Journal articles: 'Mathematics competency'

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Bartienieva, Iryna. "FORMING SUBJECT-MATTER COMPETENCY IN HIGH SCHOOL STUDENTS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 7–13. http://dx.doi.org/10.24195/2218-8584-2018-9-7-13.

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The article deals with the urgent issue of training high school students for external independent testing, the necessary condition for which is formation of their subject-matter competency, in particular, the mathematical one. The essence of competency-based approach, concepts “competence”, “competency” are revealed. The author singles out the effective forms, methods, technologies of organizing high school students’ educational activity in mathematics lessons aimed at quality preparation for external independent testing. Keywords: competency-based approach, competency, competence, subject-matter competency, external independent testing.

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Demeneva, N. N., and O. V. Kolesova. "ASSESSMENT OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE COMPETENCE APPROACH IN TEACHING MATHEMATICS IN PRIMARY SCHOOL." Vestnik of Minin University 6, no. 3 (November 10, 2018): 7. http://dx.doi.org/10.26795/2307-1281-2018-6-3-7.

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Introduction:the article deals with the problem of implementation of the competence approach in teaching mathematics in primary school. This approach is one of the conceptual foundations of the Federal state educational standard of primary General education. Competency-oriented tasks are included in the final work for the fourth grade to assess the achievement of the planned results, including the all-Russian verification work in mathematics. The aim of the study was to identify the effectiveness of the implementation of the competence approach in teaching mathematics in primary school based on the diagnosis of the level of formation of primary school graduates (pupils of 5 classes) the ability to solve competency-oriented mathematical tasks.Materials and methods: the diagnostic technique was used, including mathematical tasks that require the use of knowledge in life situations, the presence of real ideas about the values and geometric shapes, the ability to navigate in practical situations. The texts of competency-oriented tasks are given.Results:the data on the results of all groups of tasks and the level of formation of primary school graduates ability to solve competency-oriented mathematical tasks Revealed that the greatest difficulty is caused by tasks that require self-selection of mathematical concepts and actions for the analysis of the real situation, and tasks involving the ability to do the estimate of the result.Discussion and Conclusions:the study showed that there are problems in the implementation of the competence approach in teaching mathematics in primary. Students have significant difficulties in solving competency-oriented tasks. The analysis of typical errors in the performance of such mathematical tasks is performed. The recommendations for primary school teachers to strengthen the practical orientation of teaching mathematics to junior schoolchildren.

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Gurat, Melanie G. "Structural Equation Model of Students’ Competence in Mathematics among Filipino High School Student." Journal of Interdisciplinary Studies in Education 7, no. 1 (December 6, 2018): 67–77. http://dx.doi.org/10.32674/jise.v7i1.1061.

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This study aimed to construct structural equation model of students’ competence in mathematics through selected students profile variables. This study employed quantitative research design. The publicized PISA Mathematics Test was used to determine the competency of students in mathematics. The data was analyzed using Analysis of MOment Structures (AMOS). Findings revealed that structural model of students’ competence in applying mathematics in real world problems revealed interesting influence of the profile variables to the competency in mathematics. It can be conveyed that better mother’s work status, higher educational level expected to complete, more confident and did not repeat kinder, have better competency in mathematics. The four variables that directly influenced the competence variables were also influenced with other profile variables such as family background. The family background and confidence level consistently had the highest total effect and indirect effect to the competence in mathematics. Hence, this model can be used as guide in making programs in the classroom or curriculum in mathematics to develop students’ competency in mathematics.

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Бирка, Маріан Філаретович, Андрій Віталійович Сущенко, and Тарас Олегович Лукашів. "COMPONENTS OF ICT COMPETENCE OF TEACHERS OF MATHEMATICS AND INFORMATICS." Information Technologies and Learning Tools 74, no. 6 (December 30, 2019): 225–37. http://dx.doi.org/10.33407/itlt.v74i6.3258.

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Nowadays, the competency-based approach is becoming more and more traditional in Ukrainian education for every level – from preschool to postgraduate. Its focus is on two main concepts, “competency” and “competence”, interpreted in numerous ways in teaching and learning, which leads to inadequate educational results. Therefore, profound understanding and clear vision of the main concepts are very significant for the effective organization of the educational process. The article examines the ICT competency as a prerequisite for effective professional activities of pre-service teachers of mathematics and informatics in conditions of information society and digital world. The proper ICT competence level can considerably enhance both the teaching and learning processes, facilitate teachers’ professional development and their adaptation to changes in educational technologies. In this regard, defining the structure and content of ICT competency of pre-service teachers of mathematics and informatics is very important for clarification of educational process outcomes and students’ supporting personal characteristics needed to utilize ICT in their future job. The study introduces the conceptual model of structure of ICT competency and competence, which enlarges the focus of educational process to embrace value orientations and qualities of a person. In our opinion, the structure of ICT competency as well as of ICT competence should include the following criteria: knowledge, skills, habits, value orientations (motives, stimuli, values, interests and ambitions) and person’s qualities (abilities). Also, the article discusses the content of ICT competence of pre-service teachers of mathematics and informatics, based on the introduced model. ICT competence content data were acquired from empirical survey that involved students and practicing informatics teachers.

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WODWASKI, NADINE, and JAIME SINUTKO. "Medication Mathematics Competency and Confidence in Nursing Students." Michigan Academician 47, no. 1 (January 1, 2020): 48–59. http://dx.doi.org/10.7245/0026-2005-47.1.48.

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ABSTRACT Confidence and competency with medication mathematics is imperative yet challenging for many in higher education with regard to the nursing profession. The researchers seek to understand if there is there a difference between the course grades of baccalaureate nursing students based upon the instructional methods of fully face-to-face as compared to fully online self-directed mathematic instruction. Grounded in a self-efficacy theoretical framework, self-directed learning (SDL) techniques were explored in this research piece as well as valuable faculty feedback as it relates to the SDL module. The results indicated that students were more successful with SDL or online mathematic instruction, in addition faculty scored the students as more confident in post mathematical education.

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Kytmanov, Alexey A., Michael V. Noskov, Konstantin V. Safonov, Marina V. Savelyeva, and Victoria A. Shershneva. "Competency-based Learning in Higher Mathematics Education as a Cluster of Efficient Approaches." Bolema: Boletim de Educação Matemática 30, no. 56 (December 2016): 1113–26. http://dx.doi.org/10.1590/1980-4415v30n56a14.

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Abstract This paper presents the research results of what the process of mathematics tеaching should be under the competency-based approach allowing the development of a university student's mathematical competency. It indicates that integrative structure of mathematical competency containing cognitive, practical, motivational and value-based, reflexive and assessment-based components, updates the polyparadigm approach in teaching mathematics as an open cluster of approaches; their integrated utilization under the leading role of competency-based approach contributes to developing all mathematical competency components. It justifies that competency-based, context-based, interdisciplinary, discipline-based and information technology approaches and fundamentalization play a critical part in the polyparadigm approach; the integrated utilization of all approaches results in a synergetic effect. Within this framework the basic principles of competency-based mathematics teaching as well as a coherent system to select the content of mathematics teaching for engineering educational institution students are developed.

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Dewanti, Sintha Sih, Badrun Kartowagiran, Jailani Jailani, and Heri Retnawati. "LECTURERS' EXPERIENCE IN ASSESSING 21ST-CENTURY MATHEMATICS COMPETENCY IN INDONESIA." Problems of Education in the 21st Century 78, no. 4 (August 5, 2020): 500–515. http://dx.doi.org/10.33225/pec/20.78.500.

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Mathematics is one of the fields that has important role in the 21st-century thinking because mathematics involves the process of logical and systematic thinking to solve problems. This makes mathematical competencies need to be developed through learning and integrated into knowledge, skills, and attitudes. When learning has facilitated the development of 21st-century mathematical competencies, the assessment must also be able to photograph it. This research aimed to find out whether the lecturers of the Mathematics Education Study Program have conducted a 21st-century mathematics competency assessment. This research used a qualitative approach with the phenomenological method. The data were collected using in-depth interviews with each participant. The research participants were 20 lecturers from Mathematics Education Study Program who came from 12 provinces in Indonesia. Data analysis was performed by using the help of ATLAS.ti 8 software to analyze participants' transcripts and documentation, formulate important phrases or sentences, formulate meaning, bring themes up, and be integrated into in-depth descriptions of the phenomenon. The result showed that lecturers of the Mathematics Education Study Program have not focused on the 21st-century mathematics competency assessment. The assessment of each mathematical competency was only done globally and not carried out in detail about each of the competency indicators. Keywords: 21st-century mathematical competencies, competency assessment, lecturers' experience in assessment, Mathematics Education Study Program lecturers.

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Yang, Chao, Zhenlai Han, and Shurong Sun. "Research on Mathematical Core Competency Cultivation Based on Polya Problem Solving Table." International Journal of Educational Studies 1, no. 2 (December 10, 2018): 16–21. http://dx.doi.org/10.53935/2641-533x.v1i2.17.

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The core competency of mathematics has always been a hot issue in the education field. The ability to solve problems in mathematics is also an indispensable ability to learn mathematics problem solving. The Polya problem solving table has an important guiding role for mathematics problem solving. Simplify the Polya problem-solving form to make it more suitable for high school teaching. Through the Polya problem-solving table, the cultivation of mathematical core competency is integrated into the process of mathematical problem-solving for our mathematics teaching and promote the development of students' mathematical core competency.

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Asrial, Syahrial, Dwi Agus Kurniawan, Faizal Chan, Putut Nugroho, Reza Aditya Pratama, and Retno Septiasari. "IDENTIFICATION: THE EFFECT OF MATHEMATICAL COMPETENCE ON PEDAGOGIC COMPETENCY OF PROSPECTIVE TEACHER." Humanities & Social Sciences Reviews 7, no. 4 (July 22, 2019): 85–92. http://dx.doi.org/10.18510/hssr.2019.7413.

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Purpose of Study: The aim of this study was to determine the mathematics competencies and pedagogical competencies of prospective teachers and to determine the effect of mathematical competencies on pedagogical prospective teacher competencies in Elementary School Teacher Education. Methodology: Quantitative research on this type of survey uses a sample of 540 prospective teachers. Findings and Results: The results of this study were that prospective teachers mathematics competencies tended to be predominantly or less dominant with a percentage of men of 34.5% and 34.4% of women and pre-service pedagogic competencies in primary school education study programs classified as tend to be more or less dominant with the percentage of men 36.8% and women 33.3%, and there is an influence between mathematical competencies on pedagogic competence of prospective teachers in Primary School Teacher Education at Jambi University. Implication/Application : Research conducted by researchers is useful to provide input and motivation to prospective elementary school teachers regarding the improvement of the competence of an elementary school teacher candidate teacher to implement his pedagogic science in elementary school.

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Taley, Isaac Bengre, and Matilda Sarpong Adusei. "Junior high school mathematics teachers’ knowledge in calculators." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 1 (February 28, 2020): 80–93. http://dx.doi.org/10.23917/jramathedu.v5i1.9523.

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Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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Baiduri and Dwi Priyo Utomo. "TEACHERS' COMPETENCE IN THE ACQUISITION AND USE OF THE MATHEMATICAL LANGUAGE IN INDONESIA." Humanities & Social Sciences Reviews 8, no. 4 (October 4, 2020): 1471–81. http://dx.doi.org/10.18510/hssr.2020.84135.

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The purpose of the study: This paper aimed at describing the teachers' competence in the acquisition and use of the language of mathematics at public and private senior high schools all over Malang City, Malang Regency, and Batu City, Indonesia. Methodology: Qualitative descriptive research design was employed by means of content analysis on the results of the interview and documents of mathematic instructions designed by 30 teachers who also served as the research subjects, spiral analysis on the qualitative data by Creswell was applied to analyze the data, with the support of NVivo 12 plus software. Main Findings: This research has revealed that the teachers have acquired and used the language of mathematics, with some errors and fallacies in the use of mathematics vocabularies, grammar, and the explanation of mathematical symbols. The teachers' competence in the acquisition and use of the language of mathematics was influenced by the knowledge about mathematical concepts, presentations, and instructions. Applications of this study: The findings of this study are expected to add new knowledge about the competency of the mathematics language of the teacher so that it can be used as a reference for colleges producing teacher candidates in developing the curriculum. Theoretically, these results can be used as a reference and contribute to assessing the mathematical language competence of teachers. Novelty/Originality of this study: This current research, is based on their educational qualifications, and to identify factors that influence the teachers' competence in the acquisition and use of the language of mathematics which is less explored by the earlier researcher.

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Temnikova, Maria. "DEVELOPMENT OF SPECIFIC MATHEMATICAL COMPETENCES FOR PLANE FIGURES IN THE EDUCATION IN MATHEMATICS FOR GRADES 1 - 4." CBU International Conference Proceedings 6 (September 27, 2018): 804–9. http://dx.doi.org/10.12955/cbup.v6.1252.

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INТRODUCTION: The development of specific mathematical competences from the competency cluster “Plane figures” is one of the important factors for achieving effective education in mathematics in primary school.PURPOSE OF STUDY: The purpose of this article is the presentation of the competences concept and especially the concept of the objective specific mathematical competences as well as the options for their development in and through education in mathematics in Grades 1-4. METHODS: During the experimental work the researchers performed qualitative and quantitative study of the topics presented above. The following methods were applied: a didactical experiment, observation, test, content analysis, and a mathematical-statistical method for data processing.RESULTS: As a result of the experimental work it was determined that the percentage of fourth graders who failed to solve a geometry text task decreased from 49.61% to 9.32%. The percentage of those students who failed to draw a circle with a given radius and an angle according to a given grade decreased from 38.95% to 8.17%. Additionally, the percentage of the students who correctly solved a geometry text tasks increased from 15.2% to 23.1%. The difference in the results is proven to be of statistical significance. CONCLUSIONS: Owing to the applied methodology system of work where productive strategies, methods and approaches were used, the specific mathematical competences from the competency cluster “Plane figures” were developed in their completeness in primary school students.

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Hidayat, Riyan, and Zanaton H. Iksan. "Mathematical Modelling Competency for Indonesian Students in Mathematics Education Programmes." Creative Education 09, no. 15 (2018): 2483–90. http://dx.doi.org/10.4236/ce.2018.915187.

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Stoehr, Kathleen Jablon. "Mathematics Anxiety." Journal of Teacher Education 68, no. 1 (December 2, 2016): 69–84. http://dx.doi.org/10.1177/0022487116676316.

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Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical sensations that occur during test-taking situations. This study analyzes how three women prospective elementary teachers described, explained, and related their experiences of mathematics anxiety while learning mathematics as K-12 students and while learning to teach mathematics. My research reveals that mathematics anxiety may reach beyond assessment situations and impact women prospective elementary teachers’ larger mathematical histories. I show how women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of social belonging, loss of personal identity, or loss of practical competency) and how specific coping strategies may be invented to cope with the fear. I present evidence of how coping strategies may impede mathematics learning.

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Kozlov, Anatoly, Olga Tamer, and Svetlana Lapteva. "Improvement of Bachelors' Professional Mathematical Competence in the Field of Modeling for Oil and Gas industry." International Journal of Online and Biomedical Engineering (iJOE) 16, no. 10 (September 18, 2020): 53. http://dx.doi.org/10.3991/ijoe.v16i10.15321.

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The study is devoted to improving the professional training of students in the field of mathematical modeling in the oil and gas industry. Deeper integration into the training of modern statistical methods and models is used to improve the educational efficiency and develop mathematical models of technological processes of the oil and gas industry. To test the proposed models, a pedagogical experiment with 189 students aged 19 to 21 is performed. The research is based on the November Institute of Oil and Gas in the Yamalo-Nenets Autonomous District. The outcomes of training under the new program are evaluated at three levels of competency formation in accordance with the university’s assessment systems. This approach ensures a level playing field for all respondents. The relevance of improving the competence of students in the field of mathematics is proved through the increase in grades at all three levels of competency formation.The study describes in detail the system of profile differentiation of the mathematical training, which is based on a modular competency approach and compares various approaches and methods of professional competence formation among oil and gas workers.

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Pedersen, Mathilde Kjær, Cecilie Carlsen Bach, Rikke Maagaard Gregersen, Ingi Heinesen Højsted, and Uffe Thomas Jankvist. "Mathematical Representation Competency in Relation to Use of Digital Technology and Task Design—A Literature Review." Mathematics 9, no. 4 (February 23, 2021): 444. http://dx.doi.org/10.3390/math9040444.

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Representations are crucial to mathematical activity, both for learners and skilled mathematicians. Digital technologies (DT) to support mathematical activity offer a plethora of new possibilities, not least in the context of mathematics education. This paper presents a literature review on representations and activation of students’ representation competency when using DT in mathematics teaching and learning situations. It does so with a starting point in task designs involving digital tools aiming to activate representation competency, drawing on the notion of Mathematical Digital Boundary Object (MDBO). The 30 studies included in the literature review are analyzed using Duval’s registers of semiotic representations and the representation competency from the Danish KOM framework. The results reveal a clear connection between the mathematical topics addressed and the types of representation utilized, and further indicate that certain aspects of the representation competency are outsourced when DT are used. To activate the representation competency in relation to the use of DT, we offer five suggestions for consideration when designing mathematical tasks. Finally, we raise the question of whether DT create new representations or merely new activities.

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Titin, Titin. "DESKRIPSI KOMPETENSI GURU SMP MATA PELAJARAN MATEMATIKA DAN IPA." Jurnal Pendidikan Matematika dan IPA 6, no. 2 (November 2, 2016): 39. http://dx.doi.org/10.26418/jpmipa.v6i2.17338.

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This research aimed to describe the competency of junior high school teachers of Mathematics and Science subjects. This research uses descriptive method with the survey method. The data source in this research is junior high school teachers of Mathematics and Science subjects which are incorporated in MGMP Sub Rayon 03 Samalantan, the number of teacher is 20. The data were collected through questionnaires. To find out the description of the competence of teachers it used descriptive analysis by using percentage. The result showed an overall competence of teachers are in a good category. The sequentially percentage of the competency of teachers are pedagogic (72.25%), professional competence (83.00%), personal competence (85.00%) and social competence (77%). Key word : Competence, Junior High School Teachers.

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Sevastyanova, Svetlana A. "Distance learning: teacher competency (based on Mathematics)." Samara Journal of Science 9, no. 2 (May 29, 2020): 279–83. http://dx.doi.org/10.17816/snv202312.

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The paper discusses the problems of the readiness of teachers to carry out distance educational activities. The main attention is paid to the structure of the concept. A model of teacher competency is proposed, reflecting technical, subject and methodological competencies in the technical, theoretical, practical and personal aspects. The system of competency descriptors is given. Specificity is revealed, goals and objectives are formulated, forms and methods of preparing a teacher for distance work are proposed. The necessity and relevance of remote pedagogical work, especially in conditions of forced isolation of students in 2020, is substantiated. The measures of state support for distance learning during the period of restrictive measures, some IT tools for organizing and supporting the educational process are described. The paper also analyzes some difficulties of teachers in the implementation of an indirect form of educational activity. It is proposed to use the electronic educational resource as a set of methodological tools providing all stages of the educational process as the main didactic tool for remote work. The development of the components of the resource, methods of its use in the educational process, ways of organizing the process and communication of participants are referred to the competence of the teacher. It is concluded that it is advisable to develop the competencies of teachers in organizing remote pedagogical work, and the subsequent development of the topic in scientific pedagogical research.

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Dornoo, Michael. "Teaching Mathematics Education with Cultural Competency." Multicultural Perspectives 17, no. 2 (April 3, 2015): 81–86. http://dx.doi.org/10.1080/15210960.2015.1022447.

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Middleton, Debra A. "A Standardized Nursing Mathematics Competency Program." Nurse Educator 33, no. 3 (May 2008): 122–24. http://dx.doi.org/10.1097/01.nne.0000312184.43766.57.

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Darminto, Bambang Priyo, and Budy Sugandi. "Analysis of Professional Competence of Mathematics Education Students during the Covid-19 Pandemic." Hipotenusa : Journal of Mathematical Society 3, no. 1 (May 31, 2021): 80–96. http://dx.doi.org/10.18326/hipotenusa.v3i1.5225.

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The effects of the Covid-19 pandemic have penetrated all aspects of human life, including education. One of the pandemic consequences is that universities require that lectures be carried out online, where may affect student learning outcomes. This study aimed at determining the impact of online lectures during the Covid-19 pandemic on the professional competence of students as mathematics pre-service teacher at the Muhammadiyah University of Purworejo. This was quantitative research. The population were the first semester students in 2020 at the Mathematics Education Department of Muhammadiyah University of Purworejo. The research sample was taken through random cluster sampling, including 30 students from the population. The data were obtained using a professional competency test instrument. The data processing method used one-sample average statistical test by comparing with the professional competency scores of students in 2018. Based on the study results, it was found that there was a significant decrease in the professional competency scores of Mathematics Education students whose lectures were conducted online during the Covid-pandemic 19 compared to the professional competency scores of Mathematics Education students whose lectures were conducted face-to-face.

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Darminto, Bambang Priyo, and Budy Sugandi. "Analysis of Professional Competence of Mathematics Education Students during the Covid-19 Pandemic." Hipotenusa : Journal of Mathematical Society 3, no. 1 (May 31, 2021): 80–96. http://dx.doi.org/10.18326/hipotenusa.v3i1.80-96.

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The effects of the Covid-19 pandemic have penetrated all aspects of human life, including education. One of the pandemic consequences is that universities require that lectures be carried out online, where may affect student learning outcomes. This study aimed at determining the impact of online lectures during the Covid-19 pandemic on the professional competence of students as mathematics pre-service teacher at the Muhammadiyah University of Purworejo. This was quantitative research. The population were the first semester students in 2020 at the Mathematics Education Department of Muhammadiyah University of Purworejo. The research sample was taken through random cluster sampling, including 30 students from the population. The data were obtained using a professional competency test instrument. The data processing method used one-sample average statistical test by comparing with the professional competency scores of students in 2018. Based on the study results, it was found that there was a significant decrease in the professional competency scores of Mathematics Education students whose lectures were conducted online during the Covid-pandemic 19 compared to the professional competency scores of Mathematics Education students whose lectures were conducted face-to-face.

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Hidayat, Riyan, Hilman Qudratuddarsi, Nurul Hijja Mazlan, and Mohd Zaidi Mohd Zeki. "EVALUATION OF A TEST MEASURING MATHEMATICAL MODELLING COMPETENCY FOR INDONESIAN COLLEGE STUDENTS." Journal of Nusantara Studies (JONUS) 6, no. 2 (June 30, 2021): 133–55. http://dx.doi.org/10.24200/jonus.vol6iss2pp133-155.

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Background and Purpose: Mathematical modelling competency is one of the vital characteristics in mathematics education. Educational researchers have updated the benefit of modelling as key factor to the study of complexity and modern science. Since many scholars frequently adopt instrument from one cultural background to another, they also offer proof on the issue of validity and reliability. The present paper aimed at validating a mathematical modelling test for secondary prospective mathematics teachers. Methodology: We utilized a survey approach to examine the factor structure of mathematical modelling test for 202 secondary prospective mathematics teachers, selected by cluster random sampling. Mathematical modeling test was adapted to measure the desired constructs. More importantly, we used exploratory factor analysis (EFA), confirmatory factor analysis (CFA) using AMOS 18 and Rasch measurement model with Winstep version 3.73 to analyze the data. Findings: The EFA and CFA technique verified that a mathematical modelling test was acceptable for Indonesian prospective mathematics teachers. In addition, Rasch analysis also confirmed that all items fit the criteria well and implied that all items are valid in measuring student mathematical modelling competency. This finding concludes that the mathematical modelling test of Indonesian prospective mathematics teachers have an eight-dimension structure. Contributions: This present research contributes towards psychometric measure on the reliability and validity of a mathematical modelling test in mathematics education programs. Keywords: Confirmatory factor analysis, mathematical modelling competency, Rasch measurement model. Cite as: Hidayat, R., Qudratuddarsi, H., Mazlan, N. H., & Mohd Zeki, M. Z. (2021). Evaluation of a test measuring mathematical modelling competency for Indonesian college students. Journal of Nusantara Studies, 6(2), 133-155. http://dx.doi.org/10.24200/jonus.vol6iss2pp133-155

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Temnikova, Maria. "THE DEVELOPMENT OF WRITTEN COMMUNICATION TRANSVERSAL COMPETENCY IN THE EDUCATION IN MATHEMATICS FOR GRADES 1-4." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 232–37. http://dx.doi.org/10.12955/pss.v1.78.

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Communicational transversal competency represents an important part of the mathematical knowledge, skills and competencies in the process of students’ development in Grade 1-4. The creation and formation of communicational transversal competency helps to put students into an active cognitive position in the course of pedagogical interactions in mathematics classes. Further, creation of communicational transversal competencies develops not only students’ analytic – synthetic activity during the process of solving different types of mathematical tasks but also their creative thinking. This longitudinal research presents some theoretical concepts related to the transversal communicational competency and to its development during the educational process in mathematics in Grade 1-4. During this empirical study a completely new methodology system of work was developed with the purpose to facilitate development of mathematical knowledge, skills and competencies including the communicational transversal competency. The new system was tested and applied during the compulsory, additional and extended classes in mathematics in Grade 1-4 and consequently was improved after the performance of entry and intermediate diagnostic. Also, this article presents some of the mathematical tasks included in the tests. The researcher studied the objectiveness, the validity and the reliability of the diagnostic tools developed for the purpose as well as the tasks included in the tests in respect of their difficulty and separating force. The presented results of the experimental work were processed using mathematics-statistics methods.

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Ario, Marfi. "PROFIL PENGUASAAN MATERI MATEMATIKA SEKOLAH MAHASISWA PENDIDIKAN MATEMATIKA SEMESTER VI." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 6, no. 3 (December 29, 2017): 385. http://dx.doi.org/10.24127/ajpm.v6i3.1129.

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Each teacher is required to have pedagogic, personality, professional, and social competence. Professional competence refers to the ability of mastery of learning materials widely and deeply that enables to guide learners meet the established competency standards. Based on this, every mathematics teacher candidate must have good mastery of school mathematic materials. This study aims to determine the profile of mastery of school mathematics materials students of mathematics education program semester VI. It is important to know the readiness of students to become professional math teachers. This research is a descriptive research. The study sample consisted of 2 classes with 48 students. Data collected through the test. The test results were analyzed using descriptive statistics. The results showed that the mastery of mathematics materials of students school semester VI is very low at 22.5%. This indicates that students as math teacher candidates do not have professional competence. The results of this study is expected to be a source of information for stakeholders to develop learning and curriculum that are able to prepare students who are competent in mastery of school mathematics materials

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Bell, Max S. "Seventy-Fifth-Anniversary Retrospective: What Does “Everyman” Really Need from School Mathematics?" Mathematics Teacher 87, no. 7 (October 1994): 546–51. http://dx.doi.org/10.5951/mt.87.7.0546.

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Gorlova, S. N., and E. A. Makarova. "Control of students' autonomous learning in competency-based teaching of mathematics." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 24–31. http://dx.doi.org/10.36906/2311-4444/19-1/04.

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Federal State Educational Standards of Higher Education have designated a reorientation from the subject-knowledge education model to the competency-based one, when the goal is to develop students' personal and professional features with an emphasis on their autonomous learning. Universality and generality of requirements for the results of studying the bachelor’s programme in Pedagogical Education does not exclude, but assumes the subject’s orientation of the competencies formulated when implementing specific areas of training. This requires rethinking the functionality of all components of the training system, including the contents. It is the very aspect that remains insufficiently revealed for competency-based teaching of mathematics. The vector of a significant part of studies is directed towards the search for effective educational technologies. Meanwhile, continuity in nurturing competencies requires considering professional orientation on teaching-learning the subject. Reviewing mathematical contents is also vital as the proportion of students’ autonomous learning is getting increased. The article substantiates the role and significance of mathematical contents in arranging control of students' autonomous learning. Keeping in mind the priority of control’s teaching function, it is proposed to make up tasks that contribute to assessing not only knowledge, but also experiential and motivational components of competences.

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Sulfiah, Sitti Karimah, Yus Mochamad Cholily, and Agus Subaidi. "Professional competency: Pre-service mathematics teachers’ understanding toward probability concept." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 3 (June 29, 2021): 206–20. http://dx.doi.org/10.23917/jramathedu.v6i3.13779.

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The ability to understand mathematics is a faculty crucial to be possessed by pre-service teachers who will enter into the education sphere. It is one of the professional competencies essential for teachers since satisfactory lessons’ delivery engenders more comprehensible instruction in teachers’ students. Qualitative research employs a descriptive approach relevant to the research purpose, describing mathematics pre-service teachers’ professional competency of understanding the concept toward probability observed based on mathematical abilities; advanced, intermediate, and basic mathematics ability. The subjects are three pre-service teachers having passed discrete mathematics course in a college in Madura. The criteria to select the subjects are the GPA (Grade-point Average) of the last semester and information from the lecturer. It is because unlikely to administer the test due to online learning applied at the college. Findings indicated that the subject with advanced mathematics ability could meet individual concepts, relate concepts and connect concepts with the operations. The subject with intermediate mathematics ability could meet individual concepts, but could not relate to some concepts. However, he could connect concepts with the operations. The subject with basic mathematics ability could not meet individual concepts, relate concepts, and connect concepts with the operations. In terms of the advancement indicator of understanding the concept, the subjects have not attained it since they have not apprehended concept definition well, particularly the probability concept, although the subject with advanced mathematics ability was procedurally prodigious.

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Shestakova, L., and A. Gorevskikh. "Use Competency-Oriented Tasks In Teaching Mathematics." Physical and Mathematical Education 13, no. 3 (2017): 199–202. http://dx.doi.org/10.31110/2413-1571-2017-013-3-001.

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Fatimah, Ai Tusi, and Nur Eva Zakiah. "Matematika pada kompetensi teknik dan bisnis sepeda motor." JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan 5, no. 1 (May 29, 2019): 31. http://dx.doi.org/10.33222/jumlahku.v5i1.584.

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This study aims to describe the mathematical needs that support competency in the Technical and Business of Motorcycle. This study involved the participation of teachers of Technical and Motorcycle Business and automotive engineering academics. Participants were vocational teachers and lecturers in the Ciamis and Tasikmalaya areas who were accessed by researchers. Data on mathematical needs in technical and motorcycle business are obtained from views of participants and vocational document searches. Participants identify the mathematical needs of the basic competencies in subjects of expertise competency (C3). The results of the study were obtained: (1) measurement, numbers, geometry, algebra, and statistics is the scope of mathematics that supports the competency in the Technical and Business of Motorcycle with an emphasis on the concept of comparison, area, volume, function, and conversion; (2) mathematical relational understanding is needed to solve problems. These results indicate that mathematics with mathematical understanding is needed in the Technical and Motorcycle Business Competencies.

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Arnellis, Arnellis, Ali Asmar, Dony Permana, Elita Zusti Jamaan, and Nonong Amalita. "IMPROVING MATHEMATICAL TEACHERS COMPETENCY 21TH THROUGH WORKSHOP DEVELOPMENT OF MATHEMATICAL OLYMPIC PROBLEMS BASED ON HIGH ORDER THINKING SKILLS IN SMP SOLOK SELATAN DISTRICT." Pelita Eksakta 2, no. 2 (November 30, 2019): 109. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss2/59.

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The aim of study to improve competency junior high school mathematics teachers in Solok Selatan district in compiling Olympiad questions mathematics and solving problems based on high order thinking skills (HOTS). The target audience for community service is mathematics teachers incorporated in the Subject Mathematics Teacher's Consultation (MGMP) Mathematics in Solok Selatan. The method used in the service includes the presentation of material by the team community service then carried out the pre test and post test, the design of the question HOTS, discussion and question and answer sessions at the math Olympiad. Conclusions of this research is: There is a positive increase in teacher competency after being given training in compiling math Olympiad questions that the posttest results are better than the results pretest in the training to improve the competency of mathematics teachers in compiling the questions Mathematical Olympiad based on high order thinking skills of SMPN in Solok Selatan District

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Syahrial, Syahrial, Asrial Asrial, Maison Maison, Amirul Mukminin, and Dwi Agus Kurniawan. "Ethnoconstructivism analysis: Study of pedagogic mathematics competence of primary school teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 614. http://dx.doi.org/10.11591/ijere.v9i3.20256.

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The teacher has an important role in realizing quality learning. Qualified teachers are shown with good competence. Teacher competency can be improved through teacher understanding of non-constructivism knowledge in mathematics learning. Teachers can integrate cultural values and local wisdom into mathematical concepts to shape student knowledge. Integrating cultural values and local wisdom into mathematics learning makes students learn through their cultural background experiences. This research wasa descriptive research employed 691 respondents. The instruments in this study were questionnaires, tests and interviews to reinforce quantitative results. The purpose of this study was to determine the level of teacher pedagogical knowledge, teacher ethnoconstructivism knowledge, the influence and impact of ethnoconstivism knowledge in mathematics learning. The results of this study indicate the competence of elementary school teachers in Batanghari, Muaro Jambi, and Jambi City tends to be generally not good, and teachers have applied ethno-constructivism in mathematics learning through the use of media, models, and learning strategy. Teachers still encounter many obstacles in the implementation process. And the age range of the teacher has an impact on the level of ethnoconstructivism knowledge in mathematics learning.

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Nur’aini, Khumaeroh Dwi, and Maria F. V. Ruslau. "KINERJA GURU MATEMATIKA BERDASARKAN PERSEPSI DAN KOMPETENSI SISWA SMP DI KOTA MERAUKE." Journal of Honai Math 3, no. 1 (April 3, 2020): 13–26. http://dx.doi.org/10.30862/jhm.v3i1.106.

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This study aims to evaluate the strengths and weaknesses of teachers in the teaching process in terms of aspects of mathematics teacher competency. It describes how the four teacher competencies have been running in the learning process in the classroom based on students' perceptions related to student competencies themselves using Structural Equation Modeling data analysis techniques (SEM). The study population was all junior high school students in Merauke City, Papua. The method of sampling was used proportional random sampling, which is continued by simple random sampling, to obtain a total sample of 436 students. The data collection was carried out by distributing questionnaires to students' perceptions about the performance of mathematics teachers consisting of 48 questions in the form of a Likert scale. The results obtained that pedagogic and social competencies are competencies that affect student competencies with mathematics teacher pedagogical competence is most influential on student competencies. Therefore, to improve student competency, teachers need to improve pedagogical and social competence.

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Raditya, Aji, Ratu Sarah Fauziah Iskandar, and Suwarno Suwarno. "Questions Analysis in Mathematics Textbook from Competency-Based Curriculum up to Curriculum 2013." Desimal: Jurnal Matematika 3, no. 2 (May 28, 2020): 89–98. http://dx.doi.org/10.24042/djm.v3i2.5973.

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Mathematics textbooks have a significant role in mathematics teaching, and learning activities in schools and the questions contained in textbooks are usually used by students to practice independently. The purpose of this study is to analyze the types of problems in mathematics textbooks used from 2000 to 2017 in Indonesia, especially in the material of one-variable linear equations. The method used in this study is a six-dimensional analysis method, which consists of mathematical activities, the level of difficulty of the questions, the types of answers expected, contextual situations, the types of responses and the types of mathematical questions. Data collection techniques are done by analyzing and describing the types of questions in mathematics textbooks used from 2000 to 2017. The results of this study are the problems in mathematics textbooks for linear variable equations of one variable that do not have diverse types, the types of questions in textbooks are still many in the form of questions that calculate or use a variety of arithmetic operations, apply directly the basic knowledge or skills and without context in everyday life. Also, the existing questions are questions with closed answers, namely questions that only require answers without a reason and questions with a single procedure

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Chernenko, Varvara. "THE FORMATION OF INFORMATICS COMPETENCY FOR FUTURE COMPUTER SCIENCE TEACHERS IN THE PROCESS OF STUDYING COMPUTER MATHEMATICS." Physical and Mathematical Education 30, no. 4 (September 13, 2021): 6–12. http://dx.doi.org/10.31110/2413-1571-2021-030-4-001.

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Relevance and expediency of introduction of a training course of computer mathematics for students of “Secondary Education (Computer Science)” is caused by necessity of use of computer equipment with the corresponding software almost in all areas of human activity; the fact that computer mathematics is one of priority directions of research work both in the field of mathematical sciences, and in the field of computer science. Computer mathematics is a field of applied computer science in which problems of development, implementation and use of information technologies for solving mathematical problems are studied. The purpose of teaching computer mathematics is to study and use computer mathematics systems by students to solve applied problems; to master the conceptual and terminological base of modern computer science as a fundamental science; to master theoretical fundamentals of computer science related to formal systems, knowledge bases and models of their representation, models and algorithms of decision making. Formulation of the problem. The study of computer mathematics by future computer science teachers and the use of modern systems of computer mathematics to solve applied problems, creates their system of professional competencies, in particular, informatics competencies in computer mathematics, informatics and mathematical competencies and skills to use modern information technology to analyze mathematical models of processes and phenomena from a variety of fields of knowledge and human activities. Materials and methods. To achieve this goal, the following research methods were used: analysis of scientific and pedagogical literature on the research topic; analysis of curricula, work programs and manuals on the subject "Computer Mathematics"; empirical methods (questionnaire, conversation, pedagogical observation, modeling). Results. This paper has built the model of building informatics competence within the professional competence of the future computer science teacher at the expense of integration of mathematical and information knowledge on the basis of mathematical modeling in environments of systems of computer mathematics, as these systems are an effective means of realization of inter-subject connections of computer science with other subjects of a natural-mathematical cycle. Conclusions. The study of "Computer Mathematics" courses by future computer science teachers, using computer mathematics systems, contributes to the formation of components of the information competence system in the field of information, mathematical and computer modeling.

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Wijaya, Kevin, Fransiskus X. Ivan, and Adre Mayza. "The Relationship Between Approximate Number System and Mathematics Competency in Indonesian Primary School Children." Advanced Science Letters 24, no. 8 (August 1, 2018): 6259–64. http://dx.doi.org/10.1166/asl.2018.12708.

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The purpose of this study is to investigate the relationship between Approximate Number System (ANS), a cognitive system which represents and estimates the cardinality of a set, and mathematics competency of primary school children. Many findings on ANS and its relations with mathematics competency showed inconsistency. This research is the first of its kind in Indonesia. 318 fourth and fifth-grade primary school students were instructed to perform non-symbolic (dots) comparison task to measure their Weber fraction (w), accuracy (percentage correct), and response time (ms) which are the measurement for ANS acuity. Mathematics competencies of the students were taken from school’s report card and the data were standardized for each school separately. Correlation and regression linear analysis were conducted to find the relationship between ANS acuity and mathematics’ competency. Analysis showed there was a weak but significant (p < 0.05) correlation between two measurements of ANS acuity, namely the Weber fraction and accuracy, with mathematics competency, but not response time (p > 0.05). Further analysis with linear regression showed there was no relationship between the two variables and mathematics score, which disproves this correlation. This study shows that there is no relationship between children’s ANS acuity and mathematics competency. Intrinsic factors such as children’s attention, engagement, and motivation, also methodological aspect needed further consideration. Future studies are needed to investigate the methodological aspect related to the measurement of ANS and mathematics’ competency as there is no ‘gold standard’ yet to measure ANS.

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Temnikova, Maria. "PRACTICAL PRODUCTIVE ACTIVITIES FOR THE DEVELOPMENT OF MATHEMATICAL COMPETENCES." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 225–31. http://dx.doi.org/10.12955/pss.v1.77.

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Development of knowledge, skills and competences for the mathematical quantity of “length” and its measurement units represent important part of the overall education in mathematics for students from Grades 1. – 4. This research work systematizes some theoretical concepts related to the competences. Based on the analysis of the relevant legislation in force in the Republic of Bulgaria researchers presented the relations between the specific mathematical competences and terminology from the competency Cluster “Measurement”. The research work is aimed at the development of such a methodology system of work which gives priority to practical productive activities thus facilitating development in primary school students of a higher level of knowledge, skills and competences related to the mathematical quantity of “length” and its measurement units. The new system of work was applied during the compulsory classes in mathematics in Grades 1. – 4. The research work presents some of the developed and applied options of practical activity. The researchers studied the objectiveness, the validity and the reliability of the set of tools and means used for doing diagnostics as well as the difficulty and the dividing (separating) strength of the mathematical tasks included in it. The results from the experimental work were statistically processed.

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Fatimah, Ai Tusi, and Sri Solihah. "Mathematics in the Subject of Vegetable Processing Production." JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan 6, no. 2 (December 4, 2020): 176–87. http://dx.doi.org/10.33222/jumlahku.v6i2.1118.

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Mathematics studied in SMK should have relevance with student competencies to support vocational school education goals. This study aims to explore the role of mathematics in the Vegetable Processing Production Subject. This subject is studied by students of the Agricultural Product Processing Agribusiness Competency Vocational School. This research uses a qualitative approach. The role of mathematics in the production of vegetable processing is explored from the perspective of productive teachers and documents. The analysis to explore the role of mathematics and its relevance to mathematics content and mathematics learning. The results show that the role of mathematics is to calculate and measure the various needs for tools, materials, and business planning analysis for the production of vegetable processing. The role of mathematics has relevance to the mathematical content of numbers and measurements. The integration of vegetable product processing production contexts can be done to construct a mathematical concept or present a mathematical task situation as an effort to develop mathematical understanding by student expertise.

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Kuhl, Jan, Daniel Sinner, and Marco Ennemoser. "Training Quantity–Number Competencies in Students With Intellectual Disabilities." Journal of Cognitive Education and Psychology 11, no. 2 (2012): 128–42. http://dx.doi.org/10.1891/1945-8959.11.2.128.

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Literature reviews offer evidence for using systematic instruction to teach students with intellectual disabilities in mathematics. A new approach in teaching mathematical skills is to provide quantity–number competencies (QNC). However, this approach has not yet been examined in people with intellectual disabilities.The objective of this study was to evaluate the effects of a QNC training based on the developmental model by Krajewski (2008) in students with intellectual disabilities.Based on their cognitive and mathematical abilities, 25 children with intellectual disabilities were assigned to one of two experimental conditions. The training group received a QNC training, whereas the control group received a language skills training.The posttest findings indicate that the gains in mathematics competence in the QNC training group were substantially larger than in the control condition. However, the QNC training group could not keep up their advancement of competency until to the follow-up conducted 3 months afterwards.

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ШЕРСТНЬОВА, Ірина. "PEDAGOGICAL COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE MATHEMATICS TEACHER IN THE CONTEXT OF COMPETENCY APPROACH." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 3 (December 27, 2019): 404–14. http://dx.doi.org/10.31494/2412-9208-2019-1-3-406-414.

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Purwatiningsih, Ni Luh Dian, and I. Gusti Agung Ayu Wulandari. "Portfolio Assessment Based Numbered Head Together Toward Students’ Knowledge Competency of Mathematics." Jurnal Ilmiah Sekolah Dasar 4, no. 3 (September 8, 2020): 397. http://dx.doi.org/10.23887/jisd.v4i3.25396.

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The low competency of students' mathematical knowledge is caused by the lack of optimal models during learning so the students find it difficult to understand learning. It was proven by the results of observations, 53 students or 21.73% of Mathematics PTS scores had reached KKM while as many as 191 people or 78.27% had not yet reached the KKM. This study aimed at analyzing the effect of the NHT model based on portfolio assessment on the competency of the fifth-grade elementary school. This research was a quasi-experimental study with a non-equivalent control group design. The population was all grade V elementary schools consisting of 10 classes of 244 students. The sample was determined using a random sampling technique so selected the fifth grade (Elementary School) SD 1 Mengwi of 34 students as the experimental group and the fifth grade Elementary School Mengwi of 35 students as a control group. In the process of data collection, the test was chosen as a research instrument in the form of an ordinary multiple-choice objective test so the obtained data in the form of mathematical knowledge competency values in the form of quantitative data, then it was analyzed using uji-t analysis with the polled variance formula. The results of data analysis obtained tcount = 4.351> ttable = 2,000 (α = 0.05 and dk = 67) then H0 was rejected and Ha was accepted, which means that there are significant differences between the experimental and control groups. Based on these results, it can be concluded that the NHT model based on portfolio assessment influences the competency of mathematics knowledge in the fifth-grade elementary school.

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Shirani Bidabadi, Nahid, Ahmad Reza Nasr Esfahani, Ebrahim Mirshah Jafari, and Ahmad Abedi. "Developing a mathematics curriculum to improve learning behaviors and mathematics competency of children." Journal of Educational Research 112, no. 3 (January 19, 2019): 421–28. http://dx.doi.org/10.1080/00220671.2018.1547960.

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Pursell, David P., Neville Y. Forlemu, and Leonard E. Anagho. "Mathematics Competency for Beginning Chemistry Students Through Dimensional Analysis." Journal of Nursing Education 56, no. 1 (January 1, 2017): 22–26. http://dx.doi.org/10.3928/01484834-20161219-05.

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Sunhee Kim and 김경리. "Analysis of Basic Competency for Mathematics in Grade 3." Journal of Research in Curriculum Instruction 11, no. 2 (December 2007): 485–98. http://dx.doi.org/10.24231/rici.2007.11.2.485.

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Thanh Hải, Trịnh, and Trần Trung Tình. "Forming and strengthening teaching competency in Mathematics Pedagogy students." Journal of Science, Educational Science 60, no. 1 (January 12, 2015): 30–37. http://dx.doi.org/10.18173/2354-1075.2015-0004.

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Volodko, Inta, Sarmite Cernajeva, and Irina Eglite. "International Mathematics Olympiad For The Students – Competency-Based Education." Physical and Mathematical Education 17, no. 3 (November 2018): 36–39. http://dx.doi.org/10.31110/2413-1571-2018-017-3-006.

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Pratiwi, R., and Jailani. "The Difference of Mathematics Teachers’ Content Competency in Indonesia." Journal of Physics: Conference Series 1097 (September 2018): 012100. http://dx.doi.org/10.1088/1742-6596/1097/1/012100.

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Babayeva, Mahfuza Abduvoyitovna. "Implementation of a competency-based approach to Teaching Mathematics." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 4 (2021): 391–94. http://dx.doi.org/10.5958/2278-4853.2021.00254.8.

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Dykhovychnyi, Oleksandr O., and Anna F. Dudko. "МОДЕЛЬ РОЗВИТКУ КОМПЕТЕНТНОСТІ ВИКЛАДАЧІВ ЩОДО ОЦІНЮВАННЯ ЯКОСТІ ТЕСТІВ З ВИЩОЇ МАТЕМАТИКИ." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 77. http://dx.doi.org/10.33407/itlt.v68i6.2243.

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The paper studies a task of developing the teachers’ competency concerning the quality of tests in higher mathematics. This issue becomes especially critical in the context of finding ways to improve knowledge control and the introduction of computer testing to determine students' learning curve in higher mathematics. The concept of the teachers’ competency concerning the quality of tests in higher mathematics is substantiated. It is defined as the teacher’s ability to calculate the characteristics of the test, test items with the use of ICT and on the basis of these characteristics to evaluate the quality of individual items and objectively draw conclusions about the quality of the test in general, its improvement and the expediency of using in the learning process for knowledge control. The test analysis consists in analysis of distribution of the results’ sample, estimation of the test reliability, estimation of the test validity and estimation of the test's effectiveness. The analysis of test items consists in analysis of the correlation matrix of items, estimation of the items reliability and validity, and estimation of test efficiency; analysis of the ensemble of characteristic curves of items, the analysis of polytomic items, the analysis of the distractors of the multiple choice items. The development model of this competency is proposed. It consists of five components: motivational (includes goals and objectives of the educational process), content (defines the content of educational activities by the levels of teachers’ competency in evaluating the quality of tests in higher mathematics), technological (defines concretely the organizational forms and methods of competency development), diagnostic and resultative (determines the competency levels of teachers concerning the quality of tests in higher mathematics, examination and effectiveness analysis of this process). Prospects of research have been determined. They consist in both determining the criteria of grading the level of teachers’ competency against the quality of tests in higher mathematics as well as definition of competency levels for more precise characterization of the model content component. Development of the teachers’ competency as related to the quality of tests in higher mathematics will help improving controls of students' knowledge in higher mathematics and increase the professional aptitude of educators.

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Habala, Peter, and Marie Demlova. "Teaching comprehension of mathematical language—a case for discrete approach." Teaching Mathematics and its Applications: An International Journal of the IMA 38, no. 3 (July 27, 2018): 123–34. http://dx.doi.org/10.1093/teamat/hrz003.

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Abstract Arguably the largest obstacle freshmen face in their mathematics courses is their unfamiliarity with the language of mathematics. Addressing this problem right at the start seems like a sensible strategy, as comprehension of mathematical communication helps students in all mathematics courses they will take. In this paper we discuss general strategies that can be used when addressing the competency in understanding and speaking the language of mathematics. In particular we focus on benefits of teaching students to prove statements and difficulties related to such endeavour. We introduce discrete mathematics as a particularly suitable course for such activity. Then we look closer at practical experiences we had when teaching comprehension of mathematical language and proofs in discrete mathematics courses.

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Journal articles on the topic 'Mathematics competency'

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