scholarly journals The perspectives on the knowledge and abilities for good mathematics teaching of in-service and pre-service mathematics teachers

2015 ◽  
Vol 31 (4) ◽  
pp. 527-546 ◽  
Author(s):  
Young-Ok Kim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Good Mathematics Teaching

How Mathematics Supervisors can use the Arithmetic Teacher

1981 ◽  
Vol 29 (4) ◽  
pp. 5
Author(s):  
Thomas E. Rowan
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Team Member ◽  
Team Approach ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Good Mathematics Teaching ◽  
Mathematics Teaching And Learning ◽  
Additional Member

Most people I know agree that some kind of team approach is the most effective avenue to good mathematics teaching and learning. Mathematics teachers and supervisors are members of one of the kinds of teams that can produce highly effective mathematics instruction. The purpose of this article is to say something, however briefly, to mathematics supervisors about another member of the team that can make things easier and even more effective—the Arithmetic Teacher. Of course, having a team member like the AT is not just having one additional member on your team; it's a variety of additional members. Although it may be a case of stating the obvious for most supervisors, I believe it is worthwhile to briefly enumerate some of the ways in which the AT can help supervisors.

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 Developing a Handbook on Multimedia Integration in Mathematics Teaching for Indonesian Primary School Students

2021 ◽  
Vol 9 (2) ◽  
pp. 236-251
Author(s):  
Herry Agus Susanto ◽  
Hobri Hobri ◽  
Theresia Kriswianti Nugrahaningsih
Keyword(s):  
Research And Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Elementary Level ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Skills ◽  
Level Of Education ◽  
Technological Integration ◽  
Research Analysis

This study has developed a digital mathematics handbook that helps students to strengthen their mathematical skills at the elementary level of education. A survey of mathematics teachers collected data. In developing an integration manual on technology based on a survey of the state of technological integration in schools, it employed a research and development (RD) approach. A number of 24 teachers participated in the material creation. The multimedia materials produced during the trial were developed and used. Participants consisted of primary learning children. Results have shown that the trainers' preferred theory is undergraduate, and most of them have a poor capacity to integrate creativity into a research analysis. In the presentation of the under-graduates in mathematics the material produced was extremely good.

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 VALIDATION OF MATHEMATICS TEACHING PRACTICE INSTRUMENTS AMONG SECONDARY SCHOOL MATHEMATICS TEACHERS: EXPLORATORY FACTOR ANALYSIS (EFA)

2020 ◽  
Vol 5 (36) ◽  
pp. 56-69
Author(s):  
Norkumalasari Othman ◽  
Nor Hasnida Che Md Ghazali ◽  
Mohd Nazir Md Zabit
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
School Mathematics ◽  
Chi Square ◽  
Secondary School Mathematics ◽  
Bartlett Test ◽  
Value Measure

This study aims to review the instruments of mathematics teaching practice among secondary school mathematics teachers. A total of 100 mathematics teachers were involved as respondents in this study. The data were analyzed descriptively by access to Alpha Cronbach's reliability and EFA analysis using SPSS software. The results of the analysis show that the Alpha Cronbach value is 0.934 which is more than 0.60. Results from the exploration factor analysis show four factors with Eigenvalues greater than 1.0. The KMO value (Kaiser-Meyer-Olkin) 0.867 > 0.6 indicates the items in the variable of attitude towards math are sufficient for inter-correlation. While the Bartlett Test was significant (Chi-Square 1521.621, p <0.05), an anti-image value (Measure of Sampling Adequacy, MSA) for items correlation exceeded 0.6. However, there are three items that need to be removed because the values obtained are less than 0.60, which were the items G11, G14, and G18. The value of the total variance explained by these three factors was 62.76 percent. Therefore, the overall findings indicate that the items for mathematics teaching practice instruments can measure and answer the study objectives.

scholarly journals Ações da formadora e a dinâmica de uma comunidade de prática na constituição/mobilização de TPACK Actions of professor and the dynamics of a community of practice in the constitution/mobilization of TPACK

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Márcia Cristina De Costa Trindade Cyrino ◽  
Loreni Aparecida Ferreira Baldini
Keyword(s):  
Qualitative Research ◽  
Community Of Practice ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Digital Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Mutual Engagement ◽  
Education Process

O objetivo do presente artigo é identificar as ações da formadora e a dinâmica de uma Comunidade de Prática de Formação de Professores de Matemática - CoP- FoPMat que contribuíram para constituição/mobilização de Conhecimentos Tecnológicos e Pedagógicos do Conteúdo – TPACK. Para tanto, foi realizada uma investigação qualitativa de cunho interpretativos da prática dessa comunidade no empreendimento de discutir modos de integrar o software GeoGebra no ensino de matemática. Os resultados evidenciaram que as ações da formadora e a dinâmica da CoP promoveram o engajamento mútuo de seus membros no processo de formação, a constituição de um repertório específico que fomentou a construção/mobilização de conhecimentos necessários para integração tecnologias digitais no ensino de Matemática.The purpose of this article is to identify the actions of the professor and the dynamics of a Community of Practice of Mathematics Teachers Education - CoP-FoPMat that contributed to the constitution/mobilization of Technological Pedagogical Content Knowledge - TPACK. Therefore, a qualitative research of interpretation nature of practice episodes of this community in the project to discuss ways of integrating GeoGebra software in mathematics teaching was done. The results showed that the actions of the professor and dynamics of CoP promoted the mutual engagement of its members in the education process, the establishment of a specific repertoire that fomented the construction/mobilization expertise to integrate digital technologies in mathematics education.

Sign in / Sign up

Export Citation Format

Share Document