Relevant bibliographies by topics / Mathematics teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Mathematics teachers"

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Gokkurt, Burcin, Yasin Soylu, and Tugba Ornek. "Mathematical language skills of mathematics teachers." International Journal of Academic Research 5, no. 6 (December 10, 2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.

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Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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Bulayi, Makungu, Vincent Naano Anney, and Loyce Kiiza Kobosingye. "Mathematics Teacher’s Content Knowledge and Pedagogical Content Knowledge in Learner-centred Approaches in Secondary Schools." Frontiers of Contemporary Education 2, no. 2 (January 20, 2022): p80. http://dx.doi.org/10.22158/fce.v2n2p80.

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This paper describes how mathematic teacher’s content knowledge informs teachers’ pedagogical content knowledge in the use learner-centred approaches and decision when teaching mathematics. Two trained mathematics teachers in the use of learner-centred approaches who were teaching mathematics at ordinary secondary school level in Tanzania were involved. Data was collected through classroom observation, video recording of classroom events and teacher’s self-reflections. Thematic analysis procedure both at conceptual and manifest level was employed. The findings indicated that, teacher’s weak knowledge of contents as a component of pedagogical content knowledge in the use of learner-centred approaches led to teacher’s inability to help students’ construct knowledge of the subject matter that teachers taught. The trained teachers did not teach lessons that were learners’ focused and were unable to help students discover the relationship between contents they taught with other contents in the syllabus. Teachers’ lack of content knowledge led to teachers’ communication of their misunderstanding to students through teacher-centred teaching approaches. In addition, these experienced teachers were unable to help students describe the rationale for learning contents. It is recommended that cementing on leaner-centred approaches during teachers’ professional development programs should go hand in hand with capitalizing on teacher’s knowledge of contents.
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ÜNVEREN BİLGİÇ, Emine Nur, and Ayşe Zeynep AZAK. "Mathematics Teachers’ Views on Mathematical Thinking." Journal of Computer and Education Research 7, no. 13 (April 30, 2019): 109–19. http://dx.doi.org/10.18009/jcer.531911.

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Görgüt, Rahime Çelik, and Yüksel Dede. "Mathematics teachers’ assessment of mathematical understanding." Studies in Educational Evaluation 75 (December 2022): 101190. http://dx.doi.org/10.1016/j.stueduc.2022.101190.

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Güler, Gürsel, Mehmet Fatih Öçal, and Levent Akgün. "Pre-service mathematics teachers’ metaphors about mathematics teacher concept." Procedia - Social and Behavioral Sciences 15 (2011): 327–30. http://dx.doi.org/10.1016/j.sbspro.2011.03.095.

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Khadijah Batool, Muhammad Anwer, and Muhammad Shabbir. "Assessing Mathematics Teachers’ Dispositions." Journal of Business and Social Review in Emerging Economies 6, no. 4 (December 4, 2020): 1427–37. http://dx.doi.org/10.26710/jbsee.v6i4.1467.

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The study was aimed at comparison mathematics teacher’s dispositions at secondary level. The research was conducted to distinguish the difference of disposition among teachers on male and female basis as well as on their academic qualification base. One hundred and twenty teachers who were teaching mathematics at secondary level were selected. Data were gathered through stratified sampling technique by administering the questionnaire. The results indicated a statistical difference exist among mathematics teachers on gender basis and also with respect to their qualifications as well within groups. When comparing the mean scores results of the study depicted a significant effect of gender and qualification on teacher’s dispositions towards mathematics. (p<.05). The results of this research indicated that bulk of teachers had significant difference of dispositions towards self, students and insignificant difference of disposition towards colleagues. In addition, the in-service teachers’ DIPS vary and also significant on the basis of their qualifications. It is recommended that larger sample should be taken from public and private school to check and improve teacher’s dispositions. This study should also be carried out on college and university level to assess and enhance teachers’ dispositions.
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Growney, JoAnne. "Mathematics Teachers." Mathematics Magazine 70, no. 4 (October 1, 1997): 272. http://dx.doi.org/10.2307/2690863.

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Growney, JoAnne. "Mathematics Teachers." Mathematics Magazine 70, no. 4 (October 1997): 272. http://dx.doi.org/10.1080/0025570x.1997.11996552.

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Gürefe, Nejla. "Mathematical Language Skills of Mathematics Prospective Teachers." Universal Journal of Educational Research 6, no. 4 (April 2018): 661–71. http://dx.doi.org/10.13189/ujer.2018.060410.

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Dissertations / Theses on the topic "Mathematics teachers"

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Lehmann, Jane Nedine. "Reading mathematics: Mathematics teachers' beliefs and practices." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186198.

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This study explores the relationship between university mathematics teachers' beliefs about the nature of reading mathematics and their practices regarding reading mathematics. It is a response to the calls for reform in mathematics education, particularly to the assertion made by the National Council of Teachers of Mathematics in 1989 that not all students can read mathematical exposition effectively and that all students need instruction in how to read mathematics textbooks. It presupposes a collaboration between reading and mathematics teachers to help students learn to read mathematics. The objectives were (1) to examine mathematics teachers' beliefs and practices regarding reading, mathematics, and thereby, reading mathematics; (2) to determine whether the theoretical perspectives implicit in those beliefs and practices could be characterized vis-a-vis the theoretical orientations that inform Siegel, Borasi, and Smith's (1989) synthesis of mathematics and reading; and (3) to determine the relationship, if any, that exists between mathematics teachers' beliefs about reading mathematics and their practices regarding reading mathematics. The synthesis presents dichotomous views of both mathematics and reading: Mathematics is characterized as either a body of facts and techniques or a way of knowing; reading, as either a set of skills for extracting information from text, or a mode of learning. The latter view, in each case, can be characterized as constructivist. The researcher was a participant observer in a university sumner program. The primary participants were fourteen mathematics instructors. Interviews were conducted using a heuristic elicitation technique (Black & Metzger, 1969). Field notes were taken during observations of classroom activities and other non-academic summer program activities. The data were coded using a constant comparative method (Glaser & Strauss, 1967) comparative method. Twelve instructors held conceptions of reading that were consistent with their conceptions of mathematics. Of those twelve, two held conceptions that could be characterized as constructivist; ten held conceptions that were not constructivist. Two instructors held conceptions of reading that were not consistent with their conceptions of mathematics. Of those two, one held a constructivist conception of reading but not of mathematics; one held a constructivist conception of mathematics but not of reading. Teachers' practices reflected their theoretical orientations. The study has implications for teacher education: If teachers' beliefs are related to their practices, then teacher education programs should (1) acknowledge the teachers' existing beliefs and (2) address the theoretical orientations implicit in various aspects of pedagogy.
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Bickmore-Brand, Jennie. "Teachers of mathematics teach mathematics differently : a case study of two teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/893.

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This thesis investigates the different approaches adopted by two teachers for teaching mathematical content at the upper primary level of education. Questions have been raised by researchers about the impact teachers' philosophical background may have on their perception of how mathematics should be taught. Similarly questions have been asked about the role of content in mathematics education in relation to the process of education. The two teachers held different beliefs about what they were doing when they were teaching mathematics and why they were teaching that way. Their methodological emphases were different; one could be described as being more learner-centred and the other as more content-centred. This case study research analysed classroom observations, and interviews with the teachers and the students, collected over a twelve month period. The results indicated a difference in perception being expressed by the students in each class, about the mathematics they were being taught and its function in their own lives. The outcomes of this study were concerned with the impact of each teaching methodology. The qualitative nature of the research provides readers with data which may help them to make informed choices about approaches to teaching mathematics. Most importantly this study highlights the factors which may have an impact on how a teacher elects and/or feels constrained to deliver set mathematics curriculum.
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Bakkaloglu, Ezgi. "Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608937/index.pdf.

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This study analyzes the preservice elementary mathematics teachers&rsquo
self efficacy beliefs and outcome expectancies about using manipulatives and investigates whether, or not, university and gender differences have any significant effect on their self efficacy and outcome expectancies. In mathematics education, students&rsquo
conceptions about abstract mathematical ideas and being able to convert them into concrete ideas are very important. For this reason, it is very beneficial to use manipulative materials in the mathematics lessons. However, most of the preservice mathematics teachers in Turkey lack knowledge about using manipulatives. The sample of present study consisted of 77 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 2 different universities located in Ankara and Izmir. Data were collected in spring term of 2006-2007 academic years. The survey items were adopted from previously developed teacher efficacy instrument, which partly ensures the items to be parallel with the existing theory about the construct. The survey consisted of three parts
demographic information, knowledge about the manipulatives, and &lsquo
The Instrument of Preservice Mathematics Teachers&rsquo
Efficacy Beliefs about Using Manipulatives&rsquo
(EBMU). The present study demonstrated that the gender differences did not effect preservice elementary mathematics teachers&rsquo
personal manipulative use teaching efficacy whereas the university differences had a significant effect on their personal manipulative use teaching efficacy. In addition, the gender and university attended produced statistically significant main effect on preservice elementary mathematics teachers&rsquo
outcome expectancies.
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Ozgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.

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The current study aimed to explore middle school mathematics teachers&rsquo
use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class
and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers&rsquo
use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo
characteristics.
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Kunz, Emily Ann Hales. "Secondary Mathematics Teachers' Mindsets." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8691.

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Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathematics teachers have different mindsets towards honors and regular students, while they have heard about mindset, they do not understand mindset deeply, and mathematics teachers do not know how to help their students develop a growth mindset.
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Sweeting, Kylie. "Early years teachers’ attitudes towards mathematics." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46123/1/Kylie_Sweeting_Thesis.pdf.

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Worldwide, there is considerable attention to providing a supportive mathematics learning environment for young children because attitude formation and achievement in these early years of schooling have a lifelong impact. Key influences on young children during these early years are their teachers. Practising early years teachers‟ attitudes towards mathematics influence the teaching methods they employ, which in turn, affects young students‟ attitudes towards mathematics, and ultimately, their achievement. However, little is known about practising early years teachers‟ attitudes to mathematics or how these attitudes form, which is the focus of this study. The research questions were: 1. What attitudes do practising early years teachers hold towards mathematics? 2. How did the teachers‟ mathematics attitudes form? This study adopted an explanatory case study design (Yin, 2003) to investigate practising early years teachers‟ attitudes towards mathematics and the formation of these attitudes. The research took place in a Brisbane southside school situated in a middle socio-economic area. The site was chosen due to its accessibility to the researcher. The participant group consisted of 20 early years teachers. They each completed the Attitude Towards Mathematics Inventory (ATMI) (Schackow, 2005), which is a 40 item instrument that measures attitudes across the four dimensions of attitude, namely value, enjoyment, self-confidence and motivation. The teachers‟ total ATMI scores were classified according to five quintiles: strongly negative, negative, neutral, positive and strongly positive. The results of the survey revealed that these teachers‟ attitudes ranged across only three categories with one teacher classified as strongly positive, twelve teachers classified as positive and seven teachers classified as neutral. No teachers were identified as having negative or strongly negative attitudes. Subsequent to the surveys, six teachers with a breadth of attitudes were selected from the original cohort to participate in open-ended interviews to investigate the formation of their attitudes. The interview data were analysed according to the four dimensions of attitudes (value, enjoyment, self-confidence, motivation) and three stages of education (primary, secondary, tertiary). Highlighted in the findings is the critical impact of schooling experiences on the formation of student attitudes towards mathematics. Findings suggest that primary school experiences are a critical influence on the attitudes of adults who become early years teachers. These findings also indicate the vital role tertiary institutions play in altering the attitudes of preservice teachers who have had negative schooling experiences. Experiences that teachers indicated contributed to the formation of positive attitudes in their own education were games, group work, hands-on activities, positive feedback and perceived relevance. In contrast, negative experiences that teachers stated influenced their attitudes were insufficient help, rushed teaching, negative feedback and a lack of relevance of the content. These findings together with the literature on teachers‟ attitudes and mathematics education were synthesized in a model titled a Cycle of Early Years Teachers’ Attitudes Towards Mathematics. This model explains positive and negative influences on attitudes towards mathematics and how the attitudes of adults are passed on to children, who then as adults themselves, repeat the cycle by passing on attitudes to a new generation. The model can provide guidance for practising teachers and for preservice and inservice education about ways to foster positive influences to attitude formation in mathematics and inhibit negative influences. Two avenues for future research arise from the findings of this study both relating to attitudes and secondary school experiences. The first question relates to the resilience of attitudes, in particular, how an individual can maintain positive attitudes towards mathematics developed in primary school, despite secondary school experiences that typically have a negative influence on attitude. The second question relates to the relationship between attitudes and achievement, specifically, why secondary students achieve good grades in mathematics despite a lack of enjoyment, which is one of the dimensions of attitude.
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Segarra, Escandón Jaime Rodrigo. "Pre-service teachers' mathematics teaching beliefs and mathematical content knowledge." Doctoral thesis, Universitat Rovira i Virgili, 2021. http://hdl.handle.net/10803/671686.

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L’estudi del coneixement matemàtic i les creences de l’eficàcia de l’ensenyament de les matemàtiques en la formació inicial dels futurs mestres és fonamental, ja que influencia el rendiment acadèmic dels seus estudiants. L’objectiu d’aquesta tesi és estudiar tant el coneixement matemàtic inicial dels futurs mestres com també les seves creences sobre l’eficàcia matemàtica i la seva actitud envers les matemàtiques. Per a complir amb l’objectiu, es realitzen vàries investigacions. Primer, s’estudien els coneixements inicials de nombres i geometria dels estudiants del primer curs del Grau d’Educació Primària a la Universitat Rovira i Virgili (URV). En segon lloc, s’estudien les creences de l’eficàcia de l’ensenyament de les matemàtiques dels futurs mestres durant el grau. En tercer lloc, en aquesta Tesi es compara l’autoeficàcia i l’expectativa de resultats de l’ensenyament de les matemàtiques de futurs mestres, mestres novells i mestres experimentats. En quart lloc, s’estudia la relació entre les creences de l’ensenyament de les matemàtiques, l’actitud envers les matemàtiques i el rendiment acadèmic dels futurs mestres. En cinquè lloc, s’estudia la influència dels factors experiència docent, nivell d’educació i nivell d’ensenyament sobre les creences de l’eficàcia de l’ensenyament de les matemàtiques en mestres en actiu. Finalment, es compara l’autoeficàcia de l’ensenyament de les matemàtiques entre els estudiants del quart any del grau de mestres a la Universitat del Azuay i a la URV. Els resultats d’aquesta Tesi ofereixen informació potencialment important sobre el coneixement matemàtic, les creences, l’autoeficàcia de l’ensenyament de les matemàtiques i l’actitud envers les matemàtiques dels futurs mestres i dels mestres en actiu. Aquests resultats poden ajudar a desenvolupar polítiques adients a l’hora de dissenyar plans d’estudis i també assessorar als professors dels graus de mestre en les institucions d’educació superior.
El estudio del conocimiento matemático y las creencias de la eficacia de la enseñanza de las matemáticas en la formación inicial de los futuros maestros es fundamental, ya que influye en el rendimiento académico de los estudiantes. El objetivo de esta tesis es estudiar tanto el conocimiento matemático inicial de los futuros maestros como sus creencias sobre la eficacia matemática y su actitud hacia las matemáticas. Para cumplir con el objetivo se realiza varias investigaciones. Primero, se estudia los conocimientos iniciales de números y geometría de los estudiantes de primer año del Grado de Educación Primaria en la Universidad Rovira y Virgili (URV). En segundo lugar, se estudia las creencias de la eficacia de la enseñanza de las matemáticas de los futuros maestros a lo largo del grado. Tercero, esta Tesis compara la autoeficacia y la expectativa de resultados de la enseñanza de las matemáticas de futuros maestros, maestros novatos y maestros experimentados. Cuarto, se estudia la relación entre las creencias de la enseñanza de las matemáticas, la actitud hacia las matemáticas y su rendimiento académico. Quinto, se estudia la influencia de los factores experiencia docente, nivel de educación y nivel de enseñanza, sobre las creencias de la eficacia de la enseñanza de las matemáticas en maestros en servicio. Finalmente, se compara la autoeficacia de la enseñanza de las matemáticas entre los estudiantes de cuarto año del grado de maestro en la Universidad del Azuay y en la URV. Los resultados de esta Tesis ofrecen información potencialmente importante sobre el conocimiento matemático, las creencias, la autoeficacia de la enseñanza de las matemáticas y la actitud hacia las matemáticas de los futuros maestros y maestros en servicio. Estos resultados pueden ayudar a desarrollar políticas adecuadas para diseñar planes de estudios y también asesorar a los profesores de los grados de maestro en las instituciones de educación superior.
The study of mathematical content knowledge and teachers’ mathematics teaching beliefs of the pre-service teachers is fundamental, since it influences the academic performance of students. The objective of this Thesis is to study the initial mathematical knowledge of pre-service teachers and also their teachers’ mathematics teaching beliefs and their attitude towards mathematics. To meet the objective, various investigations are carried out. First, the initial knowledge of numbers and geometry of first-year students of the primary education degree at the Rovira and Virgili University (URV) is studied. Second, pre-service teachers’ mathematics teaching beliefs are studied throughout the grade. Third, this Thesis compares the self-efficacy and the expectation of results of the teaching of mathematics of pre-service teachers, novice in-service teachers and experienced in-service teachers. Fourth, the relationship between the teachers’ mathematics teaching beliefs, the attitude towards mathematics and their academic performance is studied. Fifth, the influence of the factors teaching level factor and level of training on the teachers’ mathematics teaching beliefs of in-service teachers is studied. Finally, the self-efficacy of mathematics teaching of fourth-year students at the Azuay University and at the URV is compared. The results of this Thesis offer potentially important information on the mathematical knowledge, beliefs, self-efficacy of mathematics teaching and the attitude towards mathematics of pre-service teachers and in-service teachers. These results can help develop policies for curriculum developers and teaching professors at institutes of higher education.
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Verwey, Johanna Cornelia (Hanlie). "Investigating the interaction of mathematics teachers with learners' mathematical errors." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24743.

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This study investigated the interaction of mathematics teachers with learners’ mathematical errors. The teachers’ verbal interaction with learners’ errors during learning periods and their written interaction in assessment tasks were explored. The study was contextualized in grade 9 secondary school classrooms in the Gauteng province of South Africa. The investigation was epistemologically underpinned by constructivism/socio-constructivism. The investigation was qualitatively approached through four case studies. Structured and semi-structured interviews, classroom observations and learners’ written assessment tasks were employed as sources of data. The participating teachers were described in terms of their beliefs about mathematics, their beliefs about learners’ mathematical errors, their observed prevalent teaching approach and their professed and enacted interaction with learners’ mathematical errors. Within-case and cross-case comparisons ensued. The findings proposed that when teachers believed that the value of learners’ errors was vested in the corrections thereof, rather than employing these opportunities for discussion, valuable opportunities for learners to develop and improve their meta-cognitive abilities might potentially be lost. The findings further indicated that a focus on the mere correction of learners’ errors probably denied learners opportunities to develop a mathematical discourse. The results of the investigation illuminated that an emphasis on achievement during assessment, together with a disapproving disposition towards errors among teachers and learners, were hindrances. They acted as barriers to engendering a socio-constructivist learning environment in which interactions with learners’ errors could enhance learning and establish a negotiating mathematical community. A concurrence between the teachers’ prevalent teaching approach and their mathematical beliefs was confirmed. However, in two of the four cases, a dissonance was revealed between their prevalent teaching approach and their interaction with learners’ errors. Interaction with learners’ mathematical errors was hence identified as a separate and discrete component of a teacher’s practice. The findings suggest the explicit inclusion of error-handling in reform-oriented teacher-training and professional development courses to utilize learners’ mathematical errors more constructively.
Dissertation (MEd)--University of Pretoria, 2010.
Science, Mathematics and Technology Education
unrestricted
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Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
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Bucci, Terri Teal. "Expert mathematics teachers' parallels to worldviews : investigating pedagogical responses to novice mathematics teachers' concerns /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329503314.

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Books on the topic "Mathematics teachers"

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Elizabeth, Fennema, and Nelson Barbara Scott, eds. Mathematics teachers in transition. Mahwah, NJ: Lawrence Erlbaum Associates, 1997.

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1945-, Koshy Valsa, Ernest Paul, and Casey Ron, eds. Mathematics for primary teachers. London: Routledge, 2000.

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Devine, Donald F. Elementary mathematics for teachers. 2nd ed. New York: Wiley, 1991.

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Packel, Edward W. Mathematica for mathematics teachers: Notes from an introductory course. Breckenridge, Co: Front Range Press, 1996.

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Lu, Xiaoli. Novice Mathematics Teachers’ Professional Learning. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1.

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Leuders, Timo, Kathleen Philipp, and Juliane Leuders, eds. Diagnostic Competence of Mathematics Teachers. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66327-2.

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Strutchens, Marilyn E., Rongjin Huang, Despina Potari, and Leticia Losano, eds. Educating Prospective Secondary Mathematics Teachers. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8.

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Kaur, Berinderjeet, Oh Nam Kwon, and Yew Hoong Leong, eds. Professional Development of Mathematics Teachers. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2598-3.

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G, O'Daffer Phares, ed. Mathematics for elementary school teachers. Reading, Mass: Addison-Wesley, 1998.

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G, O'Daffer Phares, ed. Mathematics for elementary school teachers. 2nd ed. Boston: Addison-Wesley, 2002.

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Book chapters on the topic "Mathematics teachers"

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Voss, Thamar, Thilo Kleickmann, Mareike Kunter, and Axinja Hachfeld. "Mathematics Teachers’ Beliefs." In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, 249–71. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-5149-5_12.

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Miao, Zhenzhen, Christian Bokhove, and David Reynolds. "Achievement in mathematics." In Master Mathematics Teachers, 126–38. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003127925-7.

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Chapman, Olive. "Mathematics Teacher Educator Knowledge for Teaching Teachers." In Research in Mathematics Education, 403–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62408-8_21.

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White, Allan Leslie, Barbara Jaworski, Cecilia Agudelo-Valderrama, and Zahra Gooya. "Teachers Learning from Teachers." In Third International Handbook of Mathematics Education, 393–430. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4684-2_13.

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Park, Han Shick. "Mathematics for Mathematics Teachers -On Statistics-." In Proceedings of the Ninth International Congress on Mathematical Education, 188–89. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_45.

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Torbeyns, Joke, Sandy Verbruggen, and Fien Depaepe. "ECE Teachers’ Use of Educational Technology in Early Mathematics Education and Its Association with Teacher and School Characteristics." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives, 145–56. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_11.

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AbstractRecent studies point to the potential of using educational technology (ET) to stimulate preschoolers’ mathematical development. Despite the potential of ET for fostering early mathematics there is still limited insight into the extent to which ET is actually used in daily classrooms. We aimed to complement current insights into early childhood education (ECE) teachers’ use of ET in mathematics education and its association with school and teacher characteristics via an interview study with 342 ECE teachers in Flanders (Belgium). Our results indicated that about 1/3 of them did not adopt ET in mathematics education. Teachers who used ET reported various programs, with general preference for practice programs covering multiple mathematical competencies. Surprisingly, these programs were at least as frequently used to support basic ICT skills as to stimulate children’s mathematical development. Finally, the school’s ICT infrastructure, teachers’ ET competences and their computer experience at home were identified as key variables for teachers’ adoption of ET. We discuss the implications of our findings for ECE teacher training and professional development initiatives and point to avenues for future studies on the topic.
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Miao, Zhenzhen, Christian Bokhove, and David Reynolds. "The master mathematics teachers project." In Master Mathematics Teachers, 1–11. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003127925-1.

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Miao, Zhenzhen, Christian Bokhove, and David Reynolds. "Growing into master mathematics teachers." In Master Mathematics Teachers, 160–89. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003127925-9.

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Chapman, Olive. "Mathematics Teachers as Learners." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_242-1.

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Llinares, Salvador, Konrad Krainer, and Laurinda Brown. "Mathematics Teachers and Curricula." In Encyclopedia of Mathematics Education, 438–41. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_111.

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Conference papers on the topic "Mathematics teachers"

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Hartono, Yusuf, Elika Kurniadi, and Weni Dwi Pratiwi. "Mathematics teachers’ perception on mathematical proof." In THE 2ND NATIONAL CONFERENCE ON MATHEMATICS EDUCATION (NACOME) 2021: Mathematical Proof as a Tool for Learning Mathematics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142291.

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Ruz, Felipe, Beth Chance, and Elsa Medina. "Stochastic Knowledge of Future Chilean Mathematics Teachers." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4c1.

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Mathematics teachers are key agents in teaching stochastic at school, so we are interested in analyzing their knowledge of the content after completing their initial training. We conceptualized the knowledge of the content from the Teacher's Didactic-Mathematical Knowledge Model and following a quantitative methodology, we analyzed a sample of 269 future Chilean mathematics teachers. The results were generally low, although higher in terms of stochastic knowledge promoted at school level (common knowledge) compared to the skills developed during initial teacher training (extended knowledge). We conclude with recommendations to incorporate modern and effective methodologies for teaching and learning stochastic, which we hope can be an input for those responsible for stochastic teacher education. Los profesores de matemática son agentes claves en la enseñanza de la estocástica en la escuela, por lo que nos interesamos en analizar su conocimiento del contenido tras haber completado su formación inicial. Conceptualizamos al conocimiento del contenido desde el Modelo de Conocimiento Didáctico-Matemáticos del profesor y siguiendo una metodología cuantitativa, analizamos una muestra de 269 futuros profesores de matemáticas chilenos. Los resultados fueron en general bajos, aunque superiores en lo relativo al conocimiento estocástico promovido a nivel escolar (conocimiento común) en comparación a las habilidades desarrolladas durante la formación inicial docente (conocimiento ampliado). Finalizamos con recomendaciones para incorporar metodologías modernas y efectivas para la enseñanza y aprendizaje de la estocástica, que esperamos puedan ser un insumo para los responsables de la educación estocástica del profesorado.
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Montenegro, Helena. "Mathematics Teacher Education Classrooms: Discursive Practices Among Mathematics Teacher Educators and Prospective Teachers." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692581.

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McClain, Kay. "The evolution of teachers’ understandings of distribution." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08313.

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This paper provides an analysis of the evolution of the statistical understandings related to exploratory data analysis of a cohort of middle-school mathematics teachers. The analysis is grounded in a design experiment in the context of teacher development where the teachers’ understandings of statistical data analysis, in particular distribution, were the mathematical endpoint. Activities from an instructional sequence designed to support ways to reason statistically about data were the basis of the engagement. Analyses of the episodes in this paper document the teachers’ learning that occurred.
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Buliņa, Elīna, and Andrejs Cibulis. "Fostering Teachers’ Mathematical Competence in Problem Solving." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.44.

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The problem of a growing shortage of qualified mathematics teachers, which is emerging in many countries today, is also quite acute in Latvia. Moreover, there are only few students in Latvia who want to study mathematics at a serious level and become mathematics teachers. A shortage of students and teachers is one of the reasons for the decline in the quality of mathematics teaching. Teaching and learning mathematics is impossible without understanding and problem solving, which, as noted by the famous mathematician Paul Halmos, is ‘the heart of mathematics’. It is a well-known idea that by developing problem-solving skills, we learn not only how to tackle mathematical problems, but also how to logically work our way through any problems we may face. Unfortunately, this idea does little to contribute to a successful tackling of the teacher shortage, which is not a mathematics problem for which somebody can find a quick and easy solution. This article offers some research topics that may be useful for teachers working with their gifted pupils; deals with a non-trivial problem of constructing magic polygons on a triangular lattice, which is recommended as a research topic for teachers to encourage them and their students to better master different solution strategies and so-called big ideas in mathematics; the article also gives some insights into mathematics teacher training education in Latvia.
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Morales López, Yuri, Marianela Alpízar Vargas, Ana Lucía Alfaro Arce, and Vicenç Font-Moll. "Noticing and analysis of pedagogical practices in mathematics." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.88.

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The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?
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Shriki, Atara, and Ilana Lavy. "QUALIFYING MATHEMATICS TEACHERS TO DESIGN INTERDISCIPLINARY LEARNING ACTIVITIES OF MATHEMATICS AND MUSIC." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end099.

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"Interdisciplinary learning of mathematics and arts is often acknowledged as supporting the development of students' problem-solving skills, encouraging student involvement in learning, and fostering students' creativity. However, for teachers to acknowledge the benefits of interdisciplinary learning of mathematics and arts, and express willingness to apply it in their classrooms, they must first experience such learning for themselves. To that end, they have to take part in dedicated training courses. The study described in this paper followed the experience of twenty-seven elementary school mathematics teachers who participated in an annual professional development program that took place once every two weeks and was designed to qualify them to implement an interdisciplinary approach to teaching mathematics and arts. The course included four interdisciplinary modules: math-music, math-painting, math-photography, and math-dance. None of the teachers had prior knowledge of interdisciplinary teaching and learning. The mathematical topic chosen was fractions, as this topic entails numerous difficulties of various kinds both for the teachers and the students. In what follows we focus on the teachers' experience with module no. 1, math-music. Before we explicitly exposed the teachers to the rationale of interdisciplinary learning of mathematics and music, they were asked to design learning activities that integrate fractions and music. No specific instructions were given, as we aimed at allowing the teachers to examine their initial perceptions and interpretations regarding interdisciplinarity, and then adapting the contents of the professional development program to the teachers' early perceptions and knowledge. After completing the design of the activities, the teachers presented them, explained their considerations, and provided mutual feedback. They also rated the extent to which interdisciplinarity was expressed in the activity, according to criteria they had developed themselves. The study indicated that teachers who knew how to play a certain musical instrument and read notes produced more mathematically significant content. Moreover, activities based on considerations relating only to common student mistakes in performing arithmetic operations in fractions did not lead to the design of activities characterized as having a high extent of interdisciplinarity. In case the considerations included general mathematical knowledge and knowledge of the mathematics curriculum, the extent of integration increased. Following these findings, the professional development program focused on deepening the teachers' mathematical knowledge and musical knowledge relevant to the subject of fractions. This approach has proven to be effective in terms of teachers' ability to produce meaningful interdisciplinary math-music activities, thus indicating the feasibility of teacher training for implementing an interdisciplinary approach."
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Molnar, Adam. "High school mathematics teachers’ reading of tables." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16403.

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People frequently do not use numeric information as providers intended. Some lapses arise from psychological issues, but more errors (even among educated professionals) come from lack of mathematical skill. Lack of training is a cause; for instance, finding probabilities from tables appears in current US school standards, but not many earlier versions. To investigate teacher knowledge, 25 US high school mathematics teachers were interviewed on tasks related to tables and conditional probability. Although participants made mistakes, their content knowledge compared favorably to the general population. Interviewed teachers recognized common misconceptions and could offer potential suggestions to help students, but teachers acknowledged their lack of experience on the subject. Discussion includes how curriculum choices might develop students’ knowledge of categorical variables.
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Ndhlovu, Zanzini. "Does Importing of Everyday Mathematics to the Classroom Guarantee better Mathematics Learning? Lessons from a Study of Ngoni/Tumbuka Learners in Zambia." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/babf7955.

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The present research paper comprises of two parts. Part I discusses the difference between the epistemic basis of everyday practices of Ngoni/Tumbuka children and the school mathematics practices in Zambia and the embedded nature of everyday and school mathematics concepts in the respective discursive practices. The second part looks at the mathematics pedagogy of Grade I and VI. The analyses show that the teachers in Grade I brought in a lot of everyday examples, materials and ideas to teach the young children the number concept, place value, concept of zero etc. In contrast, the teachers in Grade VI used very few examples of everyday experiences for children in the mathematics class. They emphasise the use of routines, templates and the procedures for teaching mathematics in school. Most children excepting a few in Grade VI had not developed any theoretical understanding well. They could, sometimes, solve the problems because the teacher presented the problems in familiar templates but not because they understood the problem. Some teachers tried to link everyday experiences to the school mathematics concepts like ratios and factors. Yet, they failed to exhibit any understanding of how to help these children shift from everyday discourse to school mathematics discourse. Most of the teachers in Government schools emphasised specific use of mathematical signs, symbols and registers, standards of accuracy, language etc. without working sufficiently on how to help these children mathematize everyday experiences using this representational and semiotic system of school mathematics. The paper concludes with some suggested activities to bridge this gap.
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Walton, Margaret. "The Relationship Between Mathematics Teachers' Beliefs and Teacher Effectiveness." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582312.

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Reports on the topic "Mathematics teachers"

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Author, Not Given. The Teachers Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/7181866.

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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Schoen, Robert, Xiaotong Yang, and Gizem Solmaz. Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test. Florida State University Libraries, May 2021. http://dx.doi.org/10.33009/lsi.1620243057.

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The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of measurement, and marginal reliability. The intended use of the data from the 2019 K-TEEM test is to serve as a measure of teacher knowledge that will be used in a randomized controlled trial to investigate the impact—and variation in impact—of a teacher professional-development program for early elementary teachers.
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Olga V. Bondarenko. The support of the process of training pre-service mathematics teachers by means of cloud services. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4454.

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The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Ольга Володимирівна Бондаренко. The support of the process of training pre-service mathematics teachers by means of cloud services. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4385.

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The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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Brett, B., M. A. Scheirer, and S. Raizen. A study of the Teachers` Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/161557.

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Thart, N. A. The Teachers Academy for mathematics and science. 1996 Annual report. Office of Scientific and Technical Information (OSTI), December 1996. http://dx.doi.org/10.2172/543634.

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Polgun, K. The use of a higher mathematics electronic instructional and methodological package within inclusive learning environment. Association 1901 «SEPIKE», 2017. http://dx.doi.org/10.31812/0564/2053.

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The article shows the need for developing a higher mathematics electronic instructional and methodological package for students with special needs. Structural elements of the above package have been described. The distinctive features of each of them have been identified. The purpose of creating a higher mathematics electronic instructional and methodological package is to ensure the formation of mathematical competence of inclusive groups' students. The efficiency of the package developed has been corroborated by the experimental data. The article may be interesting for teachers of institutions of higher education with inclusive learning framework.
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