scholarly journals Research of Pre-Service Elementary Mathematics Teachers’ Beliefs in Proof, Proving Processes and Proof Evaluation Processes

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Candaş Uygan ◽  
Dilek Tanışlı ◽  
Nilüfer Yavuzsoy Köse
Keyword(s):  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Teachers Beliefs

scholarly journals A National Comparison of Pre-service Elementary Mathematics Teachers’ Beliefs about Mathematics: The case of Turkey

2018 ◽  
Vol 43 (193) ◽  
Author(s):  
Derya Çelik ◽  
Zeynep Medine Özmen ◽  
Serhat Aydın ◽  
Mustafa Güler ◽  
Osman Birgin ◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs ◽  
National Comparison

scholarly journals Culturally Responsive Mathematics Teaching and Young Learners

2016 ◽  
Vol 1 (1) ◽  
pp. 30-35
Author(s):  
Katherine Baker
Keyword(s):  
Mathematics Teachers ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Elementary Mathematics ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
Young Learners ◽  
Common Practices ◽  
Elementary Mathematics Instruction

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.

scholarly journals Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge

2018 ◽  
Vol 7 (2) ◽  
pp. 162
Author(s):  
Mustafa Güler ◽  
Derya Çelik
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Test Scores ◽  
Rasch Analysis ◽  
Elementary Mathematics ◽  
State University ◽  
Teaching Knowledge ◽  
The Relationship

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.

scholarly journals Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

2017 ◽  
Vol 5 (9) ◽  
pp. 1 ◽  
Author(s):  
Katja Maass ◽  
Malcolm Swan ◽  
Anna-Maria Aldorf
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Influencing Factor ◽  
International Study ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Study Approach ◽  
Teachers Beliefs ◽  
Development Course

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional development courses are one way to help teachers with this endeavor. Within the discussion of effective professional development, beliefs are often named as an important influencing factor. In this respect, much research has been carried out on how beliefs on mathematics teaching impact the outcomes of the course. However, there has been much less research on what beliefs mathematics teachers develop on inquiry-based learning and how this might impact their (perceived) classroom teaching. Therefore, this paper presents an international research study carried out within the European Project Primas, in which professional development courses on inquiry-based learning were conducted in 12 countries. Using the case-study approach, this paper aims at answering the following questions: 1. What kind of beliefs about IBL do mathematics teachers across Europe develop? 2. How do these beliefs relate to teachers’ perceived enactments of IBL?

scholarly journals The Effect of Problem Solving Course on Pre-Service Teachers’ Beliefs about Problem Solving in School Mathematics and Themselves as Problem Solvers

2018 ◽  
Vol 12 (2) ◽  
pp. 141-159
Author(s):  
Ljerka Jukić Matić
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching Practice ◽  
School Mathematics ◽  
Small Scale ◽  
Heuristic Strategies ◽  
Teachers Beliefs ◽  
Before And After ◽  
Problem Solvers ◽  
Positive Effect

Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.

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