scholarly journals SOME PROBLEMS OF QUALITY ASSURANCE OF MATHEMATICAL EDUCATION OF FUTURE PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 3 ◽  
pp. 164
Author(s):  
Olga Granichina ◽  
Olga Sheremetyeva
Keyword(s):  
Personal Experience ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Regulatory Requirements ◽  
School Teachers ◽  
Primary School Teachers ◽  
Russian Scientific ◽  
State Pedagogical ◽  
Education Of Students

The article discusses the most significant problems of ensuring the quality of mathematical education of students studying in the direction of Pedagogical Education, profile "Primary Education". The presented results were obtained as a result of the analysis of theoretical studies published in Russian scientific sources, and on the basis of a survey of mathematics teachers and methods of teaching mathematics working in leading pedagogical universities of Russia. As a result of processing the obtained data, the identified problems are ranked by degree of relevance. In the article, the authors proposed possible solutions to the identified problems within the existing regulatory requirements on the basis of their personal experience in teaching mathematical disciplines at a teacher training university, as well as possible risks that arise when they are implemented. The authors present individual examples of the implementation of these ideas in the practice of teaching students at the Herzen State Pedagogical University of Russia.

scholarly journals PROBLEMS OF MATHEMATICAL EDUCATION OF PRIMARY SCHOOL TEACHERS: IDENTIFYING RELATIONSHIPS BETWEEN CONCEPTS

2021 ◽  
Vol 1 ◽  
pp. 560-570
Author(s):  
Olga Sheremeteva ◽  
Valentina Turkina
Keyword(s):  
Learning Styles ◽  
Primary Education ◽  
Undergraduate Students ◽  
Professional Education ◽  
Mathematical Education ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Primary School Teachers ◽  
Russian Scientific ◽  
Fields Of Study

The purpose of this article is to investigate how the undergraduate students in the primary education programs understand mathematical information (concepts). Having an understanding of the mathematical content allows the teacher to design different approaches to teaching younger students with different learning styles and abilities. The analysis of theoretical studies published in Russian scientific literature has shown that one of the important criteria for understanding information in a particular field of knowledge is to identify logical connections between the concepts of this field. In this article the authors present the results of their study on how undergraduate students studying in the profiles of “Primary Education" and "Psychological and Pedagogical Education” form the links between the concepts used in everyday life versus the connections between mathematical concepts. The results show that other disciplines/ fields of study influence the formation of connections between mathematical concepts. In addition, some specific difficulties in establishing some of these connections were identified. Based on this research, the authors provide recommendations on specific strategies to improve the professional education for future teachers in the area of mathematical knowledge. 

scholarly journals Methods of Increasing Motivation and Quality of Potential Primary School Teachers’ Mathematical Education

2019 ◽  
pp. 19-22
Author(s):  
Rimma Valeevna Kanbekova ◽  
Elvira Albertovna Izhbulatova ◽  
Liliya Khazinurovna Salimova
Keyword(s):  
Primary School ◽  
Questionnaire Survey ◽  
Negative Attitude ◽  
Mathematical Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Irrational Numbers ◽  
The University ◽  
Positive Motivation

The article describes the implementation of project tasks in the study of rational and irrational numbers, presents the results of a questionnaire survey of students, potential primary school teachers, while studying the numerical line in a course on mathematics. The purpose of the article is to consider the effect of supplementing a material of a numerical line with original content on motivation when teaching mathematics to students of non-mathematical profiles. Methods. A questionnaire survey was conducted on the indifferent or negative attitude of students to the study of the rational and irrational numbers theory. Using theoretical and experimental methods, the hypothesis on the formation of positive motivation among students through the solution of project tasks, the compilation and implementation of which gives them a sense of independence, freedom of choice, success, is tested. Conclusions presented in the article are based on the results of the study. Due to the implementation of project tasks, students in the study of the discipline «Mathematics» felt the usefulness of the knowledge gained and showed high marks on exams. It is concluded that the teaching of the numerical line in the course on mathematics at the university using the techniques mentioned below in the article allowed to increase the level of positive motivation among students.

The personality and competences of primary-school teachers: a research study

2021 ◽  
Vol 3/2021 (2) ◽  
pp. 41-50
Author(s):  
Lucia Ludvigh Cintulová ◽  
Libuša Radková
Keyword(s):  
Primary School ◽  
Research Study ◽  
Educational Outcome ◽  
Central Importance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Attitudes And Knowledge ◽  
Primary School Pupils ◽  
The Ideal

This article presents an investigation into how primary-school pupils imagine a good teacher and what characteristics of teachers they appreciate. The teacher’s personality is a quality of central importance to the teaching process. Teachers find themselves in many diverse situations and they cannot always remain the same. Each situation requires different qualities, attitudes and knowledge. In different situations, the teacher can achieve the same educational outcome in various ways, by using a range of methods. No teacher can be expected to have the ideal personality and cannot possibly have all the desired qualities, so some qualities compensate for the lack of others. However, the crucial aspects of a good teacher’s personality is authenticity, naturalness and positive relationship with pupils.

scholarly journals The Use of Integrated Lessons in Professional Educational Organizations for the Formation of Skills to Solve Applied Problems

2019 ◽  
Vol 5 (4) ◽  
pp. 476-482
Author(s):  
O. Sursyakova
Keyword(s):  
General Education ◽  
Vocational Education ◽  
Daily Practice ◽  
Mathematical Education ◽  
Educational Organizations ◽  
School Teachers ◽  
Secondary Vocational Education ◽  
Professional Activities ◽  
Positive Results

In the professional educational organizations implementing the educational program of secondary General education within the development of professional educational on the basis of the main General education, studying of mathematics has the features depending on a profile of secondary vocational education. Profiling goals of mathematical education are reflected in the choice of priorities in the organization of educational activities of students. The scientific and technological revolution in all areas of human activity imposes new requirements on knowledge, technical culture, General and applied nature of education. This poses new challenges for the professional educational to improve education. The applied orientation of the school course of mathematics is carried out in order to improve the quality of mathematical education of student’s, the application of their mathematical knowledge to solve problems of daily practice and further professional activities. The article is devoted to the peculiarities and importance of integrated classes ‘Mathematics and Chemistry’ for obtaining professional skills in secondary vocational education. Experimental work has yielded positive results. The significance of the research: the materials of the article can be useful for school teachers of mathematics.

scholarly journals Directions of improving the quality of in-service teacher training in Serbia: the perspective of primary school teachers

2013 ◽  
Vol 45 (1) ◽  
pp. 86-107
Author(s):  
Dejan Stankovic ◽  
Ivana Djeric ◽  
Vladeta Milin
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Primary Schools ◽  
School Setting ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Service Training

This paper presents one part of the findings of a research that deals with teachers? perceptions of educational reforms in Serbia. More specifically, the paper focuses on the segment of the research that was aimed at exploring teachers? views on the ways of improving the system and practice of in-service teacher training. Pursuing this topic is very important since the findings of recent studies have shown that this aspect of education system needs considerable improvement, while the authors who deal with educational change point to the importance of consulting the teachers in the development of the new system solutions. The questionnaire was used to collect the data from 326 teachers from 125 Serbian primary schools. The teachers provided answers to open-ended questions on what needs to be done in order to improve the quality of their in-service training. Content analysis was used to process the data - response categories were created inductively on the basis of teachers? answers, and then their frequency was established. The results indicate that, according to teachers, in-service teacher training has to be improved, primarily through increased funding, higher quality of programmes/seminars, diversification of types of training, as well as through creating a more encouraging system and school setting for in-service teacher training. These results are significant from the aspect of the in-service training system since they point to developmental priorities, as well as to the necessity of a more complex and comprehensive approach to the reform of this segment of education system.

scholarly journals What Does Social Realism Have to Offer for Research on Teacher Identity in Mathematics Education?

2019 ◽  
Vol 18 (7) ◽  
pp. 1229-1247 ◽  
Author(s):  
Lise Westaway ◽  
Gabriele Kaiser ◽  
Mellony Graven
Keyword(s):  
Primary School ◽  
Teacher Identity ◽  
Mathematical Knowledge ◽  
Social Constructionist ◽  
Social Realism ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Made In

Abstract Research that focuses on teacher identity is gaining traction as researchers argue that teachers mediate more than mathematical knowledge and skills in the classroom. This research tends to be underpinned by a social constructionist orientation, which foregrounds epistemology over ontology. This orientation is limiting for research that wishes to understand the base conditions that enable or constrain the expression (i.e. both communication and action) of teacher identity in teaching primary mathematics. The paper suggests that this requires research that explores the interaction between structure, culture and agency in the expression of teacher identity in teaching mathematics in primary school. The study argues that a social realist orientation is of value to research on teacher identity. From this perspective, teacher identity is defined as the manner in which teachers express their roles as teachers. As the paper is primarily theoretical, the exemplification is limited to two primary school teachers’ expression of only one role namely effective communicator of mathematics. It demonstrates what social realism enables, that is, not illuminated in research underpinned by a social constructionist orientation. The argument made in this paper elucidates how social realism supports a deep analysis of the structural and agential conditions that enable and constrain teacher identities.

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