Choosing Mathematical Examples: Routine but Not an Easy Task

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Faridah Sulaiman ◽  
Mohini Mohamed
Keyword(s):  
Mathematics Teachers ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Teaching Mathematics ◽  
Mathematical Content ◽  
Easy Task ◽  
Mathematical Ideas ◽  
Communication Device ◽  
Routine Tasks

Choosing examples for the purpose of teaching mathematics is routine tasks done by every mathematics teachers. Examples are an important medium used by mathematics teachers as a communication device to discuss mathematical content with their students (Leindhart, 2001). Through examples, students build their understanding about mathematical ideas. In spite of the important role played by mathematical examples, the knowledge about mathematical exemplification is not formally taught to the teachers. It has to be built by the teachers through their teaching experience (Zaslavsky & Zodik, 2007). The purpose of this study is to capture this knowledge. We study six Excellent Mathematics Teachers teaching practices using pre-active notes, observation and interview in order to know the things that influence their choice of examples.  Findings show that although choosing examples is a routine task, but it seems that it is not an easy one.

Do Future Mathematics Teachers Need the Course „Integration of Digital Technologies in Teaching Mathematics“, and if so, what exactly can it help them with?

2019 ◽  
pp. 193-198
Author(s):  
Irina Gurevich
Keyword(s):  
Student Teachers ◽  
Mathematics Teachers ◽  
Digital Technologies ◽  
Teaching Experience ◽  
Teaching Mathematics ◽  
Mathematical Software ◽  
Software Packages ◽  
Mathematics Student ◽  
Students Attitudes ◽  
Course Integration

In the current research we analysed our teaching experience in the course “Integration of digital technologies in teaching mathematics”. The students were mathematics student teachers. The main goal of the course was to demonstrate the potential of digital technologies in teaching mathematics and to provide the students with basic skills in the intellectual use of these technologies. During the course the students, after getting acquainted with various mathematical software packages, build and present their own teaching units. We were interested to analyse the students’ attitudes towards the course. A multiple-choice questioner was formulated, and the collected data were analysed. We observed that most of the students found the course being helpful for their future teaching. The obtained results indicated that the described course provided them a didactic model to emulate.

Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia

2015 ◽  
Vol 2 (4) ◽  
pp. 35-47 ◽  
Author(s):  
Geoffrey Nambira
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Primary Phase ◽  
Teaching Mathematics ◽  
Teaching Materials ◽  
Teaching Competencies ◽  
Training Programmes

The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.

scholarly journals Content knowledge level of elementary mathematics teachers: The case of a school district in the Philippines

2020 ◽  
Vol 15 (3) ◽  
pp. 619-633
Author(s):  
Craig N. Refugio ◽  
Patrick G. Galleto ◽  
Clint D. Noblefranca ◽  
Hermie V. Inoferio ◽  
Arturo O. Macias ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Teaching Experience ◽  
The Philippines ◽  
Teaching Mathematics ◽  
Knowledge Level ◽  
Training Design ◽  
Graduate Studies ◽  
Proficiency Level

Demonstrating knowledge of content requires teachers to display extensive knowledge of the critical concepts in the discipline. This study was set up to provide a research-based landscape of the content knowledge level of elementary mathematics teachers viewed in the local district of Ayungon in the Division of Negros Oriental, Philippines. Survey and correlational methods of research were used in the study involving 95 non-randomly selected teachers.  Results revealed that the content knowledge level of the teachers was approaching proficiency.  The teachers’ educational attainment, number of training attended, and the number of years in teaching mathematics were not significantly related to their content knowledge level. It was concluded that teaching experience and professional development in the form of pursuing graduate studies and attending training did not have bearing with the content knowledge level possessed by the teachers.  However, the teachers were inferred as resourceful and committed to teaching mathematics despite their weaknesses in the content knowledge to share with their learners.  Hence, enhancement training in all areas in mathematics is to be provided to elementary mathematics teachers by implementing the training design developed by the researchers.  The ultimate goal is to develop further the content knowledge, mastery, and skills of the teachers to achieve the highest proficiency level in mathematics.   Keywords: Content knowledge, proficiency level, enhancement training design  

Perception of Teachers towards the Use of Instructional Materials in Teaching Mathematics at Secondary Level

2020 ◽  
pp. 57-64
Author(s):  
Shiva Datta Dawadi
Keyword(s):  
Public Schools ◽  
Mathematics Teachers ◽  
Survey Design ◽  
Teaching Experience ◽  
Secondary Level ◽  
Instructional Materials ◽  
Teaching Mathematics ◽  
Negative Attitudes ◽  
Self Confidence ◽  
Descriptive Survey

The major objective of the study is to identify the perception of mathematics teachers towards the use of instructional materials in teaching mathematics for the students of secondary level and to compare their perceptions on the basis of their teaching experience. The study has adopted descriptive survey design. A set of the questionnaire with 24 statements regarding the use of instructional materials in teaching mathematics was the tool for collecting the data. The statements in the questionnaire were categorized into four categories as availability, appropriateness, self-confidence in using instructional materials, and motivation to use it. The questionnaire forms were distributed to 68 secondary school mathematics teachers of public schools. The data were collected, tabulated, ordered, compared, calculated and analyzed by using different statistical tools. Finally, it was found that teachers have negative attitudes towards the statements under the subheadings availability which indicates teachers do not feel comfortable in gathering the instructional materials in teaching mathematics and they were found to have positive towards the statements under the subheadings appropriateness, self-confidence in using, and motivation which means mathematics teachers are in the favor of appropriate use instructional materials in teaching mathematics, and they were found confident in using instructional materials. And also teachers are found motivated to use instructional materials in teaching mathematics at secondary level. The study also concluded that the perception of the teachers regarding the use of instructional materials in teaching mathematics at secondary level differs according to the teaching experience of the teachers. Interestingly, the teacher with less teaching experience were found more positive in using instructional materials in teaching mathematics at secondary level.

scholarly journals SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL

2020 ◽  
Vol 8 (7) ◽  
pp. 192-204
Author(s):  
Krishna Prasad Adhikari
Keyword(s):  
Mathematics Teachers ◽  
Self Efficacy ◽  
Instructional Strategy ◽  
Professional Training ◽  
Teaching Experience ◽  
Efficacy Beliefs ◽  
The Self ◽  
Working Environment ◽  
Teaching Mathematics ◽  
Contributing Factors

Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as inferential statistics were used to analyze the self-efficacy beliefs of teachers and inductive approached used for the data obtained from interview. At last, I integrated both quantitative and qualitative results to deduce the findings and conclusion of the study. The result shows that teachers have good efficacy beliefs in teaching mathematics. Teachers have better efficacy beliefs in instructional strategy than in the other two. Experienced teachers have significantly higher self-efficacy beliefs than novices. Despite the huge investment of government in the teachers of public school, institutional school’s teachers have better self-efficacy beliefs in teaching mathematics. Teaching experience, teacher’s engagement in professional activities, mathematical and pedagogical content knowledge, and working environment of the school are major contributing factors in the development of the self-efficacy beliefs in mathematics teachers. There are so many factors in the development of self-efficacy of mathematics besides professional training, so stakeholders should focus on other aspects as well.

Implementing the “Professional Standards for Teaching Mathematics”: Teachers Paying Attention to Students' Thinking

1992 ◽  
Vol 39 (9) ◽  
pp. 34-37 ◽  
Author(s):  
Carolyn A. Maher ◽  
Robert B. Davis ◽  
Alice Alston
Keyword(s):  
Mathematics Teachers ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Thought Processes ◽  
Mathematical Ideas ◽  
Effective Lessons ◽  
Attention To Students

The Professional Standards for Teaching Mathematics in its call for reform underscores the importance of teachers' knowledge of how students build their mathematical ideas. In our own work we have come to stress the importance of teachers' awareness of students' thought processes (Davis 1984; Davis and Maher 1990; Maher, Davis, and Alston 1991; Maher and Davis 1990). Teachers' knowledge of students' thinking is an important guide in planning effective lessons.

Implementing The Standards: The Role Of Technology in Teaching Mathematics

1990 ◽  
Vol 83 (1) ◽  
pp. 27-31
Author(s):  
Franklin Demana ◽  
Bert K. Waits
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Graphing Calculators ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Mathematical Content ◽  
Technology In Teaching ◽  
To Come ◽  
The Many

Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) assumes that in grades 9–12 all students will have access to graphing calculators, that every mathematics classroom will have a demonstration computer available at all times, and that all students will have the opportunity to use computers in mathematics. Teachers must start now to implement the many technologies currently available and prepare for the explosion of technology to come in this decade. In this article we address some questions about technology that are sure to arise as we begin to implement the spirit and vision of the Standards. Our examples are drawn primarily from the use of graphing calculators in advanced algebra and beyond, but the questions are typical of those that arise with other technologies and other mathematical content.

scholarly journals The Efficiency of Professional Development Programs based on Social Constructivism in Improving Teaching Practices of Mathematics Teachers in Jordan

2020 ◽  
Vol 14 (2) ◽  
pp. 342
Author(s):  
Ziad M. Nemrawi ◽  
Amjad M. Zraiqat
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Social Constructivism ◽  
Teaching Practices ◽  
Research Team ◽  
Development Programs ◽  
Mathematical Content ◽  
Knowledge Resources ◽  
Classroom Dialogue ◽  
Teaching Learning

The purpose of this study was to investigate the efficiency of professional development programs based on social constructivism in improving the teaching practices of mathematics teachers. The research team developed a training program based on social constructivism in teacher education. The participants of this program included nine mathematics teachers from the Um Al-Basateen school district located in the south of the capital city, Amman. Data was collected before and after the program and certain tools of qualitative research were employed in the study. These tools included observation, interviews, and documentation. Moreover, the research team developed a measurement to evaluate the participants’ teaching practices. The measurement consisted of five levels (novice, advanced beginner, competent, proficient and expert) indicating the improvement in teaching practices. The teaching practices under evaluation were composed of six areas: teaching, learning, evaluation, classroom dialogue, knowledge resources, and mathematical content. Research findings indicated that there was a noticeable improvement in the participants’ teaching practices during the two stages of the study. Prior to the program, the teaching practices in the areas of classroom dialogue and knowledge resources were classified at the first level (novice) and in the remaining four areas, the teaching practices were classified at level two (advanced beginner). However, in the post-program stage, teaching practices in the areas of teaching, learning and classroom dialogue reached level five (expert) whereas mathematical content achieved level four (proficient). Furthermore, teaching practices in the areas of evaluation and resources reached level three (competent).

scholarly journals Uma reflexão sobre resolução de problemas na formação de professores que ensinam Matemática

Revemop ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 458
Author(s):  
Flávia Sueli Fabiani Marcatto
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Assessment ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Problem Situations ◽  
Problem Solving Process ◽  
Teaching Learning

<p>Este artigo tem como objetivo a construção de uma perspectiva diferenciada sobre o ensino de Matemática por meio da resolução de problemas para professores e futuros professores. O estudo segue uma metodologia de investigação de natureza qualitativa e interpretativa. No desenvolvimento das ações, foram incentivados registros escritos em portfólios com ênfase no processo de resolução de problemas. Dois problemas foram selecionados para intervenções em turmas da Educação Básica. O processo estimulou-os a questionar suas próprias respostas, explorar ideias matemáticas, questionar o problema e seus modos de encontrar a solução, fazer generalizações e transformar um dado problema em novas situações-problema, adaptando-as para suas aulas. Isto evidencia uma concepção de ensino-aprendizagem obtida por via de ação reflexiva e compartilhada que constrói conhecimentos, aprimorando a formação inicial e continuada de professores de Matemática.</p><p><strong>Palavras-chave: </strong>Ensino-Aprendizagem-Avaliação por meio da Resolução de Problemas. Práticas de Discussão. Ações de professores de Matemática.</p><p><strong><br /></strong></p><p><strong>A reflection on problem solving in teacher education teaching Mathematics</strong></p><p align="center"> </p><p><strong>Abstract: </strong>This article aims to build a differentiated perspective on mathematics teaching by solving problems for teachers and future teachers. The study follows an investigation methodology of qualitative and interpretative nature. In the development of the actions, written records were encouraged in portfolios with an emphasis on the problem-solving process. Two problems were selected for interventions in basic education classes. The process stimulated them to question their own answers, explore mathematical ideas, question the problem and their ways of finding the solution, make generalizations, and transform a given problem into new problem situations, by adapting them to their classrooms. This shows a concept of teaching and learning obtained through reflexive and shared action that builds knowledge, improving the initial and continued formation of mathematics teachers.<strong></strong></p><p><strong>Keywords:</strong> Teaching-Learning-Assessment through Problem Solving. Discussion Practices. Actions of Mathematics teachers.</p><p><strong><br /></strong></p><p><strong>Una reflexión sobre la resolución de problemas en la formación de profesores que enseñan Matemáticas</strong></p><p align="center"> </p><p><strong>Resumen:</strong> Este artículo tiene como objetivo la construcción de una perspectiva diferenciada obre enseñanza de Matemáticas por medio de la resolución de problemas para profesores y futuros profesores. El estudio sigue una metodología de investigación de naturaleza cualitativa e interpretativa. En el desarrollo de las acciones se incentivaron registros escritos en portafolios con énfasis en el proceso de resolución de problemas. Dos problemas fueron seleccionados, para intervenciones en grupos de Educación Básica. El proceso estimuló a cuestionar sus propias respuestas, explorar ideas matemáticas, cuestionar el problema y sus maneras de encontrar la solución, hacer generalizaciones y transformar un determinado problema en nuevas situaciones-problema, adaptándolas a sus clases. Esto evidencia una concepción de enseñanza-aprendizaje obtenida por vía de acción reflexiva y compartida que construye conocimientos, perfeccionando la formación inicial y continuada de profesores de Matemáticas.<strong></strong></p><p><strong>Palavras chave: </strong>Enseñanza-Aprendizaje-Evaluación a través de la resolución de problemas. Prácticas de Discusión. Acciones de profesores de Matemáticas.</p>

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