Teaching concepts incorrectly

1972 ◽  
Vol 19 (2) ◽  
pp. 137-140
Author(s):  
Bill Bompart
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Whole Numbers

A very brief but provocative article by Julia Adkins appeared in the Mathematics Teacher several years ago (1964). It was entitled “Leave the Door Open!” and emphasized the importance of “providing an atmosphere conducive to the development of creativity,” (p. 486) by keeping questions open for later extensions. For instance, to tell students that it is impossible to subtract seven from three is to deny them the opportunity to think beyond the set of whole numbers. It is to be hoped that all mathematics teachers endorse this philosophy and try to “leave the door open” at every opportunity.

THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER

2020 ◽  
pp. 57-72
Author(s):  
Nadiia Ponomareva
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Systems Analysis ◽  
Web Technologies ◽  
Key Competencies ◽  
Teachers Training ◽  
Technology Specialists ◽  
Further Development

As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

scholarly journals Investigation of Turkish and Italian Students’ Perceptions of the Concept of "Mathematics Teacher" through Metaphor Analysis

2018 ◽  
Vol 8 (5) ◽  
pp. 63
Author(s):  
Bilge Peker
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teaching Styles ◽  
Cultural Factors ◽  
Male Students ◽  
Study Group ◽  
Age Group ◽  
Metaphor Analysis ◽  
Math Teachers

The main purpose of the present research is examining the Turkish and Italian students’ perceptions of the concept of"mathematics teacher" through metaphors. The study group of the research consists of 167 Turkish and 112 Italianstudents, the total of 279 students in the same age group. Students were asked to use another concept defining what“mathematics teacher” meant for them and to explain why. For this purpose, the data of the research were collectedby each student’s completing the statement "A mathematics teacher is like ..., because …." Content analysistechnique was used to analyze and interpret the obtained data. According to the findings of the research, the studentsdeveloped a total of 255 valid metaphors. These metaphors are divided into 9 different conceptual categoriesaccording to their common characteristics. According to the results of the analysis, Turkish students developedmetaphors on the didactic quality of mathematics teachers and Italian students developed metaphors aboutpersonality traits of mathematics teachers. Additionally, Turkish male students developed metaphors about the factthat mathematics teachers were their constant supporters. These findings are believed to have resulted from themathematics teaching styles of math teachers and the cultural factors.

scholarly journals Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher

2020 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicole Parker ◽  
Janet Breitenstein ◽  
Cindy Jones
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
Mathematical Understanding ◽  
Disciplinary Literacy ◽  
School Mathematics ◽  
Instructional Techniques ◽  
Literacy Strategies ◽  
And Performance

Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance. 

Psychometric Properties of the Turkish Adaptation of the Mathematics Teacher Efficacy Belief Instrument for In-Service Teachers

2011 ◽  
Vol 14 (2) ◽  
pp. 956-966 ◽  
Author(s):  
Bulent Cetinkaya ◽  
Ayhan Kursat Erbas
Keyword(s):  
Teacher Efficacy ◽  
Psychometric Properties ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Close Association ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Two Dimensions ◽  
Efficacy Belief

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.

Your Council at Work: The Editorial Panel Of The Mathematics Teacher

1977 ◽  
Vol 24 (1) ◽  
pp. 87
Author(s):  
Eugene Nichols
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher

The Mathematics Teacher's Editorial Panel is responsible for creating the overall policy regarding the reviewing of manuscripts. It is also responsible for balancing the journal's content and for creating special se.ctions. Their goal is to produce a journal that serves the interests of mathematics teachers in grades seven through fou rteen.

How to give your class the business (math)

1975 ◽  
Vol 22 (4) ◽  
pp. 313-319
Author(s):  
Joseph B. Shapiro
Keyword(s):  
Mathematics Teacher ◽  
Basic Number ◽  
Whole Numbers ◽  
Good Morning ◽  
Number Facts

Good morning, students. My name is Mr. Shapiro. I will be your mathematics teacher this year. During the course we will review the basic number facts of addition, subtraction, multiplication, and division of whole numbers. Then we will work on fractions, decimals, and percents. We will also try to ….”

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