Wager, Anita A.
2014-01-01
This article describes how teachers in a professional development course responded to what they noticed about children's participation in elementary mathematics classrooms and how what they noticed was connected to the teachers' positionality toward equitable mathematics pedagogy. Findings suggest that a lens of participation supported…
Printy, Susan M.
Improving the quality of teachers in schools is a keystone to educational improvement. New and veteran teachers alike need to enhance their content knowledge and pedagogical skills, but they must also examine, and often change, their underlying attitudes, beliefs, and values about the nature of knowledge and the abilities of students. Best accomplished collectively rather than individually, the interactions between teachers as they undertake the process of collaborative inquiry create "communities of practice." This dissertation investigates the importance of science and mathematics teachers' participation in communities of practice to their professional capabilities. The study tests the hypothesis that the social learning inherent in community of practice participation encourages teachers to learn from others with expertise, enhances teachers' sense of competence, and increases the likelihood that teachers' will use student-centered, problem-based instructional techniques aligned with national disciplinary standards. The researcher conceptualizes communities of practice along two dimensions that affect social learning: legitimate participation in activities and span of engagement with school members. Differences in teachers' subject area and the curricular track of their teaching assignment contribute to variation in teachers' participation in communities of practice along those dimensions. Using data from the National Educational Longitudinal Study, first and second follow-up, the study has two stages of multi-level analysis. The first stage examines factors that contribute to teachers' participation in communities of practice, including teachers' social and professional characteristics and school demographic and organizational characteristics. The second stage investigates the professional impact of such participation on the three outcome variables: teacher learning, teacher competence, and use of standards-based pedagogy. Hierarchical linear models provide
Walker, William S., III
2016-01-01
In this research, I investigated teachers' interpretations of the goals of professional development and factors that contributed to enacted instructional practices. A multiple-case study design was used to examine the interpretations of four high school teachers participating in a year-long professional development program with a standards-based…
Mathematics Teachers' Ideas about Mathematical Models: A Diverse Landscape
Bautista, Alfredo; Wilkerson-Jerde, Michelle H.; Tobin, Roger G.; Brizuela, Bárbara M.
2014-01-01
This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers' ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers' written responses to three open-ended…
Bates, Alan B.; Latham, Nancy; Kim, Jin-ah
2011-01-01
This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…
Assessment Mathematics Teacher's Competencies
Alnoor, A. G.; Yuanxiang, Guo; Abudhuim, F. S.
2007-01-01
This paper aimed to identifying the professional efficiencies for the intermediate schools mathematics teachers and tries to know at what level the math teachers experience those competencies. The researcher used a descriptive research approach, the study data collected from specialist educators and teacher's experts and previous studies to…
Teachers' Mathematics as Mathematics-at-Work
Bednarz, Nadine; Proulx, Jérôme
2017-01-01
Through recognising mathematics teachers as professionals who use mathematics in their workplace, this article traces a parallel between the mathematics enacted by teachers in their practice and the mathematics used in workplaces found in studies of professionals (e.g. nurses, engineers, bankers). This parallel is developed through the five…
Educating mathematics teacher educators
DEFF Research Database (Denmark)
Højgaard, Tomas; Jankvist, Uffe Thomas
2014-01-01
The paper argues for a three-dimensional course design structure for future mathematics teacher educators. More precisely we describe the design and implementation of a course basing itself on: the two mathematical competencies of modelling and problem tackling, this being the first dimension......; the two mathematical topics of differential equations and stochastics, this being the second dimension; and finally a third dimension the purpose of which is to deepen the two others by means of a didactical perspective....
Opinions of Secondary School Mathematics Teachers on Mathematical Modelling
Tutak, Tayfun; Güder, Yunus
2013-01-01
The aim of this study is to identify the opinions of secondary school mathematics teachers about mathematical modelling. Qualitative research was used. The participants of the study were 40 secondary school teachers working in the Bingöl Province in Turkey during 2012-2013 education year. Semi-structured interview form prepared by the researcher…
Mathematical literacy teachers' engagement with contextual tasks ...
African Journals Online (AJOL)
This article reports on a study carried out with a group of 108 practising Mathematical Literacy (ML) teachers who participated in an Advanced Certificate in Education (ACE) programme. The purpose of the qualitative study was to identify and describe the teachers' varying levels of engagement with mathematics tools and ...
Yesildere-Imre, Sibel
2017-01-01
This qualitative research aims to examine the opinions of school administrators, teachers, and middle school students about what makes a good mathematics teacher. Interviews were conducted with thirty-five participants: ten school administrators, ten mathematics teachers, and fifteen middle school students. A semi-structured interview form…
Averill, Robin; Drake, Michael; Anderson, Dayle; Anthony, Glenda
2016-01-01
Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within…
Elementary General and Special Education Teachers' Mathematics Skills and Efficacy
Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita
2014-01-01
The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…
Mathematics Teachers' Support and Retention: Using Maslow's Hierarchy to Understand Teachers' Needs
Fisher, Molly H.; Royster, David
2016-01-01
As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to…
Ardiç, Mehmet Alper; Isleyen, Tevfik
2017-01-01
This study aimed at determining the secondary school mathematics teachers' and students' views on computer-assisted mathematics instruction (CAMI) conducted via Mathematica. Accordingly, three mathematics teachers in Adiyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers in the…
Teacher's Guide to Secondary Mathematics.
Duval County Schools, Jacksonville, FL.
This is a teacher's guide to secondary school mathematics. Developed for use in the Duval County Public Schools, Jacksonville, Florida. Areas of mathematics covered are algebra, analysis, calculus, computer literacy, computer science, geometry, analytic geometry, general mathematics, consumer mathematics, pre-algebra, probability and statistics,…
Preservice Mathematics Teachers' Metaphorical Perceptions towards Proof and Proving
Ersen, Zeynep Bahar
2016-01-01
Since mathematical proof and proving are in the center of mathematics; preservice mathematics teachers' perceptions against these concepts have a great importance. Therefore, the study aimed to determine preservice mathematics teachers' perceptions towards proof and proving through metaphors. The participants consisted of 192 preservice…
Preservice Secondary Mathematics Teachers' Knowledge of Students
Kilic, Hulya
2011-01-01
The aim of this paper is to present the nature of preservice secondary mathematics teachers' knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the…
Novice Mathematics Teachers Create Themselves
Schatz Oppenheimer, Orna; Dvir, Nurit
2018-01-01
This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have…
Do Prospective Teachers Have Anxieties about Teaching Mathematics?
Yavuz, Günes
2018-01-01
The purpose of this study is to analyse the level of prospective classroom and mathematics teachers' anxieties about teaching mathematics. Freshman and junior prospective teachers from educational faculties of two different universities participated in this study. "Anxieties About Teaching Mathematics Scale" which was developed by Peker…
Preservice Teachers' Perceptions about Teaching Mathematics through Music
An, Song A.; Tillman, Daniel; Shaheen, Andrea; Boren, Rachel
2014-01-01
This study examined preservice teachers' perceptions about teaching elementary level mathematics lessons integrated with music. It also sought to determine how preservice teachers would strategize the integration of music activities when introducing elementary level mathematics lessons. The participants, 53 undergraduate preservice teachers at a…
Conrad, Karen S.; Tracy, Dyanne M.
Research has shown that elementary teachers are mathematics anxious, and that this anxiousness can be transmitted to their students. Therefore, many students are not afforded the opportunity to participate in a comfortable mathematics environment. Preservice elementary teachers (n=63) reported their pre- and posttest mathematics anxiety using the…
On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers
Cai, Jinfa; Ding, Meixia
2017-01-01
Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…
Using Mathematics Literature with Prospective Secondary Mathematics Teachers
Jett, Christopher C.
2014-01-01
Literature in mathematics has been found to foster positive improvements in mathematics learning. This manuscript reports on a mathematics teacher educator's use of literature via literature circles with 11 prospective secondary mathematics teachers in a mathematics content course. Using survey and reflection data, the author found that…
Mathematics Teachers' Capacity for Change
Golding, Jennie
2017-01-01
Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and…
Ng'eno, J. K.; Chesimet, M. C.
2016-01-01
A sample of 300 mathematics teachers drawn from a population of 1500 participated in this study. The participants were selected using systematic random sampling and stratified random sampling (stratified by qualification and gender). The data was collected using self-report questionnaires for mathematics teachers. One tool was used to collect…
Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity
Crisan, Cosette; Rodd, Melissa
2017-01-01
A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…
Teacher classroom practices and Mathematics performance in ...
African Journals Online (AJOL)
The Mathematics teacher questionnaire, administered as part of the Trends in International Mathematics and Science Study (TIMSS) 2011, comprised questions pertaining to the classroom practices of Teacher Clarity, Classroom Discussion, Feedback, Formative Assessment, Problem Solving and Metacognitive Strategies, ...
What do mathematics teachers and teacher trainees know about the history of mathematics?
Gazit, Avikam
2013-06-01
The aim of this study is to present the findings of a study that examined the knowledge of mathematics teachers and teacher trainees, in different tracks, about the concepts, topics and characters from the history of mathematics. The findings indicate a lack of knowledge concerning most of the topics examined. Only about 40% of the participants knew about the origin of our counting system and the only item that reached above 50% was the item relating to the man who edited the book which is the basis for the plane geometry - Euclid (about 83%). Another meaningful finding was that the group with the highest score was that of mathematics teacher trainees in the accelerated track - a unique training scheme for middle school teachers (65.7%). The group with the lowest score was that of the elementary school mathematics student teachers (19.3%). One obvious conclusion is that we need to strengthen the knowledge of the history of mathematics in teacher training and in-service teachers' advanced studies.
A Capstone Mathematics Course for Prospective Secondary Mathematics Teachers
Artzt, Alice F.; Sultan, Alan; Curcio, Frances R.; Gurl, Theresa
2012-01-01
This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered…
Preservice Agricultural Education Teachers' Mathematics Ability
Stripling, Christopher T.; Roberts, T. Grady
2012-01-01
The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…
Mathematics Courses for the Prospective Teacher.
Kistler, Barbara C.
This paper suggests that faculty at two-year institutions need to become partners with colleges of education and K-12 teachers of mathematics in preparing future mathematics teachers. The paper presents the following: a summary of recommendations on programs for prospective teachers; a summary of recommendations about mathematics courses for…
Research trends in mathematics teacher education
Lo, Jane-Jane; Zoest, Laura RVan
2014-01-01
Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers' learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to...
Prospective Secondary Mathematics Teachers' Perspectives and Mathematical Knowledge for Teaching
Karagöz-Akar, Gülseren
2016-01-01
This study investigated the relationship between prospective secondary mathematics teachers' perspectives and their mathematical knowledge for teaching in action. Data from two prospective teachers' practice-teachings, one in geometry and one in algebra, their lesson plans and self-reflections were analyzed with Teacher Perspectives and Knowledge…
Problem Solving Abilities and Perceptions in Alternative Certification Mathematics Teachers
Evans, Brian R.
2012-01-01
It is important for teacher educators to understand new alternative certification middle and high school teachers' mathematical problem solving abilities and perceptions. Teachers in an alternative certification program in New York were enrolled in a proof-based algebra course. At the beginning and end of a semester participants were given a…
Negotiating Contexts to Construct an Identity as a Mathematics Teacher
Hodges, Thomas E.; Cady, Jo Ann
2012-01-01
The authors focused on 1 middle-grades mathematics teacher's identity and her efforts to implement standards-based instructional practices. As professionals, teachers participate in multiple professional communities and must negotiate and manage conflicting agendas. The authors analyze how the contexts of these communities influence the teacher's…
Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher
Hodgen, Jeremy; Askew, Mike
2007-01-01
Teacher change in mathematics education is recognised to be a difficult and at times painful process. This is particularly so in countries such as England where primary mathematics is taught by non-specialist teachers, who have often had negative experiences of their own school mathematics. In this paper we explore primary teachers' emotional…
Mathematics teachers' support and retention: using Maslow's hierarchy to understand teachers' needs
Fisher, Molly H.; Royster, David
2016-10-01
As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to develop a hierarchy of teachers' needs that resembles Maslow's hierarchy, which can be used to better support teachers in various stages of their careers. The interviews revealed both non content-specific and content-specific needs within the hierarchy. The responses show that teachers found different schools foster different stress levels and that as teachers they used a number of resources for reducing stress. Other mathematics-specific ideas are also discussed such as the amount of content and pedagogy courses required for certification.
Digital games and learning mathematics: Student, teacher and parent perspectives
Su Ting Yong; Peter Gates; Ian Harrison
2016-01-01
The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer game...
Mathematics Teacher Education: A Model from Crimea.
Ferrucci, Beverly J.; Evans, Richard C.
1993-01-01
Reports on the mathematics teacher preparation program at Simferopol State University, the largest institution of higher education in the Crimea. The article notes the value of investigating what other countries consider essential in mathematics teacher education to improve the mathematical competence of students in the United States. (SM)
Relationship between teachers' coverage of mathematics curriculum ...
African Journals Online (AJOL)
kofi.mereku
African Journal of Educational Studies in Mathematics and Sciences Vol. ... materials (MCM) and their schools' performance in mathematics ... should be created for mathematics teachers in high performing junior high schools to share their ... in syllabuses which are also spread out in text books, teachers' hand out, etc.
An Ecological Analysis of Mathematics Teachers' Noticing
Jazby, Dan
2016-01-01
Most studies which investigate mathematics teacher noticing cast perception into a passive role. This study develops an ecological analysis of mathematics teachers' noticing in order to investigate how teachers actively look for information in classroom environments. This method of analysis is applied to data collected as an experienced primary…
Teachers' Conceptions of Mathematical Modeling
Gould, Heather
2013-01-01
The release of the "Common Core State Standards for Mathematics" in 2010 resulted in a new focus on mathematical modeling in United States curricula. Mathematical modeling represents a way of doing and understanding mathematics new to most teachers. The purpose of this study was to determine the conceptions and misconceptions held by…
Profiles of Opportunities to Learn for TEDS-M Future Secondary Mathematics Teachers
Wang, Ting-Ying; Tang, Shu-Jyh
2013-01-01
This study used the data set from the Teacher Education and Development Study in Mathematics to identify the profiles of opportunities to learn (OTL) regarding topics studied in teacher preparation programs by future secondary mathematics teachers from 15 participating countries. The topics of inquiry covered tertiary-level mathematics,…
Student teacher training: participant motivation.
Burgess, Annette; van Diggele, Christie; Mellis, Craig
2016-08-01
Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.
Mobile learning to improve mathematics teachers mathematical competencies
Hendrayana, A.; Wahyudin
2018-01-01
The role of teachers is crucial to the success of mathematics learning. One of the learning indicator is characterized by the students’ improved mathematical proficiency. In order to increase that, it is necessary to improve the teacher’s mathematical skills first. For that, it needs an innovative way to get teachers close to easily accessible learning resources through technology. The technology can facilitate teachers to access learning resources anytime and anywhere. The appropriate information technology is mobile learning. Innovations that can make teachers easy to access learning resources are mobile applications that can be accessed anytime and anywhere either online or offline. The research method was research development method. In preliminary analysis, subjects consist of teachers and lecturers in professional teacher education program. The results that the teachers ready to adopt mobile-learning for the improvement of their skills.
Asikainen, Mervi A.; Pehkonen, Erkki; Hirvonen, Pekka E.
2013-01-01
Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher…
Akkoç, Hatice; Balkanlioglu, Mehmet Ali; Yesildere-Imre, Sibel
2016-01-01
This research aimed to analyse the induction experiences of preservice mathematics teachers during their school placements through the lens of communities of practice. The main research question was concerned with how preservice mathematics teachers perceive what constitutes the practice of a professional community of mathematics teachers. A…
Teachers, Equity, and Computers for Secondary Mathematics Learning
Forgasz, Helen
2006-01-01
The findings presented in this article were derived from a 3-year study aimed at examining issues associated with the use of computers for secondary mathematics learning in Victorian (Australia) schools. Gender and other equity factors were of particular interest. In this article, the focus is on the participating mathematics teachers. Data on…
The appraisal of mathematics teachers in Ghana | Fletcher | African ...
African Journals Online (AJOL)
This study examined the nature and existing methods of teacher appraisal in Ghana. 441 secondary mathematics teachers participated, of whom 193 teach the subject at the junior secondary level and 248 teach it at the senior secondary level. In addition, 44 Ghana Education Service Officials and 6 Heads of secondary ...
Teacher Perspectives on Literacy and Mathematics Professional Development
Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert
2018-01-01
This study examines teacher's perspectives of the most beneficial professional development they have participated in over the last three years in the content areas of literacy and mathematics. It also investigates teachers views on how professional development influences student learning. Specifically, this study is grounded in the following…
Directory of Open Access Journals (Sweden)
Buket Turhan Turkkan
2018-04-01
Full Text Available The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a middle school mathematics teacher as an occupation was considered as a criterion for determining the participants. The participants of the research consist of 13 middle school mathematics teachers in Turkey. So as to collect the research data, the semi-structured interview form created by the researchers was used. The data analysis was performed according to the content analysis, and Nvivo 10 program was used for the analysis. As a result of this study, the themes of the situation and methods of the integration of mathematics course and social issues, the attainment of democratic values in mathematics course and the ways of its attainment, gaining awareness of social justice and equality in mathematics course and the ways of its gaining, the activities performed by teachers for social issues in mathematics course and the teachers’ suggestions for the integration of mathematics course and social issues were reached and the results were discussed within this frame.
Turhan Turkkan, Buket; Karakus, Memet
2018-01-01
The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a…
Ho Younghusband, Alice Christine
2017-01-01
Certified teachers in British Columbia (BC) schools can be assigned to teach secondary mathematics without having a major, minor, or formal background in mathematics. This is known as out-of-field teaching. These non-mathematics subject specialist teachers (NMSSTs) must learn or relearn the subject matter of mathematics to teach secondary mathematics. This study investigates what professional learning activities NMSSTs participate in to gain subject matter content knowledge in mathematics, wh...
Giving Reason to Prospective Mathematics Teachers
D'Ambrosio, Beatriz; Kastberg, Signe
2012-01-01
This article describes the development of the authors' understanding of the contradictions in their mathematics teacher education practice. This understanding emerged from contrasting analyses of the impact of the authors' practices in mathematics content courses versus mathematics methods courses. Examples of the authors' work with two students,…
Enhancing mathematics teachers' quality through Lesson Study.
Lomibao, Laila S
2016-01-01
The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.
Directory of Open Access Journals (Sweden)
Adnan Baki
2009-11-01
them were mathematics teachers chosen from 3 different schools of different social stratification among primary schools in Artvin city center in the spring term of 2008-2009 educational year, another 3 of them were mathematics teachers from 3 different schools of different social stratification among primary schools in Trabzon city. Prospective mathematics teachers at their last year were randomly chosen from the elementary mathematics teacher training program of Fatih Faculty of Education in Karadeniz Technical University.The chosen 6 teachers and 6 candidate teachers were interviewed with 9-item semi-structured interviews in duration of 25 to 40 minutes. The opinions of the teachers and candidate teachers were compared and interpreted in a multidimensional point of view by the researchers. Concerning the research inquiries, the obtained data were classified under the titles as; definition of the instructional technology concept, instructional technologies used by the participants, benefits of this usage, competences related to usage of these technologies, suggestions for using these technologies. Based on the data these results were drawn; while the teachers take the instructional technologies concept as technological tool specifically, the candidate teachers, on the other hand, perceive the concept from a broader point of view. The teachers are more acquainted with mainstream technological products like computer and internet however the candidate teachers are also aware of books, magazines and concrete materials. Complying with some previous studies (Baki, 2000; YeĢilyurt, 2006; Lin, Hsiech and Pierson, 2004; Ayvacı et al., 2007, both teachers and candidate teachers agree on that using instructional technologies matters in a positive way. However, since the teachers are actively in-service, they mentioned on application problems, on the contrary the candidate teachers are unaware of the prospective problems. The reason of this situation may be the problems faced
Amador, Julie M.
2017-01-01
The purpose of this study was to implement a Video Simulation Task in a mathematics methods teacher education course to engage preservice teachers in considering both the teaching and learning aspects of mathematics lesson delivery. Participants anticipated student and teacher thinking and created simulations, in which they acted out scenes on a…
Teachers\\' practical rationality of mathematics teaching and ...
African Journals Online (AJOL)
mathematics teaching as a practice and the way that teachers learn in such a practice. Conversations during interviews with the teachers in the sample indicate that SchoÈn\\'s notion of reflection-in-action is a key to understanding how teachers use their practical rationality as they try to understand nuanced meanings of the
Influences on Mathematical Preparation of Secondary School Teachers of Mathematics.
Johnson, Carl S.; Byars, Jackson A.
The results of a survey related to the impact of various recommendations on preservice content programs for teachers of mathematics are reported. The content of current programs is compared to the recommendations of the Committee on Undergraduate Programs in Mathematics (CUPM). The acceptance of CUPM and the Cambridge Conference on School…
A Preservice Mathematics Teacher's Beliefs about Teaching Mathematics with Technology
Belbase, Shashidhar
2015-01-01
This paper analyzed a preservice mathematics teacher's beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer's Sketchpad, and statistical data…
Science and mathematics teachers of the future
DEFF Research Database (Denmark)
Michelsen, Claus; Nielsen, Jan Alexis; Petersen, Morten Rask
2008-01-01
This paper presents the project Science and Mathematics Teachers of the Future. The aim of the project is to develop and implement a graduate level equivalent degree program in mathematics and science instruction for in-service teachers of lower secondary education. This aim is achieved...... in the programme through involving the teachers in design, implementation and evaluation of innovative instructional sequences, which deals with a wide range of aspects of mathematics and science, e.g. modern science and the importance of science in society. In the program contemporary science and mathematics...... education research serves as a basis for the design and development of warranted practices with which the teachers may experiment in their classroom. We will focus on the outcomes of offering a program which is intimately tied to (i) contemporary science and mathematics education research, (ii) modern...
Secondary School Mathematics Teachers' Attitude in Teaching Mathematics
Mulugeta Atnafu
2014-01-01
The purpose of this study was to examine Addis Ababa secondary school mathematics teachers’ attitude in teaching mathematics. 148 mathematics teachers were selected using cluster sampling from Addis Ababa administration region. The study used survey method of data collection and it includes both quantitative and qualitative research methods. From the independent t-test, ANOVA, tukey test and regression analysis, some of the results obtained were: the majority of the secondary school mathemati...
Mathematics Teacher Identity in the Context of Mathematics Reform: Elementary Teacher Experiences
Sun, Jennifer
2017-01-01
Reform efforts and changes in mathematics education have brought on a shift towards a new vision of mathematics teaching in the United States. In light of recent accountability standards, the focus on teacher learning within the context of mathematics professional development is even more pressing. Prior research on teacher learning in the context…
Teacher Practices: How They Promote or Hinder Student Engagement in Mathematics
Skilling, Karen
2014-01-01
With persistent concerns about student engagement, interest and participation in mathematics, this research investigated the range of practices 31 Year 7 mathematics teachers reported using and how they perceived these practices influenced student engagement in mathematics. In-depth interviews revealed similarities in teachers' perceptions of…
Math Autobiographies: A Window into Teachers' Identities as Mathematics Learners
McCulloch, Allison W.; Marshall, Patricia L.; DeCuir-Gunby, Jessica T.; Caldwell, Ticola S.
2013-01-01
Mathematics autobiographies have the potential to help teachers reflect on their identities as mathematics learners and to understand their role in the development of their students' mathematics identities. This paper reports on a professional development project for K-2 teachers (n = 41), in which participants were asked to write mathematics…
Ozgen, Kemal; Tataroglu, Berna; Alkan, Huseyin
2011-01-01
The present study aims to identify pre-service mathematics teachers' multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the "multiple intelligence domains…
An, Song A.; Tillman, Daniel A.; Paez, Carlos R.
2015-01-01
This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…
Mathematics Teacher Identity in the Context of Mathematics Reform: Elementary Teacher Experiences
Sun, Jennifer
2017-01-01
ABSTRACT OF THE DISSERTATIONMathematics Teacher Identity in the Context of Mathematics Reform:Elementary Teacher Experiences ByJennifer SunDoctor of Philosophy in EducationUniversity of California, Irvine, 2017Associate Professor Elizabeth A. van Es, ChairReform efforts and changes in mathematics education have brought on a shift towards a new vision of mathematics teaching in the United States. In light of recent accountability standards, the focus on teacher learning within the context of m...
Dickerson, David S.; Doerr, Helen M.
2014-12-01
Proof serves many purposes in mathematics. In this qualitative study of 17 high school mathematics teachers, we found that these teachers perceived that two of the most important purposes for proof in school mathematics were (a) to enhance students' mathematical understanding and (b) to develop generalized thinking skills that were transferable to other fields of endeavor. We found teachers were divided on the characteristics (or features) of proofs that would serve these purposes. Teachers with less experience tended to believe that proofs in the high school should adhere to strict standards of language and reasoning while teachers with more experience tended to believe that proofs based on concrete or visual features were well suited for high school mathematics. This study has implications for teacher preparation because it appears that there is a wide variation in how teachers think about proof. It seems likely that students would experience proof very differently merely because they were seated in different classrooms.
Implication of formative assessment practices among mathematics teacher
Samah, Mas Norbany binti Abu; Tajudin, Nor'ain binti Mohd
2017-05-01
Formative assessment of school-based assessment (SBA) is implemented in schools as a move to improve the National Education Assessment System (NEAS). Formative assessment focuses on assessment for learning. There are various types of formative assessment instruments used by teachers of mathematics, namely the form of observation, questioning protocols, worksheets and quizzes. This study aims to help teachers improve skills in formative assessments during the teaching and learning (t&l) Mathematics. One mathematics teacher had been chosen as the study participants. The collecting data using document analysis, observation and interviews. Data were analyzed narrative and assessments can help teachers implement PBS. Formative assessment is conducted to improve the skills of students in t&l effectively.
Enhancing Teacher Education in Primary Mathematics with Mobile Technologies
Schuck, Sandy
2016-01-01
A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where…
Dispositions and changing teacher practice in mathematics
DEFF Research Database (Denmark)
Meaney, Tamsin; Lange, Troels; Valero, Paola
2009-01-01
We explore how different interpretations of learning can be integrated to form a theoretical framework for exploring teachers' perceptions of professional learning about mathematics teaching. Although it is possible to identify the separate, contributing factors that operate in mathematics...... experiences of limited value to them. Work done in mathematics education by Skovsmose and Valero combined with Kemmis and Grootenboer's work on academic architectures provide a theoretical framework that enables this complexity to be unpacked. Skovsmose considered learning to involve ascribing meaning...
Pre-Service Secondary Mathematics Teachers' Reflections on Good and Bad Mathematics Teaching
Dayal, Hem Chand
2013-01-01
Researchers suggest that teachers' beliefs about teaching are strongly influenced by their personal experiences with mathematics. This study aimed to explore Pacific Island pre-service secondary mathematics teachers' perceptions about good and bad mathematics teachers. Thirty pre-service teachers, enrolled in a mathematics teaching methods course…
Briley, Jason S.
2012-01-01
Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…
Peer Mentoring: Stories of Three Mathematics Teachers
Kensington-Miller, Barbara
2011-01-01
Mentoring is a professional development strategy well documented. Peer mentoring however, is relatively new and was provided as a professional development strategy for a group of secondary school mathematics teachers working in low socio-economic schools. Through the stories of three teachers, the year-long study identifies the features critical…
Mathematics Teachers' Representations of Authority
Wagner, David; Herbel-Eisenmann, Beth
2014-01-01
Issues of authority abound in education and schooling but have not been interrogated sufficiently. We describe a tool that we have developed to initiate dialogue with teachers about authority in their classrooms--using a diagram to represent authority in their classrooms. Our analysis of the diagrams mathematics teachers created and discussed in…
Irish Mathematics Teachers' Attitudes towards Inclusion
Whitty, Elaine; Clarke, Marie
2012-01-01
This paper through the theoretical framework of constructive attitude theory explores mathematics teachers' attitudes and pedagogical strategies with reference to inclusive practice. The authors argue that though teachers may have formed positive inclusive attitudes, the translation of these into practice does not always occur and poses…
Lloyd, Mary Elizabeth Riley; Veal, William; Howell, Malia
2016-01-01
This article describes the normative beliefs and the discursive claims related to mathematics and teaching mathematics made by approximately 50 middle-level and secondary mathematics teachers within four high-need local education associations participating in a Mathematics and Science Partnership with a southeastern college's Science and Math for…
Participation of rural Zimbabwean female students in mathematics: The influence of perception
Directory of Open Access Journals (Sweden)
Anna Gudyanga
2016-12-01
Full Text Available The study was premised on the influence of perceptions on the participation of Ordinary Level rural African Zimbabwean female students in mathematics. Qualitative research design grounded in the interpretive paradigm was employed. Eighteen Ordinary Level female students and six teachers purposively selected from three rural co-educational secondary schools participated in the study. Data were generated through lesson observations and semi-structured question type interview guide. Findings revealed that rural female students perceived mathematics as a difficult subject, masculine and irrelevant to their future aspirations. Participants outlined that their perceptions were rooted in the prevailing cultural belief that mathematics is a masculine subject and negative stereotypes about girls’ maths abilities. Further findings indicate that female students’ participation in mathematics was highly influenced by their perception towards the subject. These perceptions result in the development of a general negative attitude to the subject that caused fewer female students to participate in mathematics in large numbers. We recommended parents and teachers to work hard to eliminate the negative gender and cultural stereotypes in order to enhance female students’ confidence in mathematics abilities. Schools should employ female mathematics teachers and expose female students to female role models who have succeeded in life in order to encourage more participation of female students in mathematics. Schools are made responsible for smoothing out difficulties generated by the prevailing culture. There is a gap in knowledge base pertaining to the Zimbabwean rural girls’ participation in Mathematics.
MATHEMATICS TEACHER: MOVING KNOWLEDGE UNDER FORMATION
Directory of Open Access Journals (Sweden)
Roselaine Machado Albernaz
2010-07-01
Full Text Available This essay approaches the Mathematics teacher forming process from his/her experiences in the school system and the set of knowledge that hashistorical, philosophical and politically constituted him/her. This set of knowledge not only comprises academic knowledge, but also involves the subjective effects of knowledge it incorporates. Starting from a tale, the character, called ‘researcher-teacher’, conducts the text throughout questions about the forming processes of teachers of such a particular subject as Mathematics. The character seems to have an “interrogative something” which is peculiar to us, teachers, concerned about our disciplinary field. Having the objective of problematize the formation and knowledge of our character, her ways of being, thinking and perceiving, we intend to question, with and through her, the new requirements that have been demanded towards Mathematics teachers and the set of knowledge that constitute her, the way she is, her way of acting and taking position in the school universe. The proposed essay seeks for an articulation between the fields of Art, Philosophy, Science and Education. It speaks about the intriguing school world, but not least, the ways we think to treat the forming process of Mathematics teachers from a set of logical, subjective and sensitive knowledge. Key words: Forming process of teachers; mathematics; aesthetic experience; philosophy of difference.
Battista, Michael T.
1986-01-01
Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…
Prospective Mathematics Teachers' Understanding of the Base Concept
Horzum, Tugba; Ertekin, Erhan
2018-01-01
The purpose of this study is to analyze what kind of conceptions prospective mathematics teachers (PMTs) have about the base concept (BC). One-hundred and thirty-nine PMTs participated in the study. In this qualitative research, data were obtained through open-ended questions, the semi-structured interviews and pictures of geometric figures drawn…
Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.
2014-01-01
This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…
Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy
Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.
2012-01-01
The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…
Bruce, Catherine D.; Ross, John A.
2008-01-01
This study examined the effects of peer coaching on mathematics teaching practices and teacher beliefs about their capacity to have an impact on student learning. Twelve teachers in grades 3 and 6 participated in a brief but intensive professional development program over six months. The program focused on effective mathematics teaching strategies…
Kutaka, T. S.; Ren, L.; Smith, W. M.; Beattie, H. L.; Edwards, C. P.; Green, J. L.; Chernyavskiy, P.; Stroup, W.; Heaton, R. M.; Lewis, W. J.
2018-01-01
This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of…
Middle-School Mathematics Teachers' Beliefs in NCTM's Vision
Perrin, John Robert
2012-01-01
This study examined the extent to which seventh- and eighth-grade mathematics teachers are aware of National Council of Teachers of Mathematics (NCTM) standards documents, Curriculum and Evaluation Standards for School Mathematics and Principles and Standards for School Mathematics and agree with NCTM's vision of school mathematics as expressed in…
Smith, C.; Golding, J.
2015-01-01
Fewer girls than boys in England participate in post-compulsory mathematics and the recent increase in popularity of Mathematics and Further Mathematics (FM) at age 16 has not changed the gender balance. Previous studies have shown the significance to girls of their mathematics lessons and teachers, of discursive co-constructions of masculinity and mathematics, of the range of careers associated with mathematics and science, and family ‘science capital’. This study identifie...
Secondary School Mathematics Teachers' Knowledge Levels and Use of History of Mathematics
Bütüner, Suphi Önder
2018-01-01
This study describes secondary school mathematics teachers' use of history of mathematics in their classes and their knowledge levels in this field. The study population included a total of 58 secondary school mathematics teachers working at the secondary schools located in Yozgat city center, and the sample included 32 mathematics teachers from…
Digital games and learning mathematics: Student, teacher and parent perspectives
Directory of Open Access Journals (Sweden)
Su Ting Yong
2016-12-01
Full Text Available The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy.
Developing Mathematical Resilience of Prospective Math Teachers
Ariyanto, L.; Herman, T.; Sumarmo, U.; Suryadi, D.
2017-09-01
Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.
Karatas, Ilhan
2014-01-01
This study examines the effect of three different computer integration models on pre-service mathematics teachers' beliefs about using computers in mathematics education. Participants included 104 pre-service mathematics teachers (36 second-year students in the Computer Oriented Model group, 35 fourth-year students in the Integrated Model (IM)…
Teacher Identity Work in Mathematics Teacher Education
Neumayer-Depiper, Jill
2013-01-01
Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…
Yang, Xinrong; Leung, Frederick K. S.
2015-01-01
This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and…
The Use of the History of Mathematics in the Teaching Pre-Service Mathematics Teachers
Galante, Dianna
2014-01-01
Many scholars have written about using the history of mathematics in the teaching of pre-service mathematics teachers. For this study, pre-service mathematics teachers developed an electronic journal of reflections based on presentations in the history of mathematics in a secondary mathematics education course. The main purpose of the…
Yow, Jan A.; Lotter, Christine
2016-01-01
This study investigates the role of an inquiry professional development institute in empowering middle school mathematics and science teachers to develop as teacher leaders. Teachers and coaches jointly attended content sessions and participated in practice teaching sessions with students. The coaches led reflection sessions following the practice…
What Mathematics Teachers Say about the Teaching Strategies in the Implementation of Tasks
Enríquez, Jakeline Amparo Villota; de Oliveira, Andréia María Pereira; Valencia, Heriberto González
2018-01-01
In this article we will discuss, through the explanations given by teachers who teach Mathematics, the importance of using teaching strategies in the implementation of tasks. Teachers who participated in it belong to the group "Observatory Mathematics Education" (OME-Bahia). This study was framed in a qualitative approach and data were…
Mathematics Anxiety and Beliefs of Turkish Pre-Service Elementary Teachers
Uysal, Figen; Dede, Yüksel
2016-01-01
The purpose of this study was to investigate the relationship between pre-service elementary teachers' mathematics teaching beliefs and mathematics anxiety. The participants of the study consist of 96 pre-service elementary teachers from a department of primary education in a state university in Turkey during the 2010-2011 spring term. Mathematics…
Investigating Lebanese Grade Seven Biology Teachers Mathematical Knowledge and Skills: A Case Study
Raad, Nawal Abou; Chatila, Hanadi
2016-01-01
This paper investigates Lebanese grade 7 biology teachers' mathematical knowledge and skills, by exploring how they explain a visual representation in an activity depending on the mathematical concept "Function". Twenty Lebanese in-service biology teachers participated in the study, and were interviewed about their explanation for the…
Önal, Nezih; Ibili, Emin; Çaliskan, Erkan
2017-01-01
The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were…
Opportunity to learn first year mathematics in teacher training ...
African Journals Online (AJOL)
African Journal of Educational Studies in Mathematics and Sciences ... topics in the first year teacher training mathematics syllabus were not taught by the end ... that the teacher training college tutors make efforts to complete the PS1 syllabus.
Establishing a mathematical Lesson Study culture in Danish teacher education
DEFF Research Database (Denmark)
Skott, Charlotte Krog; Østergaard, Camilla Hellsten
Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences......Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences...
Quality in mathematics teachers training syllabuses
Rico, Luis; Gil, Francisco; Moreno, María Francisca; Romero, Isabel; González, María José; Gómez, Pedro; Lupiáñez, José Luis
2004-01-01
The purpose of this study is to design instruments to measure the quality of prospective mathematics teachers training plans, within the Spanish context. We conceive the quality of a syllabus as a multidimensional concept that can be articulated by means of dimensions and competences.
Improving Student Teachers' Attitudes to Mathematics
Amato, Solange Amorim
2004-01-01
The research results presented in this paper were part of an action research performed with the aims of improving primary school student teachers (STs)' understanding of, and attitudes to, mathematics. The teaching strategies used to help STs' improve their understanding and attitudes were similar to the ones suggested for their future use in…
Preparing Experienced Elementary Teachers as Mathematics Specialists
Nickerson, Susan D.
2010-01-01
High quality teaching is critical to student learning, yet takes considerable time to develop in particular content areas. Students in high-poverty, urban settings are less likely to encounter experienced and trained teachers. Administrators from a large school district and university mathematics education faculty partnered and attempted to…
Rwandan grade 6 mathematics teachers' knowledge
African Journals Online (AJOL)
owner
1University Rwanda, College of Education, 2 School of Education, University of .... one hand, and Knowledge of Content and Students (KCS) and Knowledge of Content and ..... The nature and development of middle school mathematics ... of freshman science student teachers from different science teaching domains.
Preservice Mathematics Teachers' Perceptions of Drama Based Instruction
Bulut, Neslihan
2016-01-01
The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…
Perspectives on instructor modeling in mathematics teacher education
Brown, Cassondra
2009-01-01
Teachers' instructional practices are greatly shaped by their own learning experiences as students in K-12 and college classrooms, which for most teachers was traditional, teacher-centered instruction. One of the challenges facing mathematics education reform is that, traditional teaching is in contrast to reform student- centered instruction. If teachers learn from their experiences as mathematics students, mathematics teacher educators are encouraged to model practices they would like teach...
Barlow, Angela T.; Huang, Rongjin; Law, Huk-Yuen; Chan, Yip Cheung; Zhang, Qiaoping; Baxter, Wesley A.; Gaddy, Angeline K.
2016-01-01
Mathematical disagreements occur when students challenge each other's ideas related to a mathematical concept. In this research, we examined Hong Kong and U.S. elementary teachers' perceptions of mathematical disagreements and their resolutions using a video-stimulated survey. Participants were directed to give particular attention to the…
Teachers' Views of the Challenges of Teaching Grade 9 Applied Mathematics in Toronto Schools
Stoilescu, Dorian; McDougall, Douglas; Egodawatte, Gunawardena
2016-01-01
Mathematics teachers, mathematics department heads, curriculum leaders, and administrators from 11 schools in four school boards from Toronto, Ontario, Canada, participated in a project to improve the teaching and learning in grade 9 mathematics classrooms. In each of these schools, an implementation team was created, so that at least three…
Middle School Mathematics Teachers Panel Perspectives of Instructional Practicess
Ziegler, Cindy
2017-01-01
In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-a-vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the…
Mathematics teachers' knowledge of the subject content and ...
African Journals Online (AJOL)
This paper discusses the need of the mathematics teacher to be equipped adequately in the content areas in mathematics, vis-a-vis the recent concerns about the poor performance of students in the pre-tertiary schools, and the competence of mathematics teachers in the field. The low performance in mathematics at the ...
Areepattamannil, Shaljan; Kaur, Berinderjeet
2013-01-01
This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers' perceptions of their students' mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and…
Classroom Climate among Teacher Education Mathematics Students
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Polemer M. Cuarto
2015-11-01
Full Text Available Classroom climate has gained prominence as recent studies revealed its potentials as an effective mediator in the various motivational factors as well as an antecedent of academic performance outcome of the students. This descriptive-correlational study determined the level of classroom climate dimensions among teacher education students specializing in Mathematics at Mindoro State College of Agriculture and Technology. Employing a self-structured questionnaire adapted to the WIHIC (What Is Happening In this Class questionnaire, the surveyed data were treated statistically using Pearson’s r. Result showed that there was high level of classroom climate among the respondents in their Mathematics classes in both teacher-directed and student-directed dimensions specifically in terms of equity, teacher support, cohesiveness, involvement, responsibility and task orientation. Also, it revealed that equity and teacher support were both positively related to the students-directed classroom climate dimensions. With these results, teachers are seen to be very significant determinants of the climate in the classroom. Relevant to this, the study recommended that faculty should develop effective measures to enhance classroom climate dimensions such as equity and teacher support to address the needs of diverse studentsdespite large size classes. Moreover, faculty should provide greater opportunitiesfor the students to achieve higher level of responsibility, involvement, cohesiveness, and task orientation as these could motivate them to develop positive learning attitude, perform to the best of their ability, as well as maximize their full potential in school.
Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy
Zuya, Habila Elisha; Kwalat, Simon Kevin; Attah, Bala Galle
2016-01-01
Pre-service mathematics teachers' mathematics self-efficacy and mathematics teaching self-efficacy were investigated in this study. The purpose was to determine the confidence levels of their self-efficacy in mathematics and mathematics teaching. Also, the study was aimed at finding whether their mathematics self-efficacy and teaching…
Future Directions in Research on Mathematics-Related Teacher Identity
Lutovac, Sonja; Kaasila, Raimo
2018-01-01
Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on…
Spatial Skill Profile of Mathematics Pre-Service Teachers
Putri, R. O. E.
2018-01-01
This study is aimed to investigate the spatial intelligence of mathematics pre-service teachers and find the best instructional strategy that facilitates this aspect. Data were collected from 35 mathematics pre-service teachers. The Purdue Spatial Visualization Test (PSVT) was used to identify the spatial skill of mathematics pre-service teachers. Statistical analysis indicate that more than 50% of the participants possessed spatial skill in intermediate level, whereas the other were in high and low level of spatial skill. The result also shows that there is a positive correlation between spatial skill and mathematics ability, especially in geometrical problem solving. High spatial skill students tend to have better mathematical performance compare to those in two other levels. Furthermore, qualitative analysis reveals that most students have difficulty in manipulating geometrical objects mentally. This problem mostly appears in intermediate and low-level spatial skill students. The observation revealed that 3-D geometrical figures is the best method that can overcome the mentally manipulation problem and develop the spatial visualization. Computer application can also be used to improve students’ spatial skill.
Fredenberg, Michael Duane
The idea that problems and tasks play a pivotal role in a mathematics lesson has a long standing in mathematics education research. Recent calls for teaching reform appeal for training teachers to better understand how students learn mathematics and to employ students' mathematical thinking as the basis for pedagogy (CCSSM, 2010; NCTM, 2000; NRC 1999). The teaching practices of (a) developing a task for a mathematics lesson and, (b) modifying the task for students while enacting the lesson fit within the scope of supporting students' mathematical thinking. Surprisingly, an extensive search of the literature did not yield any research aimed to identify and refine the constituent parts of the aforementioned teaching practices in the manner called for by Grossman and xiii colleagues (2009). Consequently, my research addresses the two questions: (a) what factors do exemplary elementary teachers consider when developing a task for a mathematics lesson? (b) what factors do they consider when they modify a task for a student when enacting a lesson? I conducted a multiple case study involving three elementary teachers, each with extensive training in the area of Cognitively Guided Instruction (CGI), as well as several years experience teaching mathematics following the principles of CGI (Carpenter et al., 1999). I recorded video of three mathematics lessons with each participant and after each lesson I conducted a semi-structured stimulated recall interview. A subsequent follow-up clinical interview was conducted soon thereafter to further explore the teacher's thoughts (Ginsberg, 1997). In addition, my methodology included interjecting myself at select times during a lesson to ask the teacher to explain her reasoning. Qualitative analysis led to a framework that identified four categories of influencing factors and seven categories of supporting objectives for the development of a task. Subsets of these factors and objectives emerged as particularly relevant when the
Muijs, Daniel; Reynolds, David
2000-01-01
Examines effects of teacher behaviors and classroom organization on 2,128 pupils' progress in mathematics in UK primary schools participating in a math intervention program. Using multilevel modeling techniques, finds that teacher behaviors could explain between 60 and 70 percent of pupils' progress on numeracy tests. (Contains 35 references.)…
Gurevich, Irina; Stein, Hana; Gorev, Dvora
2017-01-01
This research traced changes in choices of technological tools and attitudes toward technology use among novice mathematics teachers at three stages of their professional development: as pre-service teachers, a year later, and in their work as novice teachers. At each stage, the participants were required to evaluate the benefits of technology use…
Mathematics Teachers' Use of Ethnomathematics Approach in Mathematics Teaching in Edo State
Aikpitanyi, Lucky Aiwuyor; Eraikhuemen, Lucy
2017-01-01
The study investigated mathematics teachers' use of ethnomathematics approach to teaching. Descriptive survey research was used with a target population of all mathematics teacher in all public secondary schools in Oredo, Egor and Ikpoba-Okha local government areas of Edo State out of which 121 mathematics teachers in 42 randomly selected public…
Attitudes of Mathematics Teachers toward Using Smart Board in Teaching Mathematics
Muhanna, Wafa; Nejem, Khamis Mousa
2013-01-01
This study aimed at investigating the attitudes of mathematics teachers toward using a smart board in teaching mathematics and also to determine the effect of gender, experience, and qualification of teachers on their attitudes. The sample of this study consisted of 74 mathematics teachers--35 males and 39 females--from private schools in Amman…
The Factors that Affect Science Teachers' Participation in Professional Development
Roux, Judi Ann
Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities
Akkus, Oylum
2008-01-01
The purpose of this study was to investigate preservice elementary mathematics teachers' ability of relating mathematical concepts and daily life context. Two research questions were set; what is the preservice elementary mathematics teachers' level of relating mathematical concepts and daily life context regarding to their education year and…
Yang, Kai-Lin
2014-01-01
This study used phenomenography, a qualitative method, to investigate Taiwanese mathematics teachers' conceptions of school mathematics, school statistics, and their differences. To collect data, we interviewed five mathematics teachers by open questions. They also responded to statements drawn on mathematical/statistical conceptions and…
Elementary Pre-Service Teachers' Mathematics Anxiety and Mathematics Teaching Anxiety
Haciomeroglu, Guney
2014-01-01
The present study examined the structure of elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety by asking whether the two systems of anxiety are related. The Turkish Mathematics Anxiety Rating Scale Short Version and the Mathematics Teaching Anxiety Scale were administered to 260 elementary pre-service teachers.…
Swars, Susan Lee
2015-01-01
This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs,…
The Teachers Academy for Mathematics and Science
Energy Technology Data Exchange (ETDEWEB)
1992-01-01
In his State of the Union address on January 31, 1990, President Bush set a goal for US students to be number one in the world in mathematics and science achievement by the year 2000. The Teachers Academy for Mathematics and Science in Chicago is an experiment of unprecedented boldness and scale that can provide a means to the President's goal, both for the Chicago area and as a national model. This document covers organization and governance, program activities, future training goals, and evaluation programs.
Ardiç, Mehmet Alper; Isleyen, Tevfik
2017-01-01
The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this…
Erdogan, Ahmet
2017-01-01
The purpose of this research is to determine mathematics teacher candidates' conceptual structures about the concept of "measurement" that is the one of the important learning fields of mathematics. Qualitative research method was used in this study. Participants of this study were 58 mathematics teacher candidates studying in one of the…
Schwerdtfeger, Sara
2017-01-01
This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through…
Developing a pedagogical problem solving view for mathematics teachers with two reflection programs
Directory of Open Access Journals (Sweden)
Bracha KRAMARSKI
2009-10-01
Full Text Available The study investigated the effects of two reflection support programs on elementary school mathematics teachers’ pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q training and thirty two teachers were assigned to the reflection discourse (R_D training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D. No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view.
The Strategies of Mathematics Teachers When Solving Number Sense Problems
Directory of Open Access Journals (Sweden)
Sare Şengül
2014-04-01
Full Text Available Number sense involves efficient strategies and the ability to think flexibly with numbers and number operations and flexible thinking ability and the inclination getting for making sound mathematical judgements. The aim of this study was to investigate the strategies used by mathematics teachers while solving number sense problems. Eleven mathematics teachers from a graduate program in education were the participants. A number sense test which has a total of 12 problems is used as the data gathering tool. Teachers’ responses and strategies were analyzed both qualitatively and quantitatively.First, participants’ responses were evaluated for correctness. Then the strategies teachers used were analyzed. The strategies were categorized as based on the use of number sense or rule based strategies. When the correct and incorrect responses were considered together, in the 46% of the responses number sense strategies were used and in 54% the rule-based strategies were used. The results of this study showed that even though teachers can use number sense strategies at some level, there is still room for development in teachers’ number sense.
Yorulmaz, Alper; Altintas, Sedat; Sidekli, Sabri
2017-01-01
The state of mathematical thinking is considered to have an effect on the formation of anxiety regarding teaching mathematics. It is hypothesized that with the formation of mathematical thinking, the anxiety in teachers regarding teaching mathematics will be reduced. Since mathematical thinking is a skill acquired starting from the early years of…
Cannon, Tenille
2016-01-01
Mathematics can be conceptualized in different ways. Policy documents such as the National Council of Teachers of Mathematics (NCTM) (2000) and the Common Core State Standards Initiative (CCSSI) (2010), classify mathematics in terms of mathematical content (e.g., quadratic functions, Pythagorean theorem) and mathematical activity in the form of…
Yeh, Cathery
2016-01-01
Elementary school mathematics has gained increased attention in the last few decades. A growing field of research has studied the programmatic design and development of elementary mathematics teaching in teacher education, however, few studies have examined longitudinally the mathematics teaching of novice elementary teachers. Existing longitudinal studies on elementary mathematics teaching have generally focused on the effects of teacher preparation on their beginning practices and have exam...
Pre-service mathematics teachers' attitudes towards learning English: A case study in Yogyakarta
Setyaningrum, Wahyu
2017-08-01
This study investigated attitudes of pre-service mathematics teachers towards English as one of the subject at the university. It is a qualitative study in which questionnaire and face-to-face interview were employed to collect the data. The participants of this study were sixty students of mathematics education department at one of the university in Yogyakarta. The main research question was concern with how pre-service mathematics teachers perceive the importance of learning English. This study found that most of the participants perceive English as an important language that should be acquired by mathematics teachers. Their beliefs about the importance of English were mostly due to instrumental orientation rather than integrative orientation, such as getting a good job, getting a scholarship and understanding learning sources that are written in English. The data also revealed some obstacles faced by pre-service mathematics teachers in learning English as an additional language for them. The main obstacles were related to the differences between English for mathematics and English in daily life including its vocabulary and structure. Most of the participants argued that several mathematics vocabularies had precise meaning and different from daily English. In addition, they found difficult to understand some sentences used in the paper journal due to its structure. This study therefore, provided an insight into the pre-service mathematics teachers' perception and obstacles when learning English that could be use in improving pre-service teachers' education.
Can improving teachers' knowledge of mathematics lead to gains in ...
African Journals Online (AJOL)
It is wellknown that the majority of South African learners achieve extremely poorly in Mathematics. Many claim that one of the causes of this poor attainment is teachers' weak knowledge of mathematics, and propose that improving teachers' mathematical knowledge would improve learner attainment. However, the ...
Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)
Khakbaz, Azimehsadat
2016-01-01
Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…
Pre-service teachers' mathematical knowledge for teaching basic ...
African Journals Online (AJOL)
This study measured pre-service teachers' mathematical knowledge for teaching (MKT) basic school mathematics. MKT multiple-choice test was administered to 100 pre-service teachers from two colleges of education (located at Mampong in the Ashanti Region of Ghana) to assess their mathematical knowledge for ...
The Effects of Teacher Collaboration in Grade 9 Applied Mathematics
Egodawatte, Gunawardena; McDougall, Douglas; Stoilescu, Dorian
2011-01-01
The current emphasis of many mathematics education reform documents is on the need to change the environment of mathematics classrooms from the transmission of knowledge by the teacher to the transaction of knowledge between the teacher and the students which promotes mathematical investigation and exploration. In this article, we discuss the…
Ways That Preservice Teachers Integrate Children's Literature into Mathematics Lessons
Rogers, Rachelle Meyer; Cooper, Sandi; Nesmith, Suzanne M.; Purdum-Cassidy, Barbara
2015-01-01
Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program.…
Middle School Teachers' Views and Approaches to Implement Mathematical Tasks
Yesildere-Imre, Sibel; Basturk-Sahin, Burcu Nur
2016-01-01
This research examines middle school mathematics teachers' views regarding implementation of mathematical tasks and their enactments. We compare their views on tasks and their implementation, and determine the causes of difference between the two using qualitative research methods. We interview sixteen middle school mathematics teachers based on…
Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation
Anhalt, Cynthia Oropesa; Cortez, Ricardo
2016-01-01
This study examines the evolution of 11 prospective teachers' understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include…
Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education
Ryve, Andreas; Nilsson, Per; Mason, John
2012-01-01
Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…
Primary School Pre-Service Mathematics Teachers' Views on Mathematical Modeling
Karali, Diren; Durmus, Soner
2015-01-01
The current study aimed to identify the views of pre-service teachers, who attended a primary school mathematics teaching department but did not take mathematical modeling courses. The mathematical modeling activity used by the pre-service teachers was developed with regards to the modeling activities utilized by Lesh and Doerr (2003) in their…
Briede, Liene
2016-01-01
The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…
Agashi, Pius P.; Enemali, I. A.
2015-01-01
The study sought to investigate mathematics teachers' conceptualization of the spiritual, moral social and cultural (SMSC) role of mathematics in Ankpa Education Zone of Kogi State. It used a purposive sample of all the 82 mathematics teachers in the zone comprising of 64 male and 18 female. The instrument used for the study was SMSC Role of…
Keles, Oguz; Tas, Isil; Aslan, Durmus
2016-01-01
The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the…
Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine
2012-01-01
This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…
Directory of Open Access Journals (Sweden)
Nimer F. Baya'a
2013-03-01
Full Text Available ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive
Primary school mathematics teachers' ideas, beliefs, and practices ...
African Journals Online (AJOL)
kofi.mereku
African Journal of Educational Studies in Mathematics and Sciences Vol. 12, 2016. 45 ... The study explored Ghanaian primary school mathematics teachers' ideas, beliefs and ...... Journal of science and technology, 24(2), 106 -115. Palmer ...
Solving for Irrational Zeros: Whiteness in Mathematics Teacher Education
Warburton, Trevor Thayne
2015-01-01
For many, mathematics and social justice are perceived as incompatible. Several mathematics education researchers have noted resistance to social justice among mathematics teachers. However, mathematics education has a consistently negative impact on the education of students of color. This study seeks to better understand the nature of this…
Task Modification and Knowledge Utilization by Korean Prospective Mathematics Teachers
Lee, Kyeong-Hwa; Lee, Eun-Jung; Park, Min-Sun
2016-01-01
It has been asserted that mathematical tasks play a critical role in the teaching and learning of mathematics. Modification of tasks included in intended curriculum materials, such as textbooks, can be an effective activity for prospective teachers to understand the role of mathematical tasks in the teaching and learning of mathematics; designing…
Research on Mathematics Teachers as Partners in Task Design
Jones, Keith; Pepin, Birgit
2016-01-01
Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the "design" of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to…
Shirvani, Hosin
2015-01-01
This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed…
Jansen, Amanda; Berk, Dawn; Meikle, Erin
2017-01-01
In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…
Yunqiu Liang
2013-01-01
The study on University Teachers ' sports participation and their job satisfaction relationship for empirical research, mainly from the group to participate in sports activities situation on the object of study, investigation and mathematical statistics analysis SPSS. Results show that sports groups participate in job satisfaction higher than those in groups of job satisfaction; sports participation, different job satisfaction is also different. Recommendations for college teachers to address...
Quality of secondary preservice mathematics teacher education programs
Gómez, Pedro
2005-01-01
Characterizing the quality of teacher education programs and courses Supported by the Ministry of Science and Technology Working for three years Three universities working on secondary mathematics pre- service teacher education Almeria, Cantabria and Granada With a common model
Theory-practice Dichotomy in Mathematics Teacher Education: An ...
African Journals Online (AJOL)
Theory-practice Dichotomy in Mathematics Teacher Education: An Analysis of Practicum ... Zimbabwe Journal of Educational Research ... practices in primary teacher education continue to create dichotomous gaps in this relationship.
Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung
2014-01-01
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…
Theory and practice in mathematics teacher education
DEFF Research Database (Denmark)
Østergaard, Kaj
2016-01-01
to the ATD, it is illustrated with an example on addition of fractions how the notions of didactic transposition and praxeology can be used to analyse the theory-practice relation in this situation. Build on this analysis, the two models are combined into a more comprehensive model for describing......The challenge of establishing an interplay between theory and practice in mathematics teacher education is examined by the use of the anthropological theory of the didactic (ATD). The theory-practice problem is described both in an international and a Danish context. After a brief introduction...
Directory of Open Access Journals (Sweden)
Yu.I. Sinko
2012-03-01
Full Text Available In this article the interconnections of course of mathematical logic with other mathematical courses – geometry, algebra and theory of numbers, mathematical analysis, and also with the courses of mathematics teaching methodology, history of mathematics in the system of preparation of teachers of mathematics in pedagogical Institute of higher education are analyzed. The presence of connections between the elements of the system and their quality is the important description of the pedagogical system.
Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses
Hemmi, Kirsti; Ryve, Andreas
2015-01-01
This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…
Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education
Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena
2017-05-01
Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.
Secondary Mathematics Pre-Service Teachers' Processes of Selection and Integration of Technology
Uzan, Erol
2017-01-01
This study investigated secondary mathematics pre-service teachers' (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods…
Culligan, Karla
2015-01-01
This phenomenological study (Creswell, 2003, 2007; van Manen, 1997) explores student and teacher perceptions of first language use in French immersion mathematics classrooms at a large, urban high school in Canada. During individual interviews, participants discussed their perceptions and experiences of French immersion mathematics, language use,…
A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices
Hughes, Sally
2016-01-01
This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning…
An Investigation of Mathematical Modeling with Pre-Service Secondary Mathematics Teachers
Thrasher, Emily Plunkett
2016-01-01
The goal of this thesis was to investigate and enhance our understanding of what occurs while pre-service mathematics teachers engage in a mathematical modeling unit that is broadly based upon mathematical modeling as defined by the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices & Council…
Munakata, Mika
2010-01-01
The Mathematics Education Debate is an assignment designed for and implemented in an undergraduate mathematics methods course for prospective secondary school mathematics teachers. For the assignment, students read and analyze current research and policy reports related to mathematics education, prepare and present their positions, offer…
Task Modification and Knowledge Utilization by Korean Prospective Mathematics Teachers.
Directory of Open Access Journals (Sweden)
Kyeong-Hwa Lee
2016-11-01
Full Text Available It has been asserted that mathematical tasks play a critical role in the teaching and learning of mathematics. Modification of tasks included in intended curriculum materials, such as textbooks, can be an effective activity for prospective teachers to understand the role of mathematical tasks in the teaching and learning of mathematics; designing of new tasks requires more knowledge and experience. This study aims to identify the patterns that Korean prospective mathematics teachers seem to follow when they modify the mathematical tasks in textbooks. Knowledge utilized by prospective teachers while they modify textbook tasks is identified and characterized in order to understand the possible factors that have an impact on Korean prospective mathematics teachers' modification of tasks.
Using Mixed Methods to Analyze Video Data: A Mathematics Teacher Professional Development Example
DeCuir-Gunby, Jessica T.; Marshall, Patricia L.; McCulloch, Allison W.
2012-01-01
This article uses data from 65 teachers participating in a K-2 mathematics professional development research project as an example of how to analyze video recordings of teachers' classroom lessons using mixed methods. Through their discussion, the authors demonstrate how using a mixed methods approach to classroom video analysis allows researchers…
Savas Basturk; Tastepe, Mehtap
2015-01-01
The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were…
Affording and Constraining Local Moral Orders in Teacher-Led Ability-Based Mathematics Groups
Tait-McCutcheon, Sandi; Shuker, Mary Jane; Higgins, Joanna; Loveridge, Judith
2015-01-01
How teachers position themselves and their students can influence the development of afforded or constrained local moral orders in ability-based teacher-led mathematics lessons. Local moral orders are the negotiated discursive practices and interactions of participants in the group. In this article, the developing local moral orders of 12 teachers…
Reflective and Reflexive Beliefs of Two Pre-Service Secondary Mathematics Teachers
Belbase, Shashidhar
2016-01-01
The objective of this paper is to present two preservice secondary mathematics teachers' beliefs about teaching Geometric Transformations (GTs) using Geometer?s Sketchpad (GSP). The study comprised of series of five task-based interviews with each of two participants, who were senior undergraduate preservice teachers, at a medium-sized public…
Enacting Curriculum Reform through Lesson Study: A Case Study of Mathematics Teacher Learning
Ni Shuilleabhain, Aoibhinn; Seery, Aidan
2018-01-01
Based in a time of major curriculum reform, this article reports on a qualitative case study of teacher professional development (PD) in the Republic of Ireland (ROI). Five mathematics teachers in an Irish secondary school were introduced to and participated in successive cycles of school-based lesson study (LS) over the course of one academic…
Upper Primary School Teachers' Mathematical Knowledge for Teaching Functional Thinking in Algebra
Wilkie, Karina J.
2014-01-01
This article is based on a project that investigated teachers' knowledge in teaching an important aspect of algebra in the middle years of schooling--functions, relations and joint variation. As part of the project, 105 upper primary teachers were surveyed during their participation in Contemporary Teaching and Learning of Mathematics, a research…
Althauser, Krista L.
2018-01-01
Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students' mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary…
Co-operation Between Science Teachers and Mathematics Teachers. Volumes 1-6.
Rogerson, Alan, Ed.
This document contains six separate works, titled: (1) Functions and Physics; (2) Links Between Geography and Mathematics; (3) Our Inheritance: Common Ground for the Mathematics and Biology Teacher; (4) Mathematics and Chemistry: The Classroom Interface; (5) Mathematical Modeling; and (6) Mathematical Modeling with Calculus. This series of…
Teacher Mathematical Literacy: Case Study of Junior High School Teachers in Pasaman
Ahmad, D.; Suherman, S.; Maulana, H.
2018-04-01
The aim of this paper was to examine the ability of junior high school mathematics teachers to solve mathematical literacy base Problems (PISA and PISA-like problems) for the case Pasaman regency. The data was collected by interviews and test. As the results of this study, teacher ability in solving mathematical literacy base problems for level 1 until 3 has been good, but for level 4 or above is still low. It is caused by teacher knowledge about mathematical literacy still few.
Thornton, Steve; Giles, Wendy; Prescott, Debbie; Rhodes, David
2011-06-01
This paper reports on the efficacy of an accelerated teacher education program ( Growing Our Own) focused in remote Indigenous communities in the Northern Territory. The program is a joint initiative of Charles Darwin University and the Northern Territory Catholic Education Office, providing an intensive two-year program designed to educate Indigenous Teacher Assistants to full teacher status. We describe the growth in knowledge and confidence that has occurred through the program using the story of one of the students in the project, Philomena, as an evocative representation of the experiences of the participants in the program. This growth is particularly evident in one lesson that Philomena taught towards the end of the program in which she was able to challenge her previously accepted role as subservient to the non-Indigenous teacher. Our discussion highlights some key issues for improving outcomes for Indigenous children, including the potential mismatch between Western and Aboriginal ways of thinking in mathematics and developing the mathematical capacity of Indigenous teacher assistants in remote settings. We suggest that the mutual respect of the participants at various levels of Growing Our Own, the situated and purposeful nature of the learning, and the capacity of students to engage in that learning without abandoning their community responsibilities have been pivotal in enhancing educational outcomes in remote communities and in providing opportunities for Indigenous people.
Reconsidering the Rise in A-Level Mathematics Participation
Noyes, Andrew; Adkins, Michael
2016-01-01
There is growing support for making the study of mathematics to the age of 18 years compulsory for all young people in England. This article aims to inform this debate through new insights into historic A-Level Mathematics participation trends. We analyse full-year cohorts of 16-year-old students from the Department for Education's National Pupil…
Hilton, C.; Houssart, J.
2014-01-01
We draw on analysis of assignments by primary teachers as part of the assessment for the Mathematics Specialist Teachers programme (MaST). In the assignment teachers are asked to work on some mathematics themselves, write up the mathematical part of their work then write about how this experience has impacted on their practice as a primary teacher. We focus first on case studies of teachers who included algebraic work in the first part of their assignments and look at what they say about the ...
Perception of mathematics teachers on cooperative learning method in the 21st century
Taufik, Nurshahira Alwani Mohd; Maat, Siti Mistima
2017-05-01
Mathematics education is one of the branches to be mastered by students to help them compete with the upcoming challenges that are very challenging. As such, all parties should work together to help increase student achievement in Mathematics education in line with the Malaysian Education Blueprint (MEB) 2010-2025. Teaching methods play a very important role in attracting and fostering student understanding and interested in learning Mathematics. Therefore, this study was conducted to identify the perceptions of teachers in carrying out cooperative methods in the teaching and learning of mathematics. Participants of this study involving 4 teachers who teach Mathematics in primary schools around the state of Negeri Sembilan. Interviews are used as a method for gathering data. The findings indicate that cooperative methods help increasing interest and understanding in the teaching and learning of mathematics. In conclusion, the teaching methods affect the interest and understanding of students in the learning of Mathematics in the classroom.
Teaching of Mathematics and Science in English: The Teachers' Voices
Yahaya, Mohamad Fadhili Bin; Noor, Mohd Asri Bin Mohd; Mokhtar, Ahmad Azman Bin; Rawian, Rafizah Binti Mohd; Othman, Mahmod Bin; Jusoff, Kamaruzaman
2009-01-01
The policy to change the medium of instruction in the teaching of Mathematics and Science from Bahasa Melayu (Malay Language) to English in 2003 is an important innovation affecting not only the students but also teachers of Mathematics and Science. However, how far the changes affect the teachers is the issue addressed in the paper. In fact the…
Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education
Björklund, Camilla; Barendregt, Wolmet
2016-01-01
Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…
Exploring Turkish Mathematics Teachers' Content Knowledge of Quadrilaterals
Butuner, Suphi Onder; Filiz, Mehmet
2017-01-01
The aim of this research was to examine mathematics teachers' performances in defining special types of quadrilaterals, identifying their family and hierarchically classifying them. In this vein, 33 of 58 primary school mathematics teachers working in the province of Yozgat, Turkey were voluntarily recruited for this survey, and they were asked to…
Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers
Stripling, Christopher T.; Roberts, T. Grady; Stephens, Carrie A.
2014-01-01
The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster…
Teacher Identification of Student Learned Helplessness in Mathematics
Yates, Shirley
2009-01-01
Teachers frequently encounter students with learned helplessness who are discouraged, turned off, or have given up trying to learn mathematics. Although learned helplessness has a long history in psychology, there has been no reliable means by which mathematics teachers can identify students exhibiting these debilitating yet changeable…
Creativity from Two Perspectives: Prospective Mathematics Teachers and Mathematician
Yazgan-Sag, Gönül; Emre-Akdogan, Elçin
2016-01-01
Although creativity plays a critical role in mathematics, it remains underestimated in the context of a mathematics classroom. This study aims to explore the views and differences creativity displays in prospective teachers and one of their lecturers with respect to the characteristics and practices of creative teachers and the characteristics of…
Under-Threes' Mathematical Learning--Teachers' Perspectives
Franzén, Karin
2014-01-01
This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1-3?years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data…
A Framework for Teachers' Knowledge of Mathematical Reasoning
Herbert, Sandra
2014-01-01
Exploring and developing primary teachers' understanding of mathematical reasoning was the focus of the "Mathematical Reasoning Professional Learning Research Program." Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in…
Scale development for pre-service mathematics teachers ...
African Journals Online (AJOL)
The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were ...
Opportunity to Learn First Year Mathematics in Teacher Training ...
African Journals Online (AJOL)
kofimereku
first year teacher training mathematics syllabus were not taught by the end of the year and which ones were ... In the teacher training colleges in Ghana, Mathematics is studied as a compulsory subject in the first and .... as well as provide a 'search device', when an inquiry is beginning (Babbie,. 1990). The main focus in this ...
Nenthien, Sansanee; Loima, Jyrki
2016-01-01
The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…
Alkharusi, Hussain; Aldhafri, Said; Al-Hosni, Khoula; Al-Busaidi, Saleh; Al-Kharusi, Bader; Ambusaidi, Abdullah; Alrajhi, Marwa
2017-01-01
A scale for measuring self-efficacy for teaching mathematics in grades 5 to 10 was developed in this study for teachers in Oman. The participants were 328 mathematics teachers randomly selected from five educational governorates in the Sultanate of Oman. Factorial structure of the scale revealed three subscales: self-efficacy for understanding the…
Cormas, Peter C.
2017-01-01
Preservice teachers in six sections (n = 87) of a sequenced, methodological and process-integrated elementary mathematics/science methods course were able to reconcile an issue centered on a similar area of epistemology. Preservice teachers participated in a science inquiry lesson on biological classification and a mathematics problem-solving…
Statements and discourses about the mathematics teacher. The research subjectivation
DEFF Research Database (Denmark)
Montecino, Alex; Valero, Paola
2015-01-01
The research fabricates an image of mathematics teachers, which shape our knowledge and truths about teachers. This image sustains the development of different discursive formations. The image’s configuration is entangled with spatio-temporal conditions, which are shaped by diverse social, cultural...... and political contexts. In this work, we are studying discourses —about the mathematics teacher that are circulating in the research— from some theoretical toolbox of Foucault (1980) and Deleuze (1994) and from the methodological toolbox of Pais and Valero (2012). We are seeking to explore how discourses...... are operating in the fabrication of the mathematics teacher as a subject and in the production of truths about them....
Pyper, Jamie Scott
2014-01-01
In a mixed method study, teacher efficacy and contributing theoretical constructs of teacher concerns and teacher orientation with Intermediate/Senior mathematics preservice teachers from two Ontario Faculties of Education are examined. Data sources include a web-based questionnaire containing two teacher efficacy scales and short answer…
Elementary Mathematics Teachers' Perceptions and Lived Experiences on Mathematical Communication
Kaya, Defne; Aydin, Hasan
2016-01-01
Mathematical thinking skills and meaningful mathematical understanding are among the goals of current mathematics education. There is a wide consensus among scholars about the purpose of developing mathematical understanding and higher order thinking skills in students. However, how to develop those skills in classroom settings is an area that…
Teachers' Perception of Social Justice in Mathematics Classrooms
Panthi, Ram Krishna; Luitel, Bal Chandra; Belbase, Shashidhar
2017-01-01
The purpose of this study was to explore mathematics teachers' perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers…
Expanding Mathematics Preparation of Elementary and Middle School Teachers
Buck, Robert E.
2004-01-01
One of the major problems facing education today is the inadequate mathematics' preparation of pre-college students and their teachers. Most colleges and universities have well established programs for students planning to teach mathematics at the secondary schools; however, in many institutions pre-secondary mathematics has been addressed only…
Reflective Awareness in Mathematics Teachers' Learning and Teaching
Chapman, Olive
2015-01-01
The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…
Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice
Bannister, Nicole A.
2018-01-01
Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…
Tasks that May Occasion Mathematical Creativity: Teachers' Choices
Levenson, Esther
2013-01-01
Promoting mathematical creativity is one of the aims of mathematics education. This study investigates the tasks teachers chose when their aim was to occasion mathematical creativity in the classroom. Five cases are described in depth, and general trends found among these cases as well as in additional data are discussed. Findings indicated that…
A Framework for Examining Teachers' Noticing of Mathematical Cognitive Technologies
Smith, Ryan; Shin, Dongjo; Kim, Somin
2017-01-01
In this paper, we propose the mathematical cognitive technology noticing framework for examining how mathematics teachers evaluate, select, and modify mathematical cognitive technology to use in their classrooms. Our framework is based on studies of professional and curricular noticing and data collected in a study that explored how secondary…
Constraints in the preparation of mathematics teachers: the way ...
African Journals Online (AJOL)
The study investigated the constraints in the preparation of Mathematics teachers in the colleges of education and the possible way forward. It used an ex-post facto research design in the colleges of education in Nigeria. 165 final year students of Mathematics and 30 Mathematics lecturers were selected samples from the 6 ...
Flipping Preservice Elementary Teachers' Mathematics Anxieties
Dove, Anthony; Dove, Emily
2017-01-01
In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with teacher-created videos, flipped classroom with Khan Academy videos) compared in improving students'…
Cummings, Margarita Borelli
2010-01-01
This dissertation examines the extent to which novice secondary mathematics teachers (licensed and currently teaching in Utah) perceive they are prepared to do the work of teaching secondary mathematics. It first examined if novice secondary mathematics teachers' perceptions of their knowledge and skills of doing their work fell into four…
Pelgrum, W.J.; Voogt, Joke
2009-01-01
This paper explores school and teacher factors that are associated with the frequency of use of ICT by mathematics teachers. The SITES 2006 data base was used to compare countries with a relative high percentage of frequently ICT-using mathematics teachers (HIMA countries) with countries with a
Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions
Durksen, Tracy L.; Way, Jennifer; Bobis, Janette; Anderson, Judy; Skilling, Karen; Martin, Andrew J.
2017-02-01
We started with a classic research question (How do teachers motivate and engage middle year students in mathematics?) that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics—confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.
Experiences of Student Mathematics-Teachers in Computer-Based Mathematics Learning Environment
Karatas, Ilhan
2011-01-01
Computer technology in mathematics education enabled the students find many opportunities for investigating mathematical relationships, hypothesizing, and making generalizations. These opportunities were provided to pre-service teachers through a faculty course. At the end of the course, the teachers were assigned project tasks involving…
Zeytun, Aysel Sen; Cetinkaya, Bulent; Erbas, Ayhan Kursat
2017-01-01
This paper investigates how prospective teachers develop mathematical models while they engage in modeling tasks. The study was conducted in an undergraduate elective course aiming to improve prospective teachers' mathematical modeling abilities, while enhancing their pedagogical knowledge for the integrating of modeling tasks into their future…
Kaleli-Yilmaz, Gül
2015-01-01
The aim of this study was to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are receiving postgraduate education in a university in Turkey. The current study was conducted in three stages. At…
Bailey, Judy
2014-01-01
Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics…
Teacher training for mathematical literacy: A case study taking the ...
African Journals Online (AJOL)
With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy ...
Evaluating Mathematics Teachers' Professional Development Motivations and Needs
Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.
2016-01-01
While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD…
Teacher Perceptions of an Online Tutoring Program for Elementary Mathematics
Whetstone, Patti; Clark, Amy; Flake, Mari Wheeler
2014-01-01
This study explores elementary teacher perceptions related to the implementation of an online tutoring program. Teachers were surveyed regarding factors that affected use of the online tutoring program as a supplement to mathematics instruction. Results indicated that teachers overwhelmingly reported positive views of the training and support…
Pre-Service Science and Mathematics Teachers' Thoughts about Technology
Aran, Özge Can; Derman, Ipek; Yagci, Esed
2016-01-01
This study aims to investigate pre-service teachers' opinions about the technology. In this respect, the opinions of pre-service science and mathematics teachers were taken. The study was carried out at a university, located in the capital of Turkey. The data were collected from 20 pre-service teachers in the department of secondary school science…
Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge
Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine
2015-01-01
Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have…
Lowrie, Tom; Jorgensen, Robyn
2016-01-01
This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…
Pepin, B.; Gueudet, G.; Trouche, L.
2017-01-01
The goal of this conceptual paper is to develop enhanced understandings of mathematics teacher design and design capacity when interacting with digital curriculum resources. We argue that digital resources in particular offer incentives and increasing opportunities for mathematics teachers’ design,
Does the sex of the mathematics teacher make a difference in a single-sex setting? A case for girls
Wallace, Jenna Lee
2017-01-01
In Australia, girls continue to be outperformed by boys on large scale mathematics tests. One explanation provided in the literature for this gender gap is the interaction between teacher and student in the classroom. This study was inspired by the persistent patterns of gender differences in mathematics achievement favouring boys at the participating school, a large independent school in Victoria, Australia. In this study, the aim was to determine whether the sex of the mathematics teacher h...
Arnellis, A.; Jamaan, E. Z.; Amalita, N.
2018-04-01
The goal to analyse a improvement of teacher competence after being trained in preparing high-order math olympicad based on high order thinking skills in junior high school teachers in Pesisir Selatan Regency. The sample of these activities are teachers at the MGMP junior high school in Pesisir Selatan District. Evaluation of the implementation is done by giving a pre test and post test, which will measure the success rate of the implementation of this activities. The existence of the devotion activities is expected to understand the enrichment of mathematics olympiad material and training in the preparation of math olympiad questions for the teachers of South Pesisir district junior high school, motivating and raising the interest of the participants in order to follow the mathematics olympiad with the enrichment of mathematics materials and the training of problem solving about mathematics olympiad for junior high school teachers, the participants gain experience and gain insight, as well as the ins and outs of junior mathematics olympiad and implement to teachers and students in olympic competitions. The result of that the post-test is better than the result of pretest in the training of mathematics teacher competence improvement in composing the mathematics olympiad problem based on high order thinking skills of junior high school (SMP) in Pesisir Selatan District, West Sumatra, Indonesia.
Demographic profile and perceived INSET needs of secondary mathematics teachers in Limpopo province
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Angeline Rakumako
2010-01-01
Full Text Available The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP. Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed.
Teacher's Ability to Develop Learning Materials Potentially Mathematical Discourse
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Hamdani Hamdani
2017-10-01
Full Text Available In the process of learning in the field, the teacher still dominates the conversation while the students as a passive listener. As a result, not only the communication skills of students who are less developed, the understanding of student material is also lacking. Therefore it is necessary to research the ability of teachers in developing learning tools potentially mathematical discourse to improve students' mathematical communication skills. The research method used is descriptive. Research activities include: identification of problems through questionnaires, observation, and interviews; teacher training; teachers develop learning tools; validation; and enhancement of the device by the teacher. The subject of this research is the junior high school mathematics teacher from several districts in the border area of Sambas-Sarawak Regency. The results show that in every learning mathematics there is always a conversation between teachers and students, but rarely use the question "why" and "how". Most teacher-made lesson plans contain scenarios of conversations between teachers and students, but just plain questioning, have not led to a debate between each other so that understanding becomes deeper. Student worksheet made by the teacher in the form of a matter of the ordinary story, rarely load non-routine problem let alone open-ended.
Agustan, S.; Juniati, Dwi; Siswono, Tatag Yuli Eko
2017-08-01
Reflective thinking is an important component in the world of education, especially in professional education of teachers. In learning mathematics, reflective thinking is one way to solve mathematical problem because it can improve student's curiosity when student faces a mathematical problem. Reflective thinking is also a future competence that should be taught to students to face the challenges and to respond of demands of the 21st century. There are many factors which give impact toward the student's reflective thinking when student solves mathematical problem. One of them is cognitive style. For this reason, reflective thinking and cognitive style are important things in solving contextual mathematical problem. This research paper describes aspect of reflective thinking in solving contextual mathematical problem involved solution by using some mathematical concept, namely linear program, algebra arithmetic operation, and linear equations of two variables. The participant, in this research paper, is a male-prospective teacher who has Field Dependent. The purpose of this paper is to describe aspect of prospective teachers' reflective thinking in solving contextual mathematical problem. This research paper is a descriptive by using qualitative approach. To analyze the data, the researchers focus in four main categories which describe prospective teacher's activities using reflective thinking, namely; (a) formulation and synthesis of experience, (b) orderliness of experience, (c) evaluating the experience and (d) testing the selected solution based on the experience.
Llinares, Salvador; Valls, Julia
2009-01-01
This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different modes of participation in the online discussions and different levels of knowledge-building. The…
Zengin, Yilmaz
2017-01-01
The purpose of this study is to determine the effect of GeoGebra software on pre-service mathematics teachers' attitudes towards proof and proving and to determine pre-service teachers' pre- and post-views regarding proof. The study lasted nine weeks and the participants of the study consisted of 24 pre-service mathematics teachers. The study used…
Buchheister, Kelley; Jackson, Christa; Taylor, Cynthia E.
2014-01-01
Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that…
Opportunity to Learn First Year Mathematics in Teacher Training ...
African Journals Online (AJOL)
kofimereku
first year teacher training mathematics syllabus were not taught by the end of the year and which ones .... training college in Kommenda, Central Region as a pilot study. The responses ..... calls for efforts to give more attention to these groups.
Perceptions and needs of South African Mathematics teachers ...
African Journals Online (AJOL)
Hennie
Keywords: internet; mathematics education; online; quality material; resources; teachers' perceptions; ... technology related to administration and processes .... According to the UTAUT model, .... Social Sciences (SPSS), software version 22.0.
Perceptions and needs of South African Mathematics teachers ...
African Journals Online (AJOL)
Hennie
Department of Science, Mathematics and Technology Education, Faculty of ... This article reports on the first phase of a broader project that focuses on ..... Figure 3 Percentage of teachers who have access to a computer and internet at home ...
Where is the mathematics in the continuing professional development of mathematics teachers?
Jones, Keith
1994-01-01
“Subject knowledge” is increasingly being seen as a critical component of effective teaching yet very often (and particularly for secondary teachers) this subject knowledge is taken for granted. The study of mathematics is a required component of the initial education of teachers who will specialise in teaching mathematics, either as a prerequisite in the case of the one-year PGCE or as an integral part of the B.Ed. degree. What becomes of the study of mathematics for these teachers after tha...
Understanding Mathematics Classroom Instruction Through Students and Teachers
Schenke, Katerina
2015-01-01
High quality instruction is necessary for students of all ages to develop a deep understanding of mathematics. Value-added models, a common approach used to describe teachers and classroom practices, are defined by the student standardized achievement gains teachers elicit. They may, however, fail to account for the complexity of mathematics instruction as it actually occurs in the classroom. To truly understand both a teacher’s impact on his/her students and how best to improve student learn...
Mathematics teacher, revista de la National Council of Teachers of Mathematics de USA
Sancho, Julio
2004-01-01
El National Council of Teachers of Mathematics (NCTM) es, probablemente, la mayor asociación de profesores de matemáticas de todo el mundo, con más de 100.000 asociados, que pertenecen mayoritariamente a los Estados Unidos y Canadá, aunque también están afiliados numerosos profesores e investigadores de todo el mundo. Como otras asociaciones de profesores de matemáticas su propósito es tener una perspectiva de lo que se debe hacer en la educación matemática y conseguir la capacidad de lideraz...
Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard; Pugalee, David; Middleton, Catherina
2018-01-01
This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers' instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of…
Influence of a Mathematics Teachers' Circle on Elementary Teachers' Use of Problem Solving
Garner, Mary L.; Watson, Virginia; Rogers, Beth; Head, Catherine
2017-01-01
Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and…
The nature and quality of the mathematical connections teachers make
Directory of Open Access Journals (Sweden)
Michael K. Mhlolo
2012-05-01
Full Text Available Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher’s role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers’ representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers’ representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners’ opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.
Shortage of Mathematics Teachers in Thai Basic Education Level
Puncreobutr, Vichian; Rattanatumma, Tawachai
2016-01-01
The objective of this study was to identify the reasons for shortage of Mathematics teachers at Thai Basic Education level. This research is both quantitative and qualitative in nature. For the purpose of study, survey was conducted with senior high school students, in order to find out their willingness to pursue mathematics in Bachelor of…
Influences of Technology Integrated Professional Development Course on Mathematics Teachers
Kul, Umit
2018-01-01
The aim of this study was to explore the degree to which a professional development (PD) program designed using GeoGebra influences a group of Turkish middle school teachers' beliefs in relation to mathematics and role of GeoGebra in mathematics education. In order to collect the required data, the PD course was established to provide six teachers…
Exploring Iconic Interpretation and Mathematics Teacher Development through Clinical Simulations
Dotger, Benjamin; Masingila, Joanna; Bearkland, Mary; Dotger, Sharon
2015-01-01
Field placements serve as the traditional "clinical" experience for prospective mathematics teachers to immerse themselves in the mathematical challenges of students. This article reports data from a different type of learning experience, that of a clinical simulation with a standardized individual. We begin with a brief background on…
Characterizing Preservice Teachers' Mathematical Understanding of Algebraic Relationships
Nillas, Leah A.
2010-01-01
Qualitative research methods were employed to investigate characterization of preservice teachers' mathematical understanding. Responses on test items involving algebraic relationships were analyzed using with-in case analysis (Miles and Huberman, 1994) and Pirie and Kieren's (1994) model of growth of mathematical understanding. Five elementary…
Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher
Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen
2016-01-01
Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews…
Students discussing their mathematical ideas: the role of the teacher
Pijls, M.; Dekker, R.
2011-01-01
This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss
Preparing Mathematics Teachers for Technology-Rich Environments
Sturdivant, Rodney X.; Dunham, Penelope; Jardine, Richard
2009-01-01
This article describes key elements for faculty development programs to prepare mathematics teachers for technology-rich environments. We offer practical examples from our experiences in teaching mathematics with technology and in teaching others to incorporate technology-based pedagogies. We address challenges faced by faculty using technology,…
Teachers and Textbooks: On Statistical Definitions in Senior Secondary Mathematics
Dunn, Peter K.; Marshman, Margaret; McDougall, Robert; Wiegand, Aaron
2015-01-01
The new "Australian Senior Secondary Curriculum: Mathematics" contains more statistics than the existing Australian Curricula. This case study examines how a group of Queensland mathematics teachers define the word "statistics" and five statistical terms from the new curricula. These definitions are compared to those used in…
Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics
Directory of Open Access Journals (Sweden)
Adedeji TELLA
2008-10-01
Full Text Available This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils’ academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self – efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.
Olson, Travis A.
2016-01-01
Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…
Students' and teachers' perceptions of single-sex and mixed-sex mathematics classes
Rennie, Léonie J.; Parker, Lesley H.
1997-11-01
This study examines students' perceptions of the learning settings in single-sex and mixed-sex mathematics classes, and teachers' responses to those different classroom contexts. Nearly 300 students in four coeducational secondary schools gave their views of the nature of their participation and interaction in their mathematics classrooms, and data were also obtained from their teachers. There was congruence between students' and teachers' perceptions of the environment in the two kinds of classrooms. Overall, it was perceived that single-sex classrooms provided a more supportive environment for girls, but a rather less supportive environment for boys. Teachers used different strategies with the two kinds of classes and, although many experienced initial difficulty with unruly boys' classes, these problems were overcome. The single-sex environment provided opportunities for teachers to address apparent shortcomings arising from boys' and girls' previous educational experience, which resulted in improved attitudes and performance.
The Mathematics Teacher's Profession: The Perspective of Future
Corica, Ana Rosa; Otero, María Rita
2015-01-01
We present partial results of the design and implementation of a study program for the Mathematics Teacher Training. The research is developed in the light of the Anthropological Theory of the Didactic. This paper we analyze what gestures of the research and world questioning pedagogy are identified in a group of future teachers that study an…
Our Prospective Mathematic Teachers Are Not Critical Thinkers Yet
As'ari, Abdur Rahman; Mahmudi, Ali; Nuerlaelah, Elah
2017-01-01
In order to help students develop their critical thinking skills, teachers need to model the critical thinking skills and dispositions in front of their students. Unfortunately, very rare studies investigating prospective teachers' readiness in critical thinking dispositions are available in the field of mathematics education. This study was…
Becoming a Mathematics Teacher: The Role of Professional Identity
Akkoç, Hatice; Yesildere-Imre, Sibel
2017-01-01
Teachers' pedagogical practice and choices for their actions could not only be explained by their knowledge, beliefs or attitudes (Rodgers & Scott, 2008). Identity also has a crucial role in learning to teach. The aim of this study is to investigate contextual nature of preservice mathematics teachers' professional identities. For this aim, a…
Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science
Cady, Jo Ann; Rearden, Kristin
2007-01-01
This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…
Investigating Classroom Teaching Competencies of Pre Service Elementary Mathematics Teachers
Gokalp, Murat
2016-01-01
The study has sought answers to two major questions: What is the current situation in Elementary Mathematics Education programs at Faculty of Education in terms of classroom teaching competencies? To what extent do pre service teachers acquire these competencies? The research was conducted on 202 senior pre service teachers studying at the…
Enhancing mathematics teachers' pedagogical content knowledge and skills in Tanzania
Kitta, S.
2004-01-01
The study has revealed that the use of a comprehensive, school-based programme, emphasising peer collaboration, can be a promising scenario for professional development of mathematics teachers in Tanzania. Such a comprehensive approach has the potential of supporting teachers with diverse levels of
Examples in the Teaching of Mathematics: Teachers' Perceptions
Ng, Lay Keow; Dindyal, Jaguthsing
2015-01-01
As part of a study examining how teachers in Singapore select and use examples for teaching mathematics, 121 teachers from 24 secondary schools responded to three open-ended questions about the use of examples in teaching. The results show that students' abilities and the difficulty level of the examples were among the topmost considerations…
Using the Fennema-Sherman Mathematics Attitude Scales with lower-primary teachers
Ren, Lixin; Green, Jennifer L.; Smith, Wendy M.
2016-06-01
The Fennema-Sherman Mathematics Attitude Scales (FSMAS) are among the most popular instruments used in studies of attitudes toward mathematics. However, the FSMAS has been mainly used among student populations and rarely used with teachers. In the present study, three scales from the FSMAS— Confidence, Effectance Motivation, and Anxiety—were revised and used with lower-primary (kindergarten to third grade) teachers. This study includes three parts: (1) a pilot study to ensure the modifications made to the FSMAS were appropriate to use with teachers, (2) confirmatory factor analyses to assess the factor structure of the revised FSMAS with 225 lower-primary teachers, and (3) measurement invariance analyses using data from a similar sample of 171 lower-primary teachers to examine whether the revised FSMAS measures each construct in the same way as in the previous sample. The final three-factor model, after removing three problematic items, achieves acceptable model fit, with each construct meeting all conditions for strict measurement invariance. Additionally, repeated measures analyses were performed on data collected from 39 in-service lower-primary teachers who participated in an elementary mathematics specialist program to examine the use of the revised FSMAS in program evaluation. Overall results suggest that researchers and program evaluators may use the revised FSMAS to reliably measure lower-primary teachers' mathematical attitudes, and it can be a valuable tool for evaluating the effectiveness of professional development programs.
Directory of Open Access Journals (Sweden)
Márcia Cristina de Costa Trindade Cyrino
2011-12-01
Full Text Available We presented in this paper results of a research which aimed to investigate how the community of practice context of pre-service mathematics teacher education collaborates for learning on algebraic thinking by these future teachers. We analyzed, taking into account the Social Theory of Learning developed by Wenger (1998 as a theoretical frame, processes of negotiation of meanings present in participants' algebraic thinking in the development of tasks in one of the actions of the project "Mathematical Education of Teachers of Mathematics" inside the program "Universidade sem Fronteiras". This analysis allowed us to define some forms of member participation and explicit reification of algebraic thinking, due to some interactions in the processes of negotiation of meanings, which revealed changes in the identity of participants in become teachers of mathematics.
Crisan, C.; Rodd, M.
2014-01-01
In order to address the shortage of mathematics teachers in England, the UK government has funded various in-service subject knowledge courses for practising teachers, who are not mathematics specialists. These courses aim to develop these teachers’ mathematical subject knowledge (e.g., DfE 2014). In this TAS session we will report on a research project which was set up to investigate how teachers on the in-service programmes offered by our institution developed as teachers of mathematics. We...
Thurland, Karen C.
The purpose of conducting this study was to describe the experience of elementary teachers in a mathematics and science staff development project in the U.S. Virgin Islands. The focus of this study was to describe the meaning teachers attribute to their experience in this three year project, in which many of the national mathematics and science reform efforts were implemented. A phenomenological approach was used in order to develop a complete picture of the teachers' experiences. Data collection consisted of interviews with seven elementary teachers. The data were subjective descriptions of the teachers pertaining to the initial summer institute, the follow-up sessions, and the new innovative methods. The transcendental phenomenological model was used. The textural and structural themes included enhanced learning and changes in teaching practice, and interactions with colleagues. From these themes, individual and composite textual descriptions of the experience of the teacher participants were developed. The synthesis of those descriptions illuminated the meanings and essence of their lived experience. The findings indicate that the essence of the experience was the development of a positive attitude towards the teaching of math and science. The teachers gained confidence in their ability to motivate students with the inquiry method and taught more math and science. The implications for the Virgin Islands Department of Education include establishing a partnership with the local university to offer staff development training in mathematics and science and to conduct evaluations of its training efforts.
Yow, Jan A.; Eli, Jennifer A.; Beisiegel, Mary; McCloskey, Andrea; Welder, Rachael M.
2016-01-01
Sixty-nine recently graduated doctoral students in mathematics education completed a survey to determine their perceptions of transitioning from a doctoral program into an academic position at an institution of higher education. Research literature for novice mathematics school teachers was also reviewed to document their experiences transitioning…
Modeling eBook acceptance: A study on mathematics teachers
Jalal, Azlin Abd; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad
2014-12-01
The integration and effectiveness of eBook utilization in Mathematics teaching and learning greatly relied upon the teachers, hence the need to understand their perceptions and beliefs. The eBook, an individual laptop completed with digitized textbook sofwares, were provided for each students in line with the concept of 1 student:1 laptop. This study focuses on predicting a model on the acceptance of the eBook among Mathematics teachers. Data was collected from 304 mathematics teachers in selected schools using a survey questionnaire. The selection were based on the proportionate stratified sampling. Structural Equation Modeling (SEM) were employed where the model was tested and evaluated and was found to have a good fit. The variance explained for the teachers' attitude towards eBook is approximately 69.1% where perceived usefulness appeared to be a stronger determinant compared to perceived ease of use. This study concluded that the attitude of mathematics teachers towards eBook depends largely on the perception of how useful the eBook is on improving their teaching performance, implying that teachers should be kept updated with the latest mathematical application and sofwares to use with the eBook to ensure positive attitude towards using it in class.
Preschool children's mathematical knowledge: The effect of teacher "math talk.".
Klibanoff, Raquel S; Levine, Susan C; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V
2006-01-01
This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year. Copyright 2006 APA, all rights reserved.
Saran, Rupam; Gujarati, Joan
2013-01-01
This article explores how preservice elementary teachers change their negative beliefs toward mathematics into positive ones after taking a mathematics methods course that follows the Concrete-Pictorial-Abstract (CPA) instructional method. Also explored is the relationship between those beliefs and sociomathematical authority. By administering…
Akgün, Levent
2015-01-01
The aim of this study is to identify prospective secondary mathematics teachers' opinions about the mathematical modeling method and the applicability of this method in high schools. The case study design, which is among the qualitative research methods, was used in the study. The study was conducted with six prospective secondary mathematics…
Mathematics for the Class of 2000. Pennsylvania Council of Teachers of Mathematics 1988 Yearbook.
Nicely, Robert F., Jr., Ed.; Sigmund, Thomas F., Ed.
One of the strengths of the Pennsylvania Council of Teachers of Mathematics (PCTM) is that it gives mathematicians and mathematics educators the opportunity to exchange and contribute to each other's professional growth. The topic for each yearbook is chosen to coincide with the annual PCTM meeting. This 1988 yearbook contains 27 articles which…
Nicely, Robert F., Jr., Ed.; Sigmund, Thomas F., Ed.
One of the strengths of the Pennsylvania Council of Teachers of Mathematics (PCTM) is that it gives mathematicians and mathematics educators the opportunity to exchange and contribute to each other's professional growth. The topic for each yearbook is chosen to coincide with the annual PCTM meeting. This 1987 yearbook contains 14 articles which…
Primary School Teachers' Perceptions of Mathematical Reasoning
Loong, Esther Yook-Kin; Vale, Colleen; Bragg, Leicha A.; Herbert, Sandra
2013-01-01
Little is known about how Australian teachers interpret, enact and assess reasoning. This paper reports on primary teachers' perceptions of reasoning prior to observation and subsequent trialling of demonstration lessons in a primary school. The findings indicate that while some teachers were able to articulate what reasoning means, others were…
Preservice Teachers Connecting Mathematics and Drumming
Marshall, Anne Marie
2014-01-01
Increasingly, elementary classroom teachers are being called to teach a myriad of subjects, including visual art, dance, and music. Preservice teachers must be prepared to teach and integrate multiple subjects. To that end, preservice teachers will need experiences in their preparation that help them to see connections across content areas and…
Mutholib, Ahmad Abdul; Sujadi, Imam; Subanti, Sri
2017-08-01
SA is the approach used for the exploration of research and answer questions. Teachers' beliefs have a greater influence than the teacher's knowledge of designing lesson plans in the classroom. The objectives of this study are to explore the teachers' beliefs in SA, to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of mathematics. This qualitative research applied case study. The data was gained from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman were used to examine the data. Results of the study: 1) The teachers believe about the conception of SA. They also believe that the SA is important and gives impact to students' progress. They believe that by applying SA, the target of mathematics learning is acquired. As to learning procedure, they believe that SA steps are conducted in sequence by combining some steps for each. 2) Teachers formulate their beliefs of applying the five scientific step of integrating all steps by keeping the sequence. Teachers argue that target of mathematics learning can be attained by some ways, namely presence of theoretical and practical support, teachers' guidance, providing variety of media and motivation to students. 3) There are five factors which influence teachers' beliefs and practices of SA, namely learning and teaching experience, teachers' motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in the classroom.
An Investigation of Pre-Service Science and Mathematics Teachers' Personal Growth Initiative
Büyükgöze, Hilal
2015-01-01
The current paper primarily aims to investigate pre-service science and mathematics teachers' personal growth initiative levels. The second aim of the study is to examine whether participants' initiative levels differ in relation to their gender, grade, department, perceived academic achievement, and willingness to attend graduate education after…
The Perspectives of Primary Mathematics Teacher Candidates about Equal Sign: The EEG Case
Ayvaz,Ülkü; Yaman, Hakan; Mersin, Nazan; Yilmaz, Yasemin; Durmus, Soner
2017-01-01
In this study, it was aimed to investigate the primary mathematics teacher candidates' perceptions about the equal sign within the scope of neuroscience studies. To reveal their perceptions about the equal sign, three types of addition operations were asked to the participants: a+b=[], []=a+b, a+b=[]+c. Their brain waves were recorded by EEG…
History of Mathematics: Three Activities to Use with Undergraduate Students and In-Service Teachers
Loats, Jim; White, Diana; Rubino, Carmen
2014-01-01
We provide in-depth information and analysis on three activities for use in History of Mathematics courses taught either in a traditional semester format for undergraduates or in a summer professional development course for middle school teachers. These activities require students to be active participants in their own learning. They also…
Rutherford, Vanessa
2012-01-01
This study explores how a problem-solving based professional learning community (PLC) affects the beliefs, knowledge, and instructional practices of two sixth-grade mathematics teachers. An interview and two observations were conducted prior to beginning the year-long PLC in order to gather information about the participants' beliefs,…
Bas, Fatih
2016-01-01
In this study, it is aimed to investigate pre-service elementary mathematics teachers' perceptions about scientific research with metaphor analysis and determine the foundations of these perceptions. This phenomenological study was conducted with 182 participants. The data were collected with two open-ended survey forms formed for investigating…
Teacher Gender and Student Performance in Mathematics. Evidence from Catalonia (Spain)
Escardíbul, Josep-Oriol; Mora, Toni
2013-01-01
This paper analyses the impact of teacher gender towards students' test results in a blinded Math test administered to students in Catalonia (Spain). The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the "Mathematical Kangaroo" in 2008. The estimation…
Teachers' Perspective on whether the Mathematics Reform Will Change Turkey's Ranking in TIMSS
Sezer, Renan; Guner, Necdet; Ispir, Oylum Akkus
2012-01-01
Turkish elementary mathematics program was revised in 2005. In 2011, Turkey participated in TIMSS at the 4th-grade level for the first time. 4th graders were educated using the new curriculum and thus their success rate on TIMSS can be considered as an evaluation of the new program. This study investigated Turkish 4th grade teachers' expectation…
Use of Creative Drama in Science and Mathematics by Preservice Elementary Teachers
Ozdemir, Pinar; Akkus Cikla, Oylum
2005-01-01
The purpose of this study is to analyse science and mathematics lesson plans prepared in the light of drama based instruction by preservice elementary teachers. For this purpose, 12 female participants were chosen volunteerly. They gained basic knowledge and experience about creative drama by involving sample creative drama activities and lesson…
Bas, Fatih
2016-01-01
This study aims to observe the pre-service secondary mathematics teachers' metacognitive awareness in terms of the variables gender and class level and determine their metacognitive behaviours which showed in the non-routine problems. A partially mixed sequential dominant status design was carried out with a total of 287 participants. The data of…
Cavanagh, Michael; Prescott, Anne
2011-01-01
The authors have been conducting research with early career secondary mathematics teachers in metropolitan Sydney, focusing particularly on the professional experiences of student teachers. As part of the research, 12 supervising teachers were visited at their schools. Seven of them were interviewed individually about their role in developing the…
Evans, Brian R.
2011-01-01
Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to…
Jong, Cindy
2016-01-01
Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school…
Connecting biology and mathematics: first prepare the teachers.
Sorgo, Andrej
2010-01-01
Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.
Connecting Biology and Mathematics: First Prepare the Teachers
2010-01-01
Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers. PMID:20810951
Smith, Ryan C.; Shin, Dongjo; Kim, Somin
2017-01-01
As technology becomes more ubiquitous in the mathematics classroom, teachers are being asked to incorporate it into their lessons more than ever before. The amount of resources available online is staggering and teachers need to be able to analyse and identify resources that would be most appropriate and effective with their students. This study…
Reflections about the mathematics teachers' formation
Directory of Open Access Journals (Sweden)
Maria José de Freitas Mendes
2010-06-01
Full Text Available This paper brings some reflections about the formation of the math teacher that made part of my marsters paper and that aimed to investigate the process of formation of the math teacher. The focus of this study incided at the contributions of teaching practice in the teacher's formation above the new paradigms of formation, as a professional development and as a reflexive teacher. These reflections, from the learning and teaching process and from the meaning of form a teacher analyse the crisis and the restructuration of the teacher's formation and conclude being necessary that in the graduation courses there's a character more practice to the pedagogical formation, making possible for the future teacher to develop attitudes of autonomy, reflexion and investigation
Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.
2018-05-01
As one of the non-conventional mathematics concepts, Parallel Coordinates is potential to be learned by pre-service mathematics teachers in order to give them experiences in constructing richer schemes and doing abstraction process. Unfortunately, the study related to this issue is still limited. This study wants to answer a research question “to what extent the abstraction process of pre-service mathematics teachers in learning concept of Parallel Coordinates could indicate their performance in learning Analytic Geometry”. This is a case study that part of a larger study in examining mathematical abstraction of pre-service mathematics teachers in learning non-conventional mathematics concept. Descriptive statistics method is used in this study to analyze the scores from three different tests: Cartesian Coordinate, Parallel Coordinates, and Analytic Geometry. The participants in this study consist of 45 pre-service mathematics teachers. The result shows that there is a linear association between the score on Cartesian Coordinate and Parallel Coordinates. There also found that the higher levels of the abstraction process in learning Parallel Coordinates are linearly associated with higher student achievement in Analytic Geometry. The result of this study shows that the concept of Parallel Coordinates has a significant role for pre-service mathematics teachers in learning Analytic Geometry.
Examination of Pre-Service Mathematics Teachers' Knowledge of Teaching Function Concept
Tasdan, Berna Tataroglu; Koyunkaya, Melike Yigit
2017-01-01
Teaching of mathematics could be improved with teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge on their teaching. Therefore, it is important to develop mathematics teachers' theoretical and pedagogical knowledge. This study was designed to examine pre-service secondary mathematics teachers' (PSMT)…
Latterell, Carmen M.; Wilson, Janelle L.
2016-01-01
Preservice elementary teachers hold a variety of beliefs about mathematics and mathematics learning, which influence their teaching. Previous research has shown that preservice elementary teachers believe that mathematics is doing arithmetic. However, it is unclear if preservice elementary teachers truly believe that mathematics is only…
Smith, Cathy
2014-01-01
In preparing this report I have considered evidence from over 60 documents that relate to raising girls’ participation in mathematics. These include published research papers and reports compiled by expert bodies that present an evidence base. Although research specifically addressing Further Mathematics A-level is rare, the last ten years have seen considerable efforts to synthesise and update knowledge from different research perspectives about the relationship between gender...
Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software
Chan, Kan Kan
2015-01-01
Even though dynamic geometry software (DGS) is becoming an emergent instructional tool for mathematics teachers, many teachers are still in the process of consideration about whether to use it. In order to encourage teachers to use DGS, this study seeks to discover mathematics teachers' salient beliefs about the use of DGS in mathematics class.…
Çatma, Zehra
2013-01-01
Ankara : The Program of Curriculum and Instruction, Bilkent University, 2013. Thesis (Master's) -- Bilkent University, 2013. Includes bibliographical refences. The purpose of the current study was to investigate whether specialized high school mathematics teachers, who were selected to educate selected students, were mentally ready to integrate Fatih project technologies into their teaching. The sample consisted of 40 teachers, who voluntarily participated the study and work...
Boundary crossing and brokering between disciplines in pre-service mathematics teacher education
Goos, Merrilyn; Bennison, Anne
2017-12-01
In many countries, pre-service teacher education programs are structured so that mathematics content is taught in the university's mathematics department and mathematics pedagogy in the education department. Such program structures make it difficult to authentically interweave content with pedagogy in ways that acknowledge the roles of both mathematicians and mathematics educators in preparing future teachers. This article reports on a project that deliberately fostered collaboration between mathematicians and mathematics educators in six Australian universities in order to investigate the potential for learning at the boundaries between the two disciplinary communities. Data sources included two rounds of interviews with mathematicians and mathematics educators and annual reports prepared by each participating university over the three years of the project. The study identified interdisciplinary boundary practices that led to integration of content and pedagogy through new courses co-developed and co-taught by mathematicians and mathematics educators, and new approaches to building communities of pre-service teachers. It also developed an evidence-based classification of conditions that enable or hinder sustained collaboration across disciplinary boundaries, together with an empirical grounding for Akkerman and Bakker's conceptualisation of transformation as a mechanism for learning at the boundary between communities. The study additionally highlighted the ambiguous nature of boundaries and implications for brokers who work there to connect disciplinary paradigms.
Primary Mathematics. A Saxon Teacher's Resource Booklet.
1997
Saxon's primary mathematics series is a "hands-on," success-oriented program which emphasizes manipulatives and mental math. The series addresses the multisensory approach to teaching. Its use enables all children to develop a solid foundation in the language and basic concepts of mathematics. Concepts are presented in carefully…
Kaur, Berinderjeet; Tay, Eng Guan; Toh, Tin Lam; Leong, Yew Hoong; Lee, Ngan Hoe
2018-03-01
A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools is a programmatic research project at the National Institute of Education (NIE) funded by the Ministry of Education (MOE) in Singapore through the Office of Education Research (OER) at NIE. The main goal of the project is to collect a set of data that would be used by two studies to research the enacted secondary school mathematics curriculum. The project aims to examine how competent experienced secondary school teachers implement the designated curriculum prescribed by the MOE in the 2013 revision of curriculum. It does this firstly by examining the video recordings of the classroom instruction and interactions between secondary school mathematics teachers and their students, as it is these interactions that fundamentally determine the nature of the actual mathematics learning and teaching that take place in the classroom. It also examines content through the instructional materials used—their preparation, use in classroom and as homework. The project comprises a video segment and a survey segment. Approximately 630 secondary mathematics teachers and 600 students are participating in the project. The data collection for the video segment of the project is guided by the renowned complementary accounts methodology while the survey segment adopts a self-report questionnaire approach. The findings of the project will serve several purposes. They will provide timely feedback to mathematics specialists in the MOE, inform pre-service and professional development programmes for mathematics teachers at the NIE and contribute towards articulation of "Mathematics pedagogy in Singapore secondary schools" that is evidence based.
Choosing High-Yield Tasks for the Mathematical Development of Practicing Secondary Teachers
Epperson, James A. Mendoza; Rhoads, Kathryn
2015-01-01
Many mathematics teacher educators encounter the challenge of creating or choosing mathematical tasks that evoke important mathematical insights and connections yet remain firmly grounded in school mathematics. This challenge increases substantially when trying to meet the needs of practicing secondary mathematics teachers pursuing graduate work…
Cavanagh, Michael; McMaster, Heather
2015-12-01
This paper reports on the reflective practice of a group of nine secondary mathematics pre-service teachers. The pre-service teachers participated in a year-long, school-based professional experience program which focussed on observing, co-teaching and reflecting on a series of problem-solving lessons in two junior secondary school mathematics classrooms. The study used a mixed methods approach to consider the impact of shared pedagogical conversations on pre-service teachers' written reflections. It also examined whether there were differences in the focus of reflections depending on whether the lesson was taught by an experienced mathematics teacher, or taught by a pair of their peers, or co-taught by themselves with a peer. Results suggest that after participants have observed lessons taught by an experienced teacher and reflected collaboratively on those lessons, they continue to reflect on lessons taught by their peers and on their own lessons when co-teaching, rather than just describe or evaluate them. However, their written reflections across all contexts continued to focus primarily on teacher actions and classroom management rather than on student learning.
How does an ICT-competent mathematics teacher benefit from an ICT-integrative project?
DEFF Research Database (Denmark)
Skott, Charlotte Krog; Østergaard, Camilla Hellsten
2016-01-01
. We use a theoretical framework for classroom mathematical practices to conceptualise teachers´ learning from a participatory perspective. On the one hand, the teacher realises a potential for a more dialogical approach to teaching. On the other hand, she appears to maintain her habits in relation......We investigate an ICT-competent mathematics teacher’s potentials for professional development as she participates in a sixth-grade statistics project aimed at developing practices that integrate ICTs. This is a critical case study, partly because the teacher is not challenged by the proposed ICTs...... to ICT-use. These contrary tendencies negatively influence the students’ learning opportunities. We offer explanations for why the teacher seems to sticks with her ICT-habits as well as suggestions for future research- and development projects....
Teachers mathematical communication profile in explaining subject matter
Umami, Rohmatul; Budayasa, I. Ketut; Suwarsono, St.
2017-12-01
This study aimed to see a teachers mathematical communication profile in explaining a subject matter. It is a qualitative research. A high-school junior teacher (i.e., a teacher with 1- to 5-year experience) teaching mathematics at X-Social Class was selected as the subject of this study. The data was collected by observing the teachers mathematical communication in explaining a given material (i.e., the rule of sine) in class and an in-depth interview would be organized respectively. The result showed that the junior teacher explained the subject matter in systematic, complete, fluent, and centered manner. In this case, she began with reminding students on the previous material related to the current material to be learned, informing the current learning objectives, and finally delivering the subject matter. To support her explanation, the teacher also provided some related information, led the students attention into the given material by asking them particular related questions, and did not use any confusing terms. However, the study found that some of high-school teachers still used less appropriate language in explaining materials.
Tarlow, Lynn D.
2014-01-01
This study documents the change in teaching practices of a group of mathematics teachers in urban middle schools as they participated in a program of professional development to promote standards-based learning environments. The teachers made a shift in their classroom practice from a traditional, didactic lecture approach towards a role of…
Druken, Bridget Kinsella
Lesson study, a teacher-led vehicle for inquiring into teacher practice through creating, enacting, and reflecting on collaboratively designed research lessons, has been shown to improve mathematics teacher practice in the United States, such as improving knowledge about mathematics, changing teacher practice, and developing communities of teachers. Though it has been described as a sustainable form of professional development, little research exists on what might support teachers in continuing to engage in lesson study after a grant ends. This qualitative and multi-case study investigates the sustainability of lesson study as mathematics teachers engage in a district scale-up lesson study professional experience after participating in a three-year California Mathematics Science Partnership (CaMSP) grant to improve algebraic instruction. To do so, I first provide a description of material (e.g. curricular materials and time), human (attending district trainings and interacting with mathematics coaches), and social (qualities like trust, shared values, common goals, and expectations developed through relationships with others) resources present in the context of two school districts as reported by participants. I then describe practices of lesson study reported to have continued. I also report on teachers' conceptions of what it means to engage in lesson study. I conclude by describing how these results suggest factors that supported and constrained teachers' in continuing lesson study. To accomplish this work, I used qualitative methods of grounded theory informed by a modified sustainability framework on interview, survey, and case study data about teachers, principals, and Teachers on Special Assignment (TOSAs). Four cases were selected to show the varying levels of lesson study practices that continued past the conclusion of the grant. Analyses reveal varying levels of integration, linkage, and synergy among both formally and informally arranged groups of
Ashun, Mary Apea; Reinink, John
2009-01-01
Much research (Ma, 1999; Cohen & Leung, 2004; English, 2003) has been done on mathematics education and pre-service teachers with special emphasis on how the mathematics is taught and the psychology of the pre-service teachers. While there is concern among North American mathematicians that mathematics instruction in K-12 grades needs to be…
Sagirli, Meryem Özturan
2016-01-01
The aim of the present study is to investigate pre-service secondary mathematics teachers' cognitive-metacognitive behaviours during the mathematical problem-solving process considering class level. The study, in which the case study methodology was employed, was carried out with eight pre-service mathematics teachers, enrolled at a university in…
Directory of Open Access Journals (Sweden)
Kim-Leong Lai
2009-07-01
Full Text Available This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while
Teacher participation in facilitating beliefs and values in life ...
African Journals Online (AJOL)
Teacher participation in facilitating beliefs and values in life orientation programmes: ... strategies of belief and value orientations in a multicultural education system. ... and religious backgrounds of learners represented in participating schools.
Master mathematics teachers as mentors for underperforming and disadvantaged schools
Directory of Open Access Journals (Sweden)
Annemarie Hattingh
2009-09-01
Full Text Available The work of teachers has a signiﬁcant role both with regard to learners’ achievement and their opportunities in life. In the context of a developing country, particularly with respect to township and rural schools, it is a common occurrence that many practising teachers are un- or under qualiﬁed for the teaching of mathematics. What kind of professional development would be effective for upgrading the content knowledge and professional competence of such teachers? It is the aim of this article to give an overview of a professional development approach, called mentorship by master mathematics teachers, which had a positive effect both on teacher learning and their learners’ performance. Where mentorship usually focuses on the induction of beginning or student teachers, the Teacher Mentorship Programme (TMP in this case, had as its target experienced teachers who had been teaching mathematics for years in township schools, but without the appropriate qualiﬁcations. The mentee teachers had never previously, due to no fault of their own, been exposed to excellent teaching practices as learners, student or practising teachers. The TMP was an initiative of a university’s Faculty of Engineering, that collaborated with private engineering companies and the Department of Education with the aim of preparing more and better equipped Grade 12 leavers who enrol for studies in engineering and technology related ﬁelds. The intended outcomes of the TMP were: To improve teachers’ content knowledge, pedagogical competence and attitude towards mathematics and science. To broaden teachers’ knowledge of careers related to the mathematics, science and technology ﬁelds. To improve learners’ attitudes towards mathematics, science and related careers. To increase the number of learners who enrol for mathematics on the higher grade which is the equivalent of “core” mathematics in the new National Curriculum Statement.Why a mentorship programme
McGraw, Rebecca; Lynch, Kathleen; Koc, Yusuf; Budak, Ayfer; Brown, Catherine A.
2007-01-01
In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within…
Analyzing Mathematics Beliefs of Pre-Service Teachers Using Confirmatory Factor Analysis
Directory of Open Access Journals (Sweden)
Mazlini Adnan
2011-12-01
Full Text Available Mathematics beliefs play an important role in enhancing the quality and the effectiveness of teaching and learning. This study analyzes the mathematics beliefs of 317 pre-service teachers from six Higher Education Institutions (HEIs (Government Public Universities who were randomly selected to participate in this study. Questionnaires consisting of twenty three items were given to the respondents during the data collection process. The validation of the items was done by using confirmatory factor analysis (CFA. In order to obtain a model fit for the measurement model of mathematics beliefs, several fit index tests such as CMINDF, GFI, AGFI, IFI, NFI, CFI, TLI and RMSEA were used. Constructivist beliefs and traditional beliefs were identified as the contributing factors in the model. The analysis also revealed that mathematics beliefs consist of structures of two hidden variables. The correlation between the two variables (constructivist beliefs and traditional beliefs is at a moderate level. Hence, pre-service teachers should be able to recognize their type of mathematics beliefs in order to become effective mathematics teachers.
Lin, Pi-Jen
2005-01-01
The study inquired into the effect of research-based video-cases on pre-service teachers conceptualizing their understanding of contemporary mathematics teaching. The 43 participants enrolled in a Mathematics Method Course viewed and discussed 5 video-cases of primary teachers teaching. Journal entries, lesson plans, and microteaching observations…
Díaz, Verónica; Poblete, Alvaro
2017-07-01
This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.
Indicators that influence prospective mathematics teachers representational and reasoning abilities
Darta; Saputra, J.
2018-01-01
Representational and mathematical reasoning ability are very important ability as basic in mathematics learning process. The 2013 curriculum suggests that the use of a scientific approach emphasizes higher order thinking skills. Therefore, a scientific approach is required in mathematics learning to improve ability of representation and mathematical reasoning. The objectives of this research are: (1) to analyze representational and reasoning abilities, (2) to analyze indicators affecting the ability of representation and mathematical reasoning, (3) to analyze scientific approaches that can improve the ability of representation and mathematical reasoning. The subject of this research is the students of mathematics prospective teachers in the first semester at Private Higher Education of Bandung City. The research method of this research was descriptive analysis. The research data were collected using reasoning and representation tests on sixty-one students. Data processing was done by descriptive analysis specified based on the indicators of representation ability and mathematical reasoning that influenced it. The results of this first-year study showed that students still had many weaknesses in reasoning and mathematical representation that were influenced by the ability to understand the indicators of both capabilities. After observing the results of the first-year research, then in the second and third year, the development of teaching materials with a scientific approach in accordance with the needs of prospective students was planned.
Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.
2017-01-01
Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…
Exploring teachers' practices in teaching Mathematics and Statistics ...
African Journals Online (AJOL)
Teaching approaches and assessment practices are key factors that contribute to the improvement of learner outcomes. The study on which this article is based, explored the methods used by KwaZulu-Natal (KZN) teachers in teaching and assessing mathematics and statistics. An instrument containing closed and ...
Outcome of the Market: The Outdated Mathematics Teacher
DEFF Research Database (Denmark)
Munoz, Alex Montecino
2018-01-01
This chapter seeks, on the one hand, to illustrate the configuration of a mathematics teacher who is always considered to be outdated, and on the other hand, to discuss the circulation of a promise of salvation embodied in the discourses of permanent training. This chapter aims to contribute to t...
Matematica 2. Manual do Professor (Mathematics 2. Teacher's Manual).
D'Alu, Maria Jose Miranda de Sousa
This teacher's manual accompanies a mathematics textbook for second graders, written in Portuguese. Developed from objectives set forth by the National Portuguese Materials Development Center, it follows closely the objectives and methodology of major curricula used in schools of the United States. Consideration was given to the Portuguese child's…
The Professional Identity of Mathematics Teachers in Further Education
Dalby, Diane
2017-01-01
Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this…
Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability
Danisman, Sahin; Tanisli, Dilek
2017-01-01
The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…
ICT Integration in Science and Mathematics Lessons: Teachers ...
African Journals Online (AJOL)
The study reported in this paper used Guskey's model (Guskey, 2000) to systematically investigate teachers' experiences about the professional development programme on ICT integration in teaching and learning of Science and Mathematics in secondary schools. The study employed survey research design and an ...
Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers
Howard, Peter; Perry, Bob
2005-01-01
Two key stakeholders in enhancing and building Aboriginal children's capacity to learn mathematics are teachers and the Aboriginal children themselves. In Australian schools it is often the case that the two groups come from different cultural backgrounds with very differing life experiences. This paper reports on an ethnographic study and focuses…
Taiwanese Preservice Teachers' Science, Technology, Engineering, and Mathematics Teaching Intention
Lin, Kuen-Yi; Williams, P. John
2016-01-01
This study applies the theory of planned behavior as a basis for exploring the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intention toward science, technology, engineering, and mathematics (STEM) education among Taiwanese preservice science teachers. Questionnaires (N = 139)…
How Preservice Teachers Make Meaning of Mathematics Methods Texts
Harkness, Shelly Sheats; Brass, Amy
2017-01-01
Mathematics methods texts are important resources for supporting preservice teachers' learning. Methods instructors routinely assign readings from texts. Yet, anecdotally and also based on reading compliance literature, many students report that they do not read assigned readings. Within this paper we briefly describe the findings from a survey of…
An analytical framework for mathematics teacher education from a ...
African Journals Online (AJOL)
Whereas there has been considerable advancement in the last few decades with regard to theories and practices in mathematics education from a critical perspective, very little is known about what it means to prepare teachers for such approaches. In this article I undertake a retrospective, reflexive analysis of my praxis as ...
Secondary School Science and Mathematics Teachers, Characteristics and Service Loads.
Mills, Thomas J.
Determined were the educational and professional backgrounds, and some aspects of the operational environment of teachers of secondary school science and mathematics (Grades 7-12) in the public and private schools of the United States during the school year 1960-61. A stratified random sampling method was used to ensure proportional representation…
The Effect of Early Fieldwork on Mathematics Efficacy Beliefs for Pre-Service Teachers
Hunt-Ruiz, Heidi; Watson, Scott B.
2015-01-01
The purpose of this study was to investigate the impact of an early fieldwork experience on preservice teachers' mathematics efficacy beliefs. This quasi-experimental study included 127 preservice teachers from two community colleges who were enrolled in mathematics for teachers' two-course sequence. The Personal Mathematics Teaching Efficacy…
O'Meara, Niamh; Fitzmaurice, Olivia; Johnson, Patrick
2017-01-01
Mathematics teacher educators in the University of Limerick became aware of a lack of conceptual understanding of key mathematics concepts of prospective secondary mathematics teachers through observation on teaching placement and in pedagogy lectures. A pilot study to enhance the conceptual understanding of prospective teachers was carried out…
Yazgan-Sag, Gönül; Emre-Akdogan, Elçin; Argün, Ziya
2016-01-01
The aim of our study was to examine prospective secondary mathematics teachers' reflections about teaching after their first teaching experience. We carried out five interviews during the two semesters with four Turkish prospective secondary mathematics teachers. The data analysis suggests that prospective secondary mathematics teachers'…
Arslan, Cigdem; Erbay, Hatice Nur; Guner, Pinar
2017-01-01
In the present study we try to highlight prospective mathematics teachers' ability to identify mistakes of sixth grade students related to angle concept. And also we examined prospective mathematics teachers' knowledge of angle concept. Study was carried out with 30 sixth-grade students and 38 prospective mathematics teachers. Sixth grade students…
Evidence of the Need to Prepare Prospective Teachers to Engage in Mathematics Consultations
van Ingen, Sarah; Eskelson, Samuel L.; Allsopp, David
2016-01-01
The mathematics consultation represents a powerful opportunity for mathematics teachers to leverage the knowledge base of special education professionals to advance equity for students with special education needs. Yet, most teacher preparation programs do not specifically prepare prospective teachers to engage in mathematics-specific…
The Influence of a Reform-Based Mathematics Methods Course on Preservice Teachers' Beliefs
Evans, Brian R.; Leonard, Jacqueline; Krier, Kathleen; Ryan, Steve
2013-01-01
Beliefs about teaching mathematics and urban students' ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers' beliefs about teaching mathematics to urban students…
Morris, Anne K.; Hiebert, James
2017-01-01
We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when…
Prospective Turkish Primary Teachers' Views about the Use of Computers in Mathematics Education
Dogan, Mustafa
2012-01-01
The use of computers and technology in mathematics education affects students' learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers' views about the use of computers in mathematics education. The sample comprised of 129 fourth-year prospective primary mathematics teachers from two…
The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling--An Intervention Study
Mischo, Christoph; Maaß, Katja
2013-01-01
This paper presents an intervention study whose aim was to promote teacher beliefs about mathematics and learning mathematics and student competences in mathematical modeling. In the intervention, teachers received written curriculum materials about mathematical modeling. The concept underlying the materials was based on constructivist ideas and…
Teachers' Perceptions of Teaching Mathematics at the Senior Secondary Level in Fiji
Dayal, Hem Chand
2013-01-01
In recent times, there has been considerable interest shown in the affective domain of mathematics education with research findings pointing out that affective variables have profound impact on classroom practices of mathematics teachers. In other words, teachers' conceptions of mathematics and mathematics teaching are greatly influenced by…
Factors Influencing Elementary Mathematics Teachers' Beliefs in Reform-Based Teaching
Sawyer, Amanda Gantt
2017-01-01
I investigated a reform based teachers' beliefs about the nature of mathematics, teaching mathematics, and learning mathematics, and the factors leading to their formation. I interviewed and observed a reform-based elementary mathematics teacher with 13 years' experience teaching first grade. She held a Platonist/problem solver view of…
Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers
Sagirli, Meryem Özturan
2014-01-01
This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…
Leavy, Aisling; Hourigan, Mairead; Carroll, Claire
2017-01-01
This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school…
Does one size fit all? A study of beginning science and mathematics teacher induction
Kralik, Jeffrey M.
Over the past few years, many induction programs have been implemented across the country, primarily designed to limit the amount beginning teacher attrition. Few of these programs have focused on improving teacher quality or identifying the specific needs of individual teachers. Research suggests that beginning science and mathematics teachers have specific needs that are not being met by current induction models, possibly resulting in higher rates of attrition. Harry and Janet Knowles created the Knowles Science Teaching Foundation (KSTF) to identify and support young scientists and mathematicians as they dedicate their lives to teaching young people. Through financial, curricular, and emotional support, KSTF encourages new teachers to remain in teaching and become leaders in their schools and districts. This dissertation is a sequential explanatory study, which first establishes national estimates for beginning teacher attrition rates and the reasons for the migration based on subject area taught, with an emphasis on mathematics and science teachers. This study then evaluates the KSTF model through multiple methods---analysis of KSTF survey data and interviews with KSTF participants and stakeholders.
Opinions of Secondary School Science and Mathematics Teachers on STEM Education
Yildirim, Bekir; Türk, Cumhur
2018-01-01
In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers…
Chval, Kathryn; Abell, Sandra; Pareja, Enrique; Musikul, Kusalin; Ritzka, Gerard
2008-01-01
High quality teachers are essential to improving the teaching and learning of mathematics and science, necessitating effective professional development (PD) and learning environments for teachers. However, many PD programs for science and mathematics teachers fall short because they fail to consider teacher background, experience, knowledge,…
Directory of Open Access Journals (Sweden)
Lorena Salazar Solórzano
2015-06-01
Full Text Available Beginning university training programs must focus on different competencies for mathematics teachers, i.e., not only on solving problems, but also on posing them and analyzing the mathematical activity. This paper reports the results of an exploratory study conducted with future secondary school mathematics teachers on the introduction of problem-posing tasks in formal mathematics courses, specifically in abstract algebra and real analysis courses. Evidence was found that training which includes problem-posing tasks has a positive impact on the students’ understanding of definitions, theorems and exercises within formal mathematics, as well as on their competency in reflecting on the mathematical activity.
Reynolds, Thomas D.; And Others
This compilation of 138 problems illustrating applications of high school mathematics to various aspects of space science is intended as a resource from which the teacher may select questions to supplement his regular course. None of the problems require a knowledge of calculus or physics, and solutions are presented along with the problem…
Artzt, Alice F.; Armour-Thomas, Eleanor
1998-01-01
Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of…
Díaz, Verónica; Poblete, Alvaro
2017-01-01
This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an…
Prospective mathematics teachers' understanding of the base concept
Horzum, Tuğba; Ertekin, Erhan
2018-02-01
The purpose of this study is to analyze what kind of conceptions prospective mathematics teachers(PMTs) have about the base concept(BC). One-hundred and thirty-nine PMTs participated in the study. In this qualitative research, data were obtained through open-ended questions, the semi-structured interviews and pictures of geometric figures drawn by PMTs. As a result, it was determined that PMTs dealt with the BC in a broad range of seven different images. It was also determined that the base perception of PMTs was limited mostly to their usage in daily life and in this context, they have position-dependent and word-dependent images. It was also determined that PMTs named the base to explain the BC or paid attention to the naming of three-dimensional geometric figures through the statement: 'objects are named according to their bases'. At the same time, it was also determined that PMTs had more than one concept imageswhich were contradicting with each other. According to these findings, potential explanations and advices were given.
DeVaul, Lina
2017-01-01
A professional development program (PSPD) was implemented to improve in-service secondary mathematics teachers' content knowledge, pedagogical knowledge, and self-efficacy in teaching secondary school statistics and probability. Participants generated a teaching resource website at the conclusion of the PSPD program. Participants' content…
From beliefs to patterns of participation – shifting the research perspective on teachers
DEFF Research Database (Denmark)
Skott, Jeppe; Larsen, Dorte Moeskær; Østergaard, Camilla Hellsten
2011-01-01
Belief research was introduced to mathematics education in the early 1980s. It challenged the primarily cognitive and mathematical agenda of the time by investigating the character and significance of mental meta-constructs called beliefs. Particular attention has ever since been paid to teachers......, we in a much longer section present and analyse data on the case of a teacher, Susanne, whom we follow prior to and after her graduation from college. The overall intention is to suggest a change of research perspective from beliefs to patterns of participation.......Belief research was introduced to mathematics education in the early 1980s. It challenged the primarily cognitive and mathematical agenda of the time by investigating the character and significance of mental meta-constructs called beliefs. Particular attention has ever since been paid to teachers......’ beliefs and their role in instruction. Belief research has been troubled by conceptual and methodological problems since its early beginnings, and most of these are still unresolved. This indicates that it may be time to adopt a different perspective, if we are to understand the role of the teacher...
Chao, Theodore; Murray, Eileen; Star, Jon R.
2016-01-01
Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…
Brown, Michelle Cetner
In recent years, Science, Technology, Engineering, and Mathematics (STEM) education has become a significant focus of numerous theoretical and commentary articles as researchers have advocated for active and conceptually integrated learning in classrooms. Drawing connections between previously isolated subjects, especially mathematics and science, has been shown to increase student engagement, performance, and critical thinking skills. However, obstacles exist to the widespread implementation of integrated curricula in schools, such as teacher knowledge and school structure and culture. The Interdisciplinary Co-planning Team (ICT) model, in which teachers of different subjects come together regularly to discuss connections between content and to plan larger interdisciplinary activities and smaller examples and discussion points, offers a method for teachers to create sustainable interdisciplinary experiences for students within the bounds of the current school structure. The ICT model is designed to be an iterative, flexible model, providing teachers with both a regular time to come together as "experts" and "teach" each other important concepts from their separate disciplines, and then to bring their shared knowledge and language back to their own classrooms to implement with their students in ways that fit their individual classes. In this multiple-case study, which aims to describe the nature of the co-planning process, the nature of plans, and changes in teacher beliefs as a result of co-planning, three pairs of secondary mathematics and science teachers participated in a 10-week intervention with the ICT model. Each pair constituted one case. Data included observations, interviews, and artifact collection. All interviews, whole-group sessions, and co-planning sessions were transcribed and coded using both theory-based and data-based codes. Finally, a cross-case comparison was used to present similarities and differences across cases. Findings suggest that the
Technology, Time, and Participation: How a Principal Supports Teachers.
McCarthy, Robert B.
1985-01-01
Argues that administrations might better support teachers if they provided: (1) up-to-date technology, such as Xerox machines; (2) "guilt-free" time for curriculum work or special projects; and (3) more opportunities for teacher participation in school decision making. (KH)
Teachers' participation in school policy: Nature, extent and orientation
Jongmans, C.T.; Sleegers, P.J.C.; Biemans, H.J.A.; Jong, F.P.C.M. de
2004-01-01
Against the background of several large-scale innovations in secondary agricultural education, this study explores the relation between teachers' professionality and their participation in school policy. For the research into this, 1,030 teachers of 98 schools for preparatory and secondary
'Cascading participation' and the role of teachers in a collaborative ...
African Journals Online (AJOL)
'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project. D Scott, A Cooper, S Swartz. Abstract. This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR) project conducted in three South African primary ...
The written mathematical communication profile of prospective math teacher in mathematical proving
Pantaleon, K. V.; Juniati, D.; Lukito, A.; Mandur, K.
2018-01-01
Written mathematical communication is the process of expressing mathematical ideas and understanding in writing. It is one of the important aspects that must be mastered by the prospective math teacher as tool of knowledge transfer. This research was a qualitative research that aimed to describe the mathematical communication profile of the prospective mathematics teacher in mathematical proving. This research involved 48 students of Mathematics Education Study Program; one of them with moderate math skills was chosen as the main subject. Data were collected through tests, assignments, and task-based interviews. The results of this study point out that in the proof of geometry, the subject explains what is understood, presents the idea in the form of drawing and symbols, and explains the content/meaning of a representation accurately and clearly, but the subject can not convey the argument systematically and logically. Whereas in the proof of algebra, the subject describes what is understood, explains the method used, and describes the content/meaning of a symbolic representation accurately, systematically, logically, but the argument presented is not clear because it is insufficient detailed and complete.
Sikko, S.A.; Lyngved, R.; Pepin, B.
2012-01-01
This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We
Directory of Open Access Journals (Sweden)
Sarah Bansilal
2015-11-01
Full Text Available Rapid global technological developments have affected all facets of life, including the teaching and learning of mathematics. This qualitative study was designed to identify the ways in which technology was used and to explore the nature of this use by a group of 52 mathematics student teachers. The participants were pre-service Mathematics students who were enrolled for a Mathematics module at a South African university. The research instruments were an open question and a semi-structured interview schedule. Saxe's framework was used to analyse the data. Some benefits of mathematics software were found to be the provision of different representations, dynamic visualisation of concepts and variation in mathematical situations. It was also found that students used technology more often in their own learning than in their teaching, because the schools did not have many resources. It is recommended that the education department prioritise the provision of specialist mathematics software that can be used to improve learning outcomes in mathematics.
Energy Technology Data Exchange (ETDEWEB)
Koran, J.J. Jr. [Florida Museum of Natural History, Gainesville, FL (United States)
1993-10-15
Twenty-four undergraduate science and mathematics majors who were juniors and seniors in the colleges of Liberal Arts and Sciences and Engineering were recruited, and paid, to participate in an orientation seminar and act as teacher aides in regional schools and the Florida Museum of Natural History. Aides worked with teachers in the schools one semester and as docents in the natural history museum a second semester. Mentoring took place by the principal investigator and participating teachers and docents throughout the program. Success of the program was measured by a specially prepared attitude instrument which was administered to participants before the mentoring started and when it ended each semester. Written logs (field notes) were also prepared and submitted by participants at the end of each semester. Further, a tally was kept of the number of participants who decided to go into science or mathematics teaching as a result of the experience.
Boriack, Anna Christine
The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into
Remillard, Janine T., Ed.; Herbel-Eisenmann, Beth A., Ed.; Lloyd, Gwendolyn M., Ed.
2011-01-01
This book compiles and synthesizes existing research on teachers' use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on--but not restricted to--those materials developed in the 1990s in response to the NCTM's Principles and Standards for School Mathematics. Despite…
Jao, Limin
2017-01-01
For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4-10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods…
Yu, Rongrong
2015-01-01
The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modelin...
To what extent do student teachers develop their mathematical problem solving ability by self-study?
Kool, Marjolein; Keijzer, Ronald
2017-01-01
A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what extent does these individual problem solving activities really contribute to their mathematical problem solving ability? Developing mathematical problem solving ability requires reflective mathema...
Directory of Open Access Journals (Sweden)
Nancy Chitera
2016-11-01
Full Text Available In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages. We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.
Karatas, Ilhan; Guven, Bulent; Öztürk, Yasin; Arslan, Selahattin; Gürsöy, Kadir
2017-01-01
The aim of this study was to determine pre-school teachers' beliefs about teaching mathematics to young learners. In this context, we compared preschool teachers' beliefs with mathematical learning, talent-development-age appropriateness for mathematical learning, the nature of mathematics, the curriculum, teacher efficacy, and the teacher's role…
A study of the Teachers` Academy for Mathematics and Science
Energy Technology Data Exchange (ETDEWEB)
Brett, B.; Scheirer, M.A.; Raizen, S.
1994-09-15
The Teachers` Academy for Mathematics and Science in Chicago (TAMS) is a freestanding institution founded in 1989 by scientists and a variety of other stakeholders, to advance the systemic reform of mathematics and science education in Chicago`s public schools. It focuses on the ``re-tooling`` of its elementary level teachers. The TAMS program, which has been funded in part by the DOE, contributes to strategic goals two through five of the Office of University and Science Education (OUSE). This evaluation of TAMS by the National Center for Improving Science Education is primarily a qualitative study that summarizes the history and current status of the organization and its programs. Data was obtained through extensive interviews, observations, and document review, using a framework of templates to guide data collection and analyses. The findings are organized around a series of lessons learned from the first three years of TAMS and conclusions about its current status.
NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences
Ellins, K.; Perry, E.
2005-12-01
The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided
Directory of Open Access Journals (Sweden)
Nurullah YAZICI
2017-05-01
Full Text Available This research was conducted in order to examine the subject matter of Mathematics teachers in the context of "Mathematical Knowledge For Teaching" (MKT model of "Basic Concepts in Sets" which is the first topic of the 9th class "Sets". The study group, which is one of the qualitative research methods, used the case study design, constitutes 5 mathematics teachers who work in different education levels (primary and secondary education in the academic year of 2015-2016. Open-ended questions and semi-structured interview form developed by the researcher were used for data collection. A descriptive analysis technique was used to analyze the data obtained through interviews. While analyzing the data, teacher and student textbooks, which were prepared by the Ministry of National Education for the purpose of teaching in 2015-2016 academic year, were taken as a reference. According to the research findings, it was determined that the teachers had deficiencies in the subject field of "Basic Concepts in the Sets" and had superficial knowledge rather than in depth knowledge.
A protocol for analysing mathematics teacher educators' practices
Kuzle , Ana; Biehler , Rolf
2015-01-01
International audience; Studying practices in a teaching-learning environment, such as professional development programmes, is a complex and multi-faceted endeavour. While several frameworks exist to help researchers analyse teaching practices, none exist to analyse practices of those who organize professional development programmes, namely mathematics teacher educators. In this paper, based on theoretical as well as empirical results, we present a protocol for capturing different aspects of ...
Students' Attitudes towards Mathematics and the Impacts of Mathematics Teachers' Approaches on It
Elçi, Aysun Nüket
2017-01-01
The purpose of the study is to determine students' attitudes towards mathematics, to investigate these attitudes according to the different variables, and to reveal the impacts of mathematics teachers' approaches and in-class activities on the students' attitudes towards mathematics. The study was conducted with the high school students from…
Weiss, Iris R.
The NCTM Standards call for the introduction of challenging mathematics content for all students beginning in the early grades. If teachers are to guide students in their exploration of mathematics concepts, they must themselves have a firm grasp of powerful mathematics concepts. This paper uses data from the 1993 National Survey of Science and…
Boyd, Soleil
2016-01-01
Preschool teachers are expected to engage young children in challenging and supportive mathematics learning. Rich and responsive language experiences in mathematics support children's language acquisition and engagement related to mathematics, however, such engaging experiences may be minimally available to many young children. Professional…
Proposal of a pedagogical model for mathematics teacher education
Directory of Open Access Journals (Sweden)
Alfonso Jiménez Espinosa
2011-01-01
Full Text Available This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI. This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field.
Teacher participation in school management / Madimetsa Joseph Mosoge
Mosoge, Madimetsa Joseph
1996-01-01
The purpose of this research was to investigate the nature, extent and forms of teacher participation in school management. The key concept of participation was defined In terms of concepts commonly used in the literature and explored from a variety of standpoints based mainly on the tenets of democratic theory. Characteristics, extent, format and outcomes of participation were stipulated as were factors influencing participation. A pragmatic approach was adopted to explain the key concept of...
Akkoç, Hatice
2015-11-01
This paper focuses on a specific aspect of formative assessment, namely questioning. Given that computers have gained widespread use in learning and teaching, specific attention should be made when organizing formative assessment in computer learning environments (CLEs). A course including various workshops was designed to develop knowledge and skills of questioning in CLEs. This study investigates how pre-service mathematics teachers used formative questioning with technological tools such as Geogebra and Graphic Calculus software. Participants are 35 pre-service mathematics teachers. To analyse formative questioning, two types of questions are investigated: mathematical questions and technical questions. Data were collected through lesson plans, teaching notes, interviews and observations. Descriptive statistics of the number of questions in the lesson plans before and after the workshops are presented. Examples of two types of questions are discussed using the theoretical framework. One pre-service teacher was selected and a deeper analysis of the way he used questioning during his three lessons was also investigated. The findings indicated an improvement in using technical questions for formative purposes and that the course provided a guideline in planning and using mathematical and technical questions in CLEs.
Elementary Teachers' Perspectives of Mathematics Problem Solving Strategies
Bruun, Faye
2013-01-01
Participants in this study were asked to report what strategies were most often used in their attempts to foster their students' problem solving abilities. Participants included 70 second through fifth-grade elementary teachers from 42 schools in a large state of the south central region in the U.S. Data analyses of the interviews revealed that…
Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne
2015-01-01
This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by…
Directory of Open Access Journals (Sweden)
Wajeeh M. Daher
2014-10-01
Full Text Available Several researches examined students' mathematics learning using mobile phones, while very few researches examined mathematics teaching using this new educational tool. This research attempts to analyze in-service and pre-service teachers' attitudes and decisions regarding mathematics teaching with mobile phones using activity theory. More specifically, three case studies are analyzed in this research: One concerns an in-service teacher who used mobile phones in her class, the second case study involves a pre-service teacher who collaborated with the in-service teacher to teach mathematics lessons using mobile phones, and the third case study is about 15 pre-service teachers who were observers of the experiment but did not use mobile phones in their teaching. We held one-hour semi-structured interviews with the in-service teacher, with the leading pre-service teacher and with the group of other observer pre-service teachers. This happened three times during the academic year: at the beginning of the experiment, after three months and after it ended. The research findings indicate that different factors have an impact on the attitudes and decisions of the teacher: history of the teacher using technologies in teaching, perceptions of the teacher using technologies in teaching, community’s teacher, rules regulating the use of technologies in teaching mathematics, and division of labor. For example, questions as to who decides which technologies to use in the classroom and who should prepare the learning material for the students. Contradictions were identified in mathematics teachers' activity when utilizing mobile phones in their teaching. These contradictions hinder or slow such utilization. Community, especially its leading members, mediated and helped overcome the activity contradictions that arose throughout the experiment regarding the teaching processes in and/or out of the mathematics classroom.
Snapshots of mathematics teacher noticing during task design
Choy, Ban Heng
2016-09-01
Designing a mathematically worthwhile task is critical for promoting students' reasoning. To improve task design skills, teachers often engage in collaborative lesson planning activities such as lesson study. However, to learn from the process of lesson study, it is important for teachers to notice productively the concepts, students' confusion and the design of the task. But what researchers mean by productive noticing varies. In this article, I present the FOCUS Framework which highlights two characteristics of productive noticing: having an explicit focus for noticing and focusing noticing through pedagogical reasoning. Using these two characteristics, I develop snapshots of noticing as a representation of practice to present a fine-grained analysis of teacher noticing. Through vignettes of teachers discussing the design of a task to teach fractions, I illustrate how two teachers' noticing can be analysed and represented using snapshots of noticing. To conclude, I highlight what snapshots of noticing tell us about a teacher's noticing and suggest ways to use these snapshots in future studies of noticing.
Artzt, Alice F.; Armour-Thomas, Eleanor
This activity-oriented book for preservice mathematics teachers who are taking methods courses or who have been student teaching offers a framework for teacher reflection and self- assessment. It supplies detailed observation instruments for observing other teachers, reflective activities, and guidelines and instruments for supervisors. There are…
Students' and Teachers' Participation in Decision-Making and ...
African Journals Online (AJOL)
Results showed that students and teachers, irrespective of sex, indicated alike a low level of participation in administrative creative decisions which influenced their attitude to school work and school internal discipline. Furthermore, low level of participation was found to have significant unwholesome impact on their attitude ...
Teacher Twitter Chats: Gender Differences in Participants' Contributions
Kerr, Stacey L.; Schmeichel, Mardi J.
2018-01-01
Gender differences in participation were examined across four Twitter chats for social studies teachers. Analyses drawing on mixed methods revealed that while there was parity across most kinds of tweets, participants identified as men were more likely to use the examined Twitter chats to share resources, give advice, boast, promote their own…
Erdogan, Ahmet
2010-01-01
Based on Social Cognitive Carier Theory (SCCT) (Lent, Brown, & Hackett, 1994, 2002), this study tested the effects of mathematics teacher candidates' self-efficacy in, outcome expectations from, and interest in CAME on their intentions to integrate Computer-Assisted Mathematics Education (CAME). While mathematics teacher candidates' outcome…
Discerning the Shared Beliefs of Teachers in a Secondary School Mathematics Department
Beswick, Kim
2016-01-01
This study examined the shared beliefs among mathematics teachers in one secondary school in the United Kingdom across the first term of a school year and almost 4 years subsequently. Leximancer software was used to analyse the language used as teachers responded to questions concerning their beliefs about mathematics, mathematics teaching,…
Hannigan, Ailish; Gill, Olivia; Leavy, Aisling M.
2013-01-01
The development of statistical literacy is fast becoming the focus of a large part of mathematics instruction at primary, secondary and tertiary levels. This broadening of the mathematics curriculum to encompass a focus on statistics makes considerable demands on teachers. Most mathematics teachers acknowledge the practical importance of…
Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry
Jacobs, Gerrie J.; Durandt, Rina
2017-01-01
This study explores the attitudes of mathematics pre-service teachers, based on their initial exposure to a model-eliciting challenge. The new Curriculum and Assessment Policy Statement determines that mathematics students should be able to identify, investigate and solve problems via modelling. The unpreparedness of mathematics teachers in…
Gann, Linda; Bonner, Emily P.; Moseley, Christine
2016-01-01
Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and…
Osmanoglu, Aslihan; Dincer, Emrah Oguzhan
2018-01-01
The aim of this study was to investigate prospective secondary mathematics teachers' perceptions on and adaptation of student-centred approach to teaching. The study was conducted with 58 prospective secondary mathematics teachers who were the graduates from mathematics departments from different universities' Science and Literature faculties.…
del Prado Hill, Pixita; Friedland, Ellen S.; McMillen, Susan
2016-01-01
This article presents two innovative tools--the Mathematics-Literacy Planning Framework and Mathematics-Literacy Implementation Checklist--which are designed to help instructional coaches and specialists support teachers to meet the challenges of the mathematics-literacy integration goals of the Common Core. Developed with teacher input, these…
How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills
Marchis, Iuliana
2011-01-01
Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils' mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that…
Mathematics-Related Anxiety and Attitudes: Examining the Impact among Latina Preservice Teachers
Gautreau, Cynthia; Brye, Michelle VanderVeldt; Lunceford, Christina
2016-01-01
The purpose of this study was to investigate mathematics-related anxiety and attitudes among Latina preservice teachers. Three sections from the Inventory of Mathematics Attitudes, Experience, and Self Awareness were administered to preservice teachers enrolled in a curriculum and instruction mathematics course during the 1st semester of a…
Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use
Pagliaro, C.; Kritzer, K. L.
2005-01-01
The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…
Reframing Research on Methods Courses to Inform Mathematics Teacher Educators' Practice
Kastberg, Signe E.; Tyminski, Andrew M.; Sanchez, Wendy B.
2017-01-01
Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators' (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics…
Wium, Anna-Marie; Louw, Brenda
2012-12-01
Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups,I reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.
Directory of Open Access Journals (Sweden)
Anna-Maria Wium
2012-12-01
Full Text Available Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups, reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT. Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.
Cetinkaya, Bulent; Erbas, Ayhan Kursat
2011-11-01
Teaching efficacy beliefs have attracted researchers' attention in recent decades because of its close association with and potential impact on the implementation of new ideas and skills in education. In the present study, we have explored the psychometric properties and construct validity of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument developed by Enochs, Smith, & Huinker (2000) for in-service mathematics teachers. The instrument distinguishes between two dimensions of efficacy beliefs for mathematics teachers: personal mathematics teaching efficacy and mathematics teaching outcome expectancy. The sample consisted of 1355 in-service elementary school teachers and middle school mathematics teachers from 368 schools. Exploratory and confirmatory factor analysis revealed a two-factor structure similar to that found in other studies. Also, scores from the two subscales indicated acceptable internal consistency.
Key Elements of a Good Mathematics Lesson as Seen by Japanese Junior High School Teachers
Ebaeguin, Marlon; Stephens, Max
2016-01-01
This study makes a comparison between what literature on Japanese Lesson Study suggests are key elements of a good mathematics lesson and what junior high school mathematics teachers in Japan value in planning their lessons. The teachers' strong consensus in their endorsements of these key elements explains why Japanese teachers strongly support…
Hodges, Thomas E.; Hodge, Lynn Liao
2017-01-01
This article explores the personal identities of two prospective elementary teachers as they progressed from mathematics methods coursework into their capstone student teaching semester. Results indicate that both prospective teachers perceived contrasting obligations of effective mathematics teaching in the teacher education and student teaching…
An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics
Giles, Rebecca McMahon; Byrd, Kelly O.; Bendolph, Angelia
2016-01-01
Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers' self-efficacy beliefs related to teaching mathematics. Forty-one…
South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies
Bleecker, Heather A.
2017-01-01
This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers' perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study…
Balbag, M. Zafer; Yenilmez, Kürsat; Turgut, Melih
2017-01-01
This study aimed at adapting the personal professional development efforts scale developed for science and technology teachers to be applied for middle school mathematics teachers. For this purpose, first of all, the items of the original scale were adjusted for the middle school mathematics teachers by a team of experts. Data obtained by the new…
CASCADE-IMEI: A learning environment of realistic mathematics for student teachers in Indonesia
Zulkardi, Z.; Nieveen, N.M.
2001-01-01
This paper reports on the second phase of a four-year study which aims to develop a learning environment that supports prospective mathematics teachers learning realistic mathematics education (RME) in teacher education in Indonesia. The results suggest that by giving student teachers experiences in
What Secondary Teachers Think and Do about Student Engagement in Mathematics
Skilling, Karen; Bobis, Janette; Martin, Andrew J.; Anderson, Judy; Way, Jennifer
2016-01-01
What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported…
Davis, Jon D.
2009-01-01
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers' pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete…
Mutodi, Paul; Chigonga, Benard
2016-01-01
This paper reports on teachers' views on concept mapping: its applicability; reliability; advantages and; difficulties. A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa. The findings indicate that mathematics teachers generally perceive…
Jao, Limin; McDougall, Doug
2016-01-01
The Collaborative Teacher Inquiry Project was a professional development initiative that sought to improve the teaching and learning of Grade 9 Applied mathematics by encouraging teachers to work collaboratively. The project brought together Grade 9 Applied mathematics teachers from 11 schools across four neighboring public school boards in the…
Bond, Sharon C.
2012-01-01
This study was designed to examine the teacher characteristics, workplace factors, and type of induction supports that contribute to the retention of secondary science and mathematics teachers. Using the sample of secondary science and mathematics teachers extracted from the National Center for Educational Statistics (NCES) 2007-2008 Schools and…
Huseyin, Aksu Hasan
2015-01-01
The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…
To what extent do student teachers develop their mathematical problem solving ability by self-study?
Marjolein Kool; Ronald Keijzer
2017-01-01
A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what
Directory of Open Access Journals (Sweden)
Jennifer EDELMAN
2017-06-01
Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.
Directory of Open Access Journals (Sweden)
Jennifer Edelman
2017-06-01
Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.
Lowery, Maye Norene Vail
1998-12-01
The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning
Primary school teachers' assessment profiles in mathematics education.
Directory of Open Access Journals (Sweden)
Michiel Veldhuis
Full Text Available The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers' assessment of their students' understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960 in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers' classroom assessment practice.
Primary school teachers' assessment profiles in mathematics education.
Veldhuis, Michiel; van den Heuvel-Panhuizen, Marja
2014-01-01
The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers' assessment of their students' understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers' classroom assessment practice.
Qian, Hong; Youngs, Peter
2016-01-01
This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…
Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers
Sulistyaningsih, D.; Mawarsari, V. D.; Hidayah, I.; Dwijanto
2017-04-01
Manipulatives are needed by teachers to facilitate students understand of mathematics which is abstract. As a prospective mathematics teacher, the student must have good skills in making manipulatives. Aims of this study is to describe the implementation of learning courses of manipulative workshop in mathematics education courses by lecturer at Universitas Muhammadiyah Semarang which includes the preparation of learning, general professional ability, the professional capacity specifically, ability of self-development, development class managing, planning and implementation of learning, a way of delivering the material, and evaluation of learning outcomes. Data collection techniques used were questionnaires, interviews, and observation. The research instrument consisted of a questionnaire sheet, sheet observation and interview guides. Validity is determined using data triangulation and triangulation methods. Data were analyzed using an interactive model. The results showed that the average value of activities in preparation for learning, fosters capabilities of general professional, specialized professional, self-development, manage the classroom, implementing the learning, how to deliver the material, and how to evaluate learning outcomes are 79%, 73%, 67%, 75%, 83%, 72%, 64%, and 54%, respectively
Transformation of teacher identity through a Mathematical Literacy ...
African Journals Online (AJOL)
The Advanced Certificate in Education in Mathematical Literacy programme was designed to expose participants to knowledge and understanding of the ML curriculum (meaning), development of an integrated approach to teaching and learning, classroom didactics, lesson plans (practice), and group work activities where ...
Discrete mathematics in deaf education: a survey of teachers' knowledge and use.
Pagliaro, Claudia M; Kritzer, Karen L
The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.
The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions
Narli, Serkan; Baser, Nes'e
2010-01-01
To explore the effects of constructivist learning environment on prospective teachers' opinions about "mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity" taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics…
Guerrero-Ortiz, Carolina; Mena-Lorca, Jaime
2015-01-01
International audience; This study analyses the results obtained from comparing the paths shown by expert mathematicians on the one hand and mathematics teachers on the other, when addressing a hypothetical problem that requires the construction of a mathematical model. The research was conducted with a qualitative approach, applying a case study which involved a group of mathematics teachers and three experts from different mathematical areas. The results show that the process of constructin...
Nelson, Rebecca S.
1997-01-01
The purpose of this case study was to examine the experience of one secondary mathematics teacher during his efforts to facilitate mathematical discussions in a secondary algebra class. Class discussions and interviews were documented and analyzed to investigate the patterns of discussion, the teacher's role in facilitating discussion, and the struggles encountered by the teacher through his attempts to enact reform-oriented strategies. The investigation focused on the teacher's vision for ...
Implementing the National Council of Teachers of Mathematics Standards: A slow process
Joseph M. Furner
2004-01-01
The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000). The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers. An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was that teachers who are recent graduat...
Bannister, Nicole A.
2009-01-01
This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…
Muñiz-Rodríguez, Laura; Alonso, Pedro; Rodríguez-Muñiz, Luis J.; Valcke, Martin
2017-01-01
Initial teacher education programmes provide student teachers with the desired competences to develop themselves as teachers. Although a generic framework for teaching competences is available covering all school subjects in Spain, the initial teacher education programmes curriculum does not specify which competences secondary mathematics student…
Tatto, Maria Teresa; Peck, Ray; Schwille, John; Bankov, Kiril; Senk, Sharon L.; Rodriguez, Michael; Ingvarson, Lawrence; Reckase, Mark; Rowley, Glenn
2012-01-01
The Teacher Education Study in Mathematics (TEDS-M) 2008 is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers acquire during their mathematics teacher education. It is also the first major study to examine variations in the nature and influence of teacher education programs…
Easey, Michael; Gleeson, Jim
2016-01-01
The aim of the larger study, of which this paper is a part, is to investigate the decline in Year 10 male students' participation in senior calculus mathematics courses at an independent boys' school located in metropolitan Queensland. This paper draws on Sealey and Noyes's (2010) relevance framework to conduct document analysis and interviews…
Zengin, Yılmaz
2017-11-01
The purpose of this study is to determine the effect of GeoGebra software on pre-service mathematics teachers' attitudes towards proof and proving and to determine pre-service teachers' pre- and post-views regarding proof. The study lasted nine weeks and the participants of the study consisted of 24 pre-service mathematics teachers. The study used the 'Attitude Scale Towards Proof and Proving' and an open-ended questionnaire that were administered before and after the intervention as data collection tools. Paired samples t-test analysis was used for the analysis of quantitative data and content and descriptive analyses were utilized for the analysis of qualitative data. As a result of the data analysis, it was determined that GeoGebra software was an effective tool in increasing pre-service teachers' attitudes towards proof and proving.
Directory of Open Access Journals (Sweden)
Şule Güçyeter
2015-06-01
Full Text Available The purpose of this study was to investigate teachers’ judgments of mathematically gifted students’ characteristics with respect to various variables. Data were collected from primary school teachers and middle school math teachers (N=161 by using a survey instrument. According to research findings most of the teachers tended to think that mathematical giftedness is being observed more frequently within boys than girls. There was a statistically significant relationship between teachers’ responses about whether mathematical giftedness could be developed or not who have mathematically gifted students and those who have not. But there was no statistically significant relationship among teachers’ branch, teaching experience and their answers about the development of mathematical giftedness. Results showed that there was a statistically significant relationship between teachers’ selfperception of being mathematically gifted and their experience with mathematically gifted students. Total scores of more popular and most popular characteristics that were determined by teachers had a positive correlation with teachers’ experience. Key Words:
Persisting mathematics and science high school teachers: A Q-methodology study
Robbins-Lavicka, Michelle M.
There is a lack of qualified mathematics and science teachers at all levels of education in Arkansas. Lasting teaching initiative programs are needed to address retention so qualified teachers remain in the classroom. The dearth of studies regarding why mathematics and science teachers persist in the classroom beyond the traditional 5-year attrition period led this Q-methodological study to evaluate the subjective perceptions of persistent mathematics and science teachers to determine what makes them stay. This study sought to understand what factors persisting mathematics and science teachers used to explain their persistence in the classroom beyond 5 years and what educational factors contributed to persisting mathematics and science teachers. Q-methodology combines qualitative and quantitative techniques and provided a systematic means to investigate personal beliefs by collecting a concourse, developing a Q-sample and a person-sample, conducting a Q-sorting process, and analyzing the data. The results indicated that to encourage longevity within mathematics and science classrooms (a) teachers should remain cognizant of their ability to influence student attitudes toward teaching; (b) administrators should provide support for teachers and emphasize the role and importance of professional development; and (c) policy makers should focus their efforts and resources on developing recruitment plans, including mentorship programs, while providing and improving financial compensation. Significantly, the findings indicate that providing mentorship and role models at every level of mathematics and science education will likely encourage qualified teachers to remain in the mathematics and science classrooms, thus increasing the chance of positive social change.
König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele
2015-01-01
We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…
Effectiveness of teachers' training in assessment techniques: participants' perception.
Baral, N; Gautam, A; Lamsal, M; Paudel, B H; Lal Das, B K; Aryal, M
2011-01-01
Medical education has experienced a rapidly changing scenario especially during the past three decades. Teachers training programs have emerged in recent years as a more in depth and comprehensive mechanisms for strengthening instructional skills and formulating assessment techniques among faculty members. The present study was carried out with the aim of assessing effectiveness of teacher training workshop on assessment techniques at B.P. Koirala Institute of Health sciences (BPKIHS), Dharan, Nepal. Methods: In this prospective questionnaire based study, the 26 entry level teachers were enrolled. They were requested to fill the questionnaire before and after the workshop on the assessment techniques at BPKIHS, Dharan. Twenty six teachers majority of whom were entry level teachers comprising of medical, dental, nursing and allied sciences participated in pre- and post test analysis on the various components of written and oral examinations. A two and half days long training was conducted having 9 hours of teaching interactive sessions, 6 hours of group exercises, daily evaluation and 3 hours of presentation by participants. There was high degree of agreement with most topics of the assessment training. There was a significant gain in knowledge (p training being informative and learned new things about assessment. More practice session with longer duration with invited resource persons were also suggested for an effective session. Thereis an immense opportunity for a better and comprehensive training in evaluation techniques in medical education..
Stripling, Christopher T.; Roberts, T. Grady
2014-01-01
The purpose of this study was to determine the effects of incorporating mathematics teaching and integration strategies (MTIS) in a teaching methods course on preservice agricultural teachers' mathematics ability. The research design was quasi-experimental and utilized a nonequivalent control group. The MTIS treatment had a positive effect on the…
Takahashi, Akihiko
2016-01-01
Problem solving has been a major theme in Japanese mathematics curricula for nearly 50 years. Numerous teacher reference books and lesson plans using problem solving have been published since the 1960s. Government-authorized mathematics textbooks for elementary grades, published by six private companies, have had more and more problem solving over…
Awofala, Adeneye O. A.; Odogwu, Helen N.
2017-01-01
The study investigated mathematics cognitive failures as related to mathematics anxiety, gender and performance in calculus among 450 preservice teachers from four public universities in the South West geo-political zone of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were…
Geiger, Vince; Mulligan, Joanne; Date-Huxtable, Liz; Ahlip, Rehez; Jones, D. Heath; May, E. Julian; Rylands, Leanne; Wright, Ian
2018-01-01
In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service…
Carrejo, David J.; Marshall, Jill
2007-01-01
This paper focuses on the construction, development, and use of mathematical models by prospective science and mathematics teachers enrolled in a university physics course. By studying their involvement in an inquiry-based, experimental approach to learning kinematics, we address a fundamental question about the meaning and role of abstraction in…
Facilitating Participant Success: Teachers Experiencing Antarctica and the Arctic Program
Shipp, S. S.; Bruccoli, A.; Porter, M.; Meese, D.
2003-12-01
Through the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program K-12 science teachers participate as members of polar field projects. Objectives of the program include: immersing the science teacher in the experience of research; 2) leveraging the research experience of the teacher to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The polar field experience is an exciting opportunity accompanied by a daunting number of responsibilities. In addition to preparing for field research, TEA teachers bring their experience to colleagues, classrooms, and communities. Before going into the field, they give presentations, help plan how students can connect to the polar regions, and share the expedition with the public. In the field, the TEA teacher is a team member and educational liaison, responding to questions by e-mail, and posting e-journals describing the research experience. Upon return, the TEA again shares the experience broadly with the community. In addition, they work closely with 3 colleagues for 140 hours to bring the experience of research into classrooms. Formative evaluation of the TEA Program underscores the need to support teachers in accomplishing their responsibilities; this support is necessary to achieve program objectives. TEA teachers are responsible for sharing the science content of their research. While many broadcast the excitement of the experience, they may not have the scientific background to convey the content. This is due, in part, to many teachers having to be generalists in their classrooms. Shifting into the role of specialist can be challenging. In the year of preparation before the field experience, TEA teachers attend orientation, meet with their research teams for several days, and are encouraged to learn more about their science topic. Understanding builds through the field experience. It may take two or more years after the field work for the
Luebeck, Jennifer Lyn
Rural educators face unique professional challenges and limitations. This study investigated the effectiveness of an innovative distance-mediated mentoring program for rural novice mathematics and science teachers. Four purposes were pursued: (1) characterize and document the nature and development of the mentor-novice relationship; (2) describe how discourse influenced the novice teachers' perceptions about mathematics and science teaching; (3) determine whether telecommunication effectively supported a distance-mediated mentoring relationship for novice rural teachers; and (4) investigate program effects on novice teachers' attitudes, concerns, and professional growth. A qualitative research design was implemented during academic years 1996-98. Primary data collection focused on nine rural novice teachers and their mentors and included three sets of interviews spanning three semesters, field observation of classrooms, schools, and communities, and analysis of electronic mail messages over a four-month period. Supporting data were collected during observation of workshops and training sessions, and through surveys administered to all program participants in early 1997 and 1998. Categories of mentor-novice communication were identified: curriculum and content, validation of teaching practice, classroom and school issues, moral support, and social talk. Impact on mathematics and science teaching was accomplished by: sharing materials and activities; planning units and projects; locating resources; classroom and student concerns; long-range curriculum design, and improvement of teaching practices. Professional growth (for both novices and mentors) occurred through individual contact with partners and interaction within the larger mentoring community in both face-to-face and on-line venues. Telecommunication was highly valued by successful users. Technical difficulty curtailed access for a significant number of teachers, but they maintained successful relationships
Potential characteristics that relate to teachers mathematics-related beliefs
Purnomo, Y. W.; Aziz, T. A.; Pramudiani, P.; Darwis, S.; Suryadi, D.
2018-01-01
A characteristic of the persons was very potential to affect the beliefs they held. This study examines whether there was a significant difference between the beliefs factors with characteristics such as gender, teaching experience, certification status, and grade level assignments. There were 325 primary school teachers in East Jakarta who participated in this research. MANOVA was applied to analyze the data. The findings of this study indicate that only on teaching experience, there was a significant difference between the beliefs held by the teachers, i.e. teachers who have 11-20 years teaching experience were more likely to think absolute than constructivism. Moreover, there was no difference between each belief they held with the other characteristics.
Energy Technology Data Exchange (ETDEWEB)
1993-12-01
This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.
Pre-Service Secondary Science and Mathematics Teachers' Classroom Management Styles in Turkey
Yilmaz, Kursad
2009-01-01
The aim of this study is to determine Pre-service secondary science and mathematics teachers' classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers' classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research…
Mathematical Making in Teacher Preparation: What Knowledge Is Brought to Bear?
Greenstein, Steven; Seventko, Justin
2017-01-01
In this paper, we describe an experience within mathematics teacher preparation that engages preservice teachers (PSTs) in Making and design practices that we hypothesized would inform their conceptual and pedagogical thinking. With a focus on the design of new tools to support mathematics teaching and learning, this Learning by Design experience…
Teachers Perspective of Using English as a Medium of Instruction in Mathematics and Science Subjects
Mansor, Norudin; Badarudin, Mohamed Ishak; Mat, Azman Che
2011-01-01
The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation…
An, Song A.; Ma, Tingting; Capraro, Mary Margaret
2011-01-01
This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly selected from 64 preservice teachers in a southern…
Classroom-Based Professional Expertise: A Mathematics Teacher's Practice with Technology
Bozkurt, Gulay; Ruthven, Kenneth
2017-01-01
This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance…
Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom
Makar, Katie; Bakker, A.; Ben-Zvi, Dani
2015-01-01
Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year
Baxter, Juliet A.; Ruzicka, Angie; Beghetto, Ronald A.; Livelybrooks, Dean
2014-01-01
The press to integrate mathematics and science comes from researchers, business leaders, and educators, yet research that examines ways to support teachers in relating these disciplines is scant. Using research on science and mathematics professional development, we designed a professional development project to help elementary teachers improve…
Nugroho, A. A.; Juniati, D.; Siswono, T. Y. E.
2018-03-01
Self Regulated Learning (SRL) is an individual's ability to achieve academic goals by controlling behavior, motivate yourself and use cognitive in learning, so it is important for a teacher especially teachers of mathematics related to the ability of management, design, implementation of learning and evaluation of learning outcomes. The purpose of the research is to develop an instrument to describe the SRL of a prospective mathematics teacher. Data were collected by (1) the study of the theory of SRL produced the indicator SRL used to design the questionnaire SRL; (2) analysis of the questionnaire SRL obtained from several References; and (3) development stage of the SRL questionnaire through validity test of content and empirical validation. The study involved 2 content experts in mathematics, 1 linguist, and 92 prospective mathematics teachers. The results of the research on content validity test based on Indonesian expert and 2 content experts indicate that the content can assess the indicator of the SRL and feasible to be used, in the test of legibility of two prospective mathematics teacher concluded that the instrument has a language that can be understood by the prospective teacher of mathematics and on empirical validation involving 92 prospective mathematics teacher generate data that of 65 statements there are 3 invalid statements. Reliability calculation shows high category that values 0,93. The conclusion is the SRL instrument developed for the prospective mathematics teacher.
Preschool Teachers' Perceived Math Anxiety and Self-Efficacy for Teaching Mathematics
Cook, Carolyn D.
2017-01-01
This study explored the relationship between math anxiety and perceived self-efficacy for teaching mathematics in preschool teachers. Perceptions of and attributions for the teachers' perceived math anxiety and perceived self-efficacy for teaching mathematics were also explored. The study employed a mixed-method design consisting of both…
Technology Use and Mathematics Teaching: Teacher Change as Discursive Identity Work
Chronaki, Anna; Matos, Anastasios
2014-01-01
Teacher change towards developing competences for technology use in mathematics teaching has been the focus of current educational reforms worldwide. However, a considerable amount of research denotes the extent to which teachers resist a full integration of technology in mathematics classrooms. The present paper is based on an ethnographic study…
Examining Pre-Service Mathematics Teachers' Conceptual Structures about "Geometry"
Erdogan, Ahmet
2017-01-01
The aim of this study is to examine pre-service mathematics teachers' conceptual structures about "geometry". Qualitative research methodology has been adopted in the study. The data of the study is obtained from mathematics teacher candidates who have been students at the faculties of education of an Anatolian university in the academic…
Using multimedia cases for educating the primary school mathematics teacher educator: a design study
Dolk, M.L.A.M.; Hertog, den J.B.; Gravemeijer, K.P.E.
2002-01-01
The overarching goal of this chapter is to better understand how multimedia video case studies can support the professionalization of primary-school-mathematics teacher educators. We investigate the use of multimedia cases to support teacher educators in learning to mathematize and didactize and to
Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses
Wu, Yingkang; Hwang, Stephen; Cai, Jinfa
2017-01-01
In this exploratory study, we developed a portrait of the challenges and strategic responses of secondary mathematics teacher educators (MTEs) in Chinese universities. The MTEs reported encountering more challenges when teaching pedagogical courses and supervising student teachers than when teaching college mathematics courses and teaching…
The Impacts of a Service-Learning Experience on Pre-Service Mathematics Teachers
Lee, Kyong-Hee; Statham, Anne
2010-01-01
This study examines the benefits that can be achieved by pre-service teachers tutoring mathematics in after school programs. Analysis of student journal entries show enhanced ability to meet National Council of Teachers of Mathematics' (NCTM) process standards and methods of assessment, as well as greater awareness of the need to teach to…
Using Science to Promote Preservice Teacher Understanding of Problem Solving in Mathematics
Tobias, Jennifer M.; Ortiz, Enrique
2007-01-01
Preservice elementary teachers need to be given the experiences of integrating mathematics with other subjects. They need to go into the classroom with the understanding that mathematics is not an isolated topic. This article describes a paper airplane activity that was presented in a class of preservice elementary education teachers to show how…
Seah, Wee Tiong
2005-01-01
This paper reports on a qualitative research study exploring the socialisation experiences of immigrant secondary mathematics teachers practising in Australia. Teacher perception of differences in the ways their respective home and the Australian (host) cultures value aspects of mathematics teaching and learning was observed to lead to dissonance.…
Junsay, Merle L.
2016-01-01
This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…
In Pursuit of a Connected Way of Knowing: The Case of One Mathematics Teacher
Agudelo-Valderrama, Cecilia; Martínez, Diana
2016-01-01
In this paper, we offer illustrations of a mathematics teacher's difficulties with content knowledge when trying to find connections between school mathematics and science; we do so by describing the development of this teacher's thinking and learning in her pursuit of connections between the concepts of slope of a line and density of matter. The…
Martin, W. Gary; Gobstein, Howard
2015-01-01
The Mathematics Teacher Education Partnership (MTE-Partnership) was formed to address the undersupply of new secondary mathematics teachers who are well prepared to help their students attain the goals of the Common Core State Standards and other college- and career-ready standards. This national consortium of more than 90 universities and 100…
Ünlü, Melihan
2017-01-01
The aim of the study was to determine mathematics teacher candidates' knowledge about problem solving strategies through problem posing. This qualitative research was conducted with 95 mathematics teacher candidates studying at education faculty of a public university during the first term of the 2015-2016 academic year in Turkey. Problem Posing…
Prediger, Susanne; Zindel, Carina
2017-01-01
This article combines different conceptualizations of teachers' diagnostic competence in listening to students' mathematical thinking processes on the levels of general perspectives, noticed aspects and activated didactic categories. An empirical study of 159 prospective mathematics teachers' diagnostic judgments investigated how these levels are…
A Case Study on Mathematical Literacy of Prospective Elementary School Teachers
Suharta, I. Gusti Putu; Suarjana, I. Made
2018-01-01
The purpose of this study is to describe Mathematical Literacy (ML) of Prospective Elementary School Teachers with attention to aspects of mathematical skills and gender. The type of research is qualitative with the research design of Case Study. Respondents are assigned 12 Prospective Elementary School Teachers, consisting of 6 men and 6 women.…
Strategies Used to Teach Mathematics to Special Education Students from the Teachers' Perspective
Brown, Desline A.
2016-01-01
The perspectives of special education teachers on the strategies used to teach mathematics to special education students were examined in this dissertation. Three central research questions that guided the study are: (a) What were New York special education teachers' opinions about the methods they use to teach mathematics to special education…
Mulcahy, Candace A.; Krezmien, Michael; Maccini, Paula
2014-01-01
While the Common Core State Standards and state learning standards guide teachers in what mathematical content knowledge should be addressed as well as the processes and proficiencies necessary for developing mathematical competence, several student- and teacher-related factors may hinder student access to the general education curriculum for…
Brady, Kathy
2012-01-01
This study examines the developing beliefs and practices of six beginning primary teachers. Their accounts reveal practices indicative of contemporary approaches to teaching and learning in mathematics. Additionally, a consistency appears to exist between the beliefs and practices of the beginning teachers, and the ideals for mathematics teaching…
Some Factors That Affecting the Performance of Mathematics Teachers in Junior High School in Medan
Manullang, Martua; Rajagukguk, Waminton
2016-01-01
Some Factor's That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of…
Teachers Implementing Mathematical Problem Posing in the Classroom: Challenges and Strategies
Leung, Shuk-kwan S.
2013-01-01
This paper reports a study about how a teacher educator shared knowledge with teachers when they worked together to implement mathematical problem posing (MPP) in the classroom. It includes feasible methods for getting practitioners to use research-based tasks aligned to the curriculum in order to encourage children to pose mathematical problems.…
Teachers' Awareness of the Semio-Cognitive Dimension of Learning Mathematics
Iori, Maura
2018-01-01
While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction…
Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms
Hunter, Roberta; Anthony, Glenda
2012-01-01
How prospective teachers can best be prepared to teach effectively in mathematics classrooms is a topic of current concern. In this paper, we describe our exploration of ways in which prospective teachers were supported to translate what they learnt in mathematics methods classes into pedagogical practice. We illustrate how the use of discourse…
Bofferding, Laura; Kastberg, Signe; Hoffman, Andrew
2016-01-01
Providing preservice teachers with opportunities to engage with parents and begin to see them as collaborators in their children's education is a persistent challenge in mathematics methods courses and teacher preparation programs more broadly. We describe the use of family mathematics nights as a model for engaging parents and preservice…
Measuring Student Teachers' Practices and Beliefs about Teaching Mathematics Using the Rasch Model
Kaspersen, Eivind; Pepin, Birgit; Sikko, Svein Arne
2017-01-01
Several attempts have been made to measure and categorize beliefs and practices of mathematics teachers [Swan, M. 2006. "Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers." "Research in Education" 75 (1): 58-70]. One of the reasons for measuring both beliefs and practices is…
Relationship between Pedagogical Strategies and Teachers' Content Knowledge of Mathematics
Kanyongo, Gibbs Y.; Brown, Launcelot I.
2013-01-01
This study employed regression analysis to investigate the relationship between primary school teachers' pedagogical practices and their knowledge of mathematics. The sample composed of 606 Grade 6 mathematics teachers in Namibia, i.e. 304 (50.2%) males and 302 (49.8%) females. The study utilized existing questionnaire data collected by the…
Teaching (Un)Connected Mathematics: Two Teachers' Enactment of the Pizza Problem
Hill, Heather C.; Charalambous, Charalambos Y.
2012-01-01
This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7th grade "Connected Mathematics Project" lesson on comparing ratios. Two teachers with widely differing MKT scores are compared teaching this lesson. The comparison of the teachers' lesson enactments suggests…
An Investigation of K-8 Preservice Teachers' Concept Images and Mathematical Definitions of Polygons
Ward, Robin A.
2004-01-01
In this paper, the author presents a study which explored K-8 preservice teachers' concept images and mathematical definitions of polygons. This study was carried out in which K-8 teacher candidates enrolled in an elementary mathematics content course were asked to sort, identify, and provide definitions of such shapes including triangles,…
Investigation of Prospective Primary Mathematics Teachers' Perceptions and Images for Quadrilaterals
Turnuklu, Elif; Gundogdu Alayli, Funda; Akkas, Elif Nur
2013-01-01
The object of this study was to show how prospective elementary mathematics teachers define and classify the quadrilaterals and to find out their images. This research was a qualitative study. It was conducted with 36 prospective elementary mathematics teachers studying at 3rd and 4th years in an educational faculty. The data were collected by…
Hine, Gregory S. C.
2015-01-01
This qualitative research project explored the self-perceptions of pre-service secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Specifically, the researcher investigated the extent to which teachers perceived their readiness to commence a secondary mathematics teaching position. The project relied principally on…
Kaya, Deniz; Izgiol, Dilek; Kesan, Cenk
2014-01-01
The aim was to determine elementary mathematics teacher candidates' problem solving skills and analyze problem solving skills according to various variables. The data were obtained from total 306 different grade teacher candidates receiving education in Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylul…
The effects of experience and attrition for novice high-school science and mathematics teachers.
Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C
2012-03-02
Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.
What field school teachers say about the teaching of mathematics: A study in the Northeast of Brazil
Directory of Open Access Journals (Sweden)
Carlos Monteiro
2014-04-01
Full Text Available The majority of research in mathematics education in Brazil focuses on aspects related to urban schools. Although there has been a discussion for decades about the need for a curriculum in schools located in rural areas that considers the importance of the local culture and the concept of context-based knowledge, there is still precarious teaching of mathematics in these schools. This paper discusses research data that addresses the teaching of mathematics in rural schools located in Pernambuco, Brazil. The method used is a qualitative research method based on interviews and discourse analysis. We focus on the discourse of teachers who participated in the empirical study by analyzing their views on rural education, the conceptualization of resources, and on their performance in mathematics teaching. Although most teachers positively evaluate their performance when they teach mathematics, they do not identify differences between teaching in the city and in rural areas. Generally, the teachers were unaware of the field schools' specificities. The results lead us to reflect on the possibilities of teaching mathematics to empower rural communities.
Sexton, Matt; Downton, Ann
2014-01-01
It is not uncommon in many Australian primary schools for a teaching staff member to undertake the leadership or coordination of mathematics in his or her school. Some research (e.g., Cheeseman & Clarke, 2005) suggests that coordinators and leaders play an important role in the leadership and management of mathematics teaching and learning in…
Mungure, Daudi Mika
2017-01-01
This paper investigated the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro teachers' college. For six years consecutive the performance of science and mathematics in secondary school has become very poor even though the training colleges produce science and mathematics teachers every year…
Stories about Math: An Analysis of Students' Mathematical Autobiographies
Latterell, Carmen M.; Wilson, Janelle L.
2016-01-01
This paper analyzes 16 preservice secondary mathematics education majors' mathematical autobiographies. Participants wrote about their previous experiences with mathematics. All participants discussed why they wanted to become mathematics teachers with the key factors being past experience with mathematics teachers, previous success in mathematics…
Directory of Open Access Journals (Sweden)
Hasan Topçu
2014-08-01
Full Text Available The aim of this study was to reveal the opinions of elementary school pre-service teachers about the usage of educational mathematics games in elementary mathematics teaching. In this study, case study that, one of qualitative research methods, was used. Data were collected by utilizing a semi-structured interview form to these elementary school pre-service teachers and analyzed using by content analysis method. A total of 10 junior pre-service teachers enrolled in undergraduate programs of elementary teaching attended to this research. In conclusion, these pre-service teachers indicated that educational computer games would provide benefits such as making students’ learning more permanent, visualizing concepts, making students love mathematics, learning by entertaining, reinforcing what has been learnt and developing thinking skills. Nevertheless, these elementary school pre-service teachers stated the limitations about educational computer games such as causing addiction and physical damages, being time-consuming, requiring special equipment and software and making class management difficult. Besides, it was revealed that the pre-service teachers demonstrated positive attitudes towards the use of games in courses while that they did not feel themselves competent in terms of application.Key Words: Educational computer games, mathematics teaching, elementary school pre-service teachers
Directory of Open Access Journals (Sweden)
Ana Kuzle
2012-04-01
Full Text Available In this paper, I report on preservice teachers’ reflections and perceptions on theirproblem-solving process in a technological context. The purpose of the study was to to investigatehow preservice teachers experience working individually in a dynamic geometry environment andhow these experiences affect their own mathematical activity when integrating content (nonroutineproblems and context (technology environment. Careful analysis of participants’ perceptionsregarding their thinking while engaged in problem solving, provided an opportunity to explorehow they explain the emergence of problem solving when working in a dynamic geometryenvironment. The two participants communicated their experience both through the lenses ofthemselves as problem solvers and as future mathematics educators. Moreover, the results of thestudy indicated that problem solving in a technology environment does not necessarily allow focuson decision-making, reflection, and problem solving processes as reported by previous research.
Ekwueme, Cecilia Olunwa; Meremikwu, Anne; Kalu, Nnenna
2013-01-01
The study used a survey design. The instrument was teachers' questionnaire and interview on awareness and readiness. The interview was administered to the different categories of the respondents using a 4-point Likert scale. Two hundred mathematics teachers were randomly selected from 100 schools (public and private) using stratified random…
Popovic, Gorjana; Lederman, Judith S.
2015-01-01
The Common Core Standard for Mathematical Practice 4: Model with Mathematics specifies that mathematically proficient students are able to make connections between school mathematics and its applications to solving real-world problems. Hence, mathematics teachers are expected to incorporate connections between mathematical concepts they teach and…
Eustaquio, William Rafael
2015-01-01
As manifested by various studies conducted, the present state of Mathematics education in the teaching-learning process is relatively declining and the existing effort to identify emotional intelligence and mathematics competencies of Mathematics major student-teachers at Higher Education Institutions in Isabela is an attempt to help alleviate the…
Stripling, Christopher T.; Roberts, T. Grady
2013-01-01
The purpose of this exploratory study was to investigate the relationships between mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, personal teaching efficacy, and background characteristics of preservice agricultural education teachers. Data were collected for two years at the University of Florida. Fourteen…
Hart, Lynn Cecilia; Memnun, Dilek Sezgin
2015-01-01
The purpose of this study was to examine the metacognitive awareness and the beliefs about mathematics teaching and learning of preservice elementary mathematics teachers and to explore the relationship between the two. The Metacognitive Awareness Instrument (MAI) and the Mathematics Beliefs Instrument (MBI) were implemented with 118 elementary…
Jackson, Christa; Jong, Cindy
2017-01-01
Teaching mathematics for equity is critical because it provides opportunities for all students, especially those who have been traditionally marginalised, to learn mathematics that is rigorous and relevant to their lives. This article reports on our work, as mathematics teacher educators, on exposing and engaging 60 elementary preservice teachers…
Problem Solving in the Digital Age: New Ideas for Secondary Mathematics Teacher Education
Abramovich, Sergei; Connell, Michael
2017-01-01
The paper reflects on an earlier research on the use of technology in secondary mathematics teacher education through the lenses of newer digital tools (Wolfram Alpha, Maple), most recent standards for teaching mathematics, and recommendations for the preparation of schoolteachers. New ideas of technology integration into mathematics education…
Jacobbe, Tim; Ross, Dorene D.; Caron, D. Alvarez; Barko, Timothy; Busi, Rich
2014-01-01
The National Council of Teachers of Mathematics (NCTM) has called for changes in mathematics teaching from a procedural to conceptual focus since 1980, yet the way mathematics is taught in many classrooms continues to contradict the recommended practices. The pervasiveness of this challenge has led some educators to suggest changes in university…
An Examination of the Instructional Practices of Mathematics Teachers in Urban Schools
McKinney, Sueanne E.; Chappell, Shannan; Berry, Robert Q.; Hickman, Bythella T.
2009-01-01
Researchers have given increased attention to the teaching and learning of mathematics since the release of the National Council of Teachers of Mathematics (NCTM)'s Principles and Standards for School Mathematics (PSSM). Despite the clear and focused goals, recommendations, and standards set by the NCTM (2000), a majority of classrooms continue to…
Primary Teachers Notice the Impact of Language on Children's Mathematical Reasoning
Bragg, Leicha A.; Herbert, Sandra; Loong, Esther Yoon-Kin; Vale, Colleen; Widjaja, Wanty
2016-01-01
Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but this necessitates changes to teaching practice and hence a need for professional learning. The development of children's mathematical reasoning requires appropriate encouragement and feedback from their teacher who can only do this if they recognise…
Developing a learning environment on realistic mathematics education for Indonesian student teachers
Zulkardi, Z.
2002-01-01
The CASCADE-IMEI study was started to explore the role of a learning environment (LE) in assisting mathematics student teachers learning Realistic Mathematics Education (RME) as a new instructional approach in mathematics education in Indonesia. The LE for this study has been developed and evaluated
Nickerson, Susan D.; Moriarty, Gail
2005-01-01
We describe an urban school initiative aimed at teachers' professional development with the goal of increasing their mathematics content knowledge and helping them improve their practice. In the lowest performing schools, mathematics specialists were employed to teach only mathematics in upper-elementary grades (ages 9-12). One aspect of this…
Agyei, D.D.; Voogt, Joke; Resta, P.
2012-01-01
Mathematics education research has shown that too few students have adequate mathematics comprehension or problem-solving skills. To make up for this lapse in student outcomes, mathematics teachers should be among the most enthusiastic in seeking to maximize technologies’ potential to develop
Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.
Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth
1997-01-01
Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…
Viirman, Olov
2015-01-01
This paper investigates the teaching practices used by university mathematics teachers when lecturing, a topic within university mathematics education research which is gaining an increasing interest. In the study, a view of mathematics teaching as a discursive practice is taken, and Sfard's commognitive framework is used to investigate the…
Aksu, Zeki; Kul, Ümit
2016-01-01
Functions are one of the basic topics taught in mathematics curriculum at Secondary school level requiring knowledge from the students' past, and uniting mathematical topics. Mathematics teachers have both their own learning experience of functions, as well as their own teaching experience, leading to the question of what level of student…
Physics teachers' perspectives on factors that affect urban physics participation and accessibility
Kelly, Angela M.
2013-06-01
The accessibility of secondary physics in U.S. urban school districts is a complex issue. Many schools do not offer a physics option, and for those that do, access is often restricted by various school policies and priorities that do not promote physics participation for all. To analyze this problem in greater depth, I adopted a qualitative phenomenological methodology to explore urban physics teachers’ views on school- and district-based conditions that may marginalize traditionally underrepresented students. Teachers from three large urban districts shared concerns and suggestions regarding administrative commitment, student preparedness for physics, reform initiatives and testing mandates, promoting physics enrollments, and implementing high quality instruction. Data from interviews and focus groups provided contextual insights into ways in which physics study may be improved and encouraged for urban youth. Teachers believed expanding access could be facilitated with differentiated levels of physics, incorporating mathematical applications with multiple representations, educating students and counselors on the ramifications of choosing or not choosing elective sciences, well-designed grant-funded initiatives, and flexibility with prerequisites and science course sequencing. Teachers experienced frustration with standardized testing, lack of curricular autonomy, shifting administrative directives, and top-down reforms that did not incorporate their feedback in the decision-making processes. Data from this study revealed that physics teacher networks, often housed at local universities, have been a key resource for establishing supportive professional communities to share best practices that may influence school-based reforms that promote physics participation in urban schools.