospective teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">school counselors</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4499590</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Mattering is the personal perception of individuals that they are valuable for others and that they make a difference in the lives of others. Mattering affects the sense of belonging at work, motivation, and job satisfaction. This study aims to determine prospective teachers’ and prospective school counselors’ expectations regarding the extent to which they will matter to students, parents, colleagues, and administrators after they start working. The study adopted a qualitative approach and was designed as a case study. The data collected from 57 prospective teachers and school counselors from different disciplines were analyzed using the content analysis method. Participants expect to matter as they have an effective teaching and counselling attitude towards their students and as they have good communication with parents. They also expect to matter to their colleagues as they are simply colleagues and work in collaboration, and they expect to matter to their administrators as they have an idealistic learning attitude and contribute to the school. Participants who expect not to matter to students and parents list the reasons as prejudices against their discipline and negative attitudes towards teachers. Similarly, there are also participants who state that they do not matter because of their colleagues' prejudices against their discipline and the indifference of their administrators. The study revealed that the general sense of mattering they feel in the school environment positively affects their professional motivation, and that in case of anti-mattering, they continue their profession by finding alternative routes.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">424-449</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Radka Dofková</style></author><author><style face="normal" font="default" size="100%">Michaela Surá</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NONSTANDARD MATH WORD PROBLEMS AND ANALYSIS OF THE PARTIAL STAGES OF ITS SOLUTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">mathematics teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school mathematics</style></keyword><keyword><style  face="normal" font="default" size="100%">problem-solving</style></keyword><keyword><style  face="normal" font="default" size="100%">prospective teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">word problem</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1634799891.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Choosing the right strategy is an important condition to successfully solve math problems. Research studies often present individual types of strategies more or less separately. This study aims to determine student solutions of selected word problems in the whole context of the solution process. In this context, such nonstandard word problems combine verbal formulation and the character of nonstandard problems (impossible to be solved using an algorithm). In order to get an overall picture of the stages of word problem solution, an analysis of solving a given word problem was conducted among 171 respondents aged 10-11. The analysis was conducted in compliance with partial steps of word problem processing, as the solving of the problem was viewed from a wider perspective. The student’s reaction to the problem, working with the given information, individual forms of solution, and answer formation were recorded. In order to have a more complex idea and possibility to compare, the chosen way of solving the problem was also presented to a selected sample of 26 teachers. Available solutions were analyzed, and there were sought ways how the solution was assessed by the teachers based on selected parameters. Especially their meta-cognitive estimation of the correctness of their own solution was subject to scrutiny.
Despite the fact that the respondents chose different strategies of solution (graphic, arithmetical, using judgment, etc.), it appears that the success rate of solving the given nonstandard word problem was very low. Thus, it is necessary to implement such word problems into standard math lessons, also within pre-graduate teacher preparation.
</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">716-727</style></section></record></records></xml>