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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
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Popel, Maiia V. "USING COCALC AS A TRAINING TOOL FOR MATHEMATICS TEACHERS’ PRE-SERVICE TRAINING." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 251. http://dx.doi.org/10.33407/itlt.v68i6.2404.
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This paper deals with the problem of theoretical justification and development of scientific and methodological support for using the cloud service CoCalc as a tool for the formation of mathematics teachers’ professional competencies. The following contradictions exist concerning the processes of forming these competencies: between the level of abstraction of mathematical objects and the possibilities of providing their visualization by computer interpretation; between the expediency of widespread use of ICT services for mathematical purposes in the training of pre-service teachers of mathematics and the lack of opportunities for their provision to ICT subdivisions and pedagogical universities; between the feasibility of using ICT outsourcing of cloud infrastructure for the pre-service training of mathematics teachers in Ukraine and the non-adaptability of foreign cloud-based mathematical services to the requirements of national educational standards; between the possibilities of application of cloud mathematical services in the process of formation of professional competencies of mathematics teachers and the absence of an adequate method for their implementation. The paper describes the professional training of mathematics teachers in universities of Ukraine, and considers the national and foreign experience of using the cloud-based services in mathematics teachers’ pre-service training and also the tendencies and prospects of using CoCalc in teaching mathematical disciplines. The process of system design of mathematics teachers’ professional competencies is characterized, and the model of using the cloud service CoCalc as a tool for forming mathematics teachers’ professional competencies is developed. The indicators and levels (high, sufficient, medium, low) were identified for each component of the pre-service mathematics teachers’ professional competence system within the proposed model. The method of using CoCalc as a tool for forming professional competencies of mathematics teachers is developed and its basic components such as purpose, content, tools, methods and results are elaborated. Information regarding the stages of research and also the experimental work objectives and content are presented; the quantitative and qualitative analysis of the main stages (ascertaining, formative) of the pedagogical experiment is performed, confirming the hypothesis of the study.
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Gambini, Alessandro, and István Lénárt. "Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers." Education Sciences 11, no. 7 (July 14, 2021): 350. http://dx.doi.org/10.3390/educsci11070350.
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This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.
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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.
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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.
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Tran, Trung, Hung Anh Phan, Hong Van Le, and Hung Thanh Nguyen. "ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (July 31, 2020): 19. http://dx.doi.org/10.3991/ijet.v15i14.14015.
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Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Ramatlapana, Kim Agatha. "Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives." Journal of Mathematics Teacher Education 12, no. 2 (April 2009): 153–59. http://dx.doi.org/10.1007/s10857-009-9101-8.
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Eyup, Izci, and Göktaş Özlem. "Assessment of in-service training activities for junior high mathematics teachers." Educational Research and Reviews 12, no. 24 (December 23, 2017): 1220–29. http://dx.doi.org/10.5897/err2017.3412.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Vladimir N. Soloviev, and Olga V. Bondarenko. "The support of the process of training pre-service mathematics teachers by means of cloud services." CTE Workshop Proceedings 8 (March 19, 2021): 318–32. http://dx.doi.org/10.55056/cte.265.
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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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Erixon, Eva-Lena, and Ninni Wahlström. "In-service training programmes for mathematics teachers nested in transnational policy discourses." European Journal of Teacher Education 39, no. 1 (October 27, 2015): 94–109. http://dx.doi.org/10.1080/02619768.2015.1101062.
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Al Maududi, Roni, Rini Widia Putri, and Purni Munah Hartuti. "GeoGebra Training for Making Mathematics Learning Media at SMPN 11 Depok." REKA ELKOMIKA: Jurnal Pengabdian kepada Masyarakat 2, no. 2 (December 21, 2021): 67–74. http://dx.doi.org/10.26760/rekaelkomika.v2i2.67-74.
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The purpose of this community service activities is to introduce and provide a GeoGebra training to Mathematics teachers at SMP Negeri 11 Depok. GeoGebra is a software that is used as a learning media in Geometry and Algebra as an innovation in learning Mathematics. So far, teachers are using simple tools only to explain about some topics in Mathematics to the students. The community service team will introduce and give a GeoGebra training. The methods that are used are training methods, accommodation, and discussion. The training is carried out by providing theories and practices to the teachers to operate the GeoGebra for Geometry and Algebra. The output target in this community service is the teachers can use GeoGebra as a learning media in Mathematics especially in Geometry and Algebra, GeoGebra module, and scientific articles.
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Guerrero Ortiz, Carolina, and Rita Borromeo Ferri. "Pre-service teachers’ challenges in implementing mathematical modelling: Insights into reality." PNA. Revista de Investigación en Didáctica de la Matemática 16, no. 4 (June 23, 2022): 309–41. http://dx.doi.org/10.30827/pna.v16i4.21329.
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Modelling has become mandatory in the school curricula in many countries across the globe, often without providing teachers the training needed to address this challenge. With a qualitative case study, we analyzed the tasks designed by secondary mathematics pre-service teachers. We recognized how participants manage their knowledge for teaching modelling in the absence of training. Elements of knowledge for teaching such as translation between languages, recognizing unknown data, covariation, and usefulness of representations for understanding and solving problems, were identified. Our results also reveal that future teachers have a tendency to create word problems when first attempting to teach modelling.
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Ubah, Ifunanya Julie Adaobi, and Sarah Bansilal. "PRE-SERVICE MATHEMATICS TEACHERS’ KNOWLEDGE OF MATHEMATICS FOR TEACHING: QUADRATIC FUNCTIONS." Problems of Education in the 21st Century 76, no. 6 (December 18, 2018): 847–63. http://dx.doi.org/10.33225/pec/18.76.847.
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Many researchers and education stakeholders in South Africa point to the need to develop teachers' personal knowledge of the mathematics concepts that they teach to their learners. In this research study we explore the understanding of 42 pre-service mathematics teachers of one aspect of school level mathematics, that of quadratic functions. Data were generated from the written responses to an assessment as well as semi-structured interviews. The purpose was to explore the methods used by pre-service mathematics teachers to derive a symbolic equation for a quadratic function expressed in graphical form. Furthermore, we looked at whether the pre-service teachers were able to use different methods to generate the symbolic equation. The results showed that 25 participants were able to determine the equation of a parabola using one method, while 11 of them were able to use two different methods. The most common method used was based on the intercept form of the equation. Some students identified different forms that the equation of a quadratic function could be expressed as but were unable to apply this to derive the equation. These results indicate that these students are not yet ready to teach these school level concepts even though they have studied advanced mathematics topics as part of their pre-service training. The study recommends that pre-service teachers should also be provided with more structured opportunities to help develop pedagogic content knowledge of the school level content as part of their teacher training programme. Keywords: graphical representation, parabola, pre-service mathematics teachers, quadratic functions, symbolic representation.
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Marsitin, Retno, Nyamik Rahayu Sesanti, and Djoko Adi Susilo. "Pelatihan Aplikasi Software Matematis dalam Pembelajaran Matematika." Jurnal Pengabdian Masyarakat (abdira) 2, no. 4 (October 3, 2022): 39–45. http://dx.doi.org/10.31004/abdira.v2i4.209.
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The rapid development of technology requires mathematics teachers to master mathematical software applications. However, some mathematics teachers have not mastered technology in mathematics learning, especially mathematical software applications. The solution to this problem is organizing community service activities through mathematical software application training in mathematics learning. The community service activity uses training modules that provide detailed and complete explanations and examples presented excitingly, so the participants are not bored. A series of community service activities include materials delivery, training and mentoring, discussion, and evaluations. Mathematics teachers were actively involved during the activities to the end and evaluation. This community service activity aims to improve the quality of mathematics teachers in utilizing mathematical software applications in mathematics learning. The responses to the training activities were very positive, so it can be concluded that the training activities were carried out well and the achievements in accordance with the goals and targets specified.
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Selter, Christoph, Cornelia Gräsel, Martin Reinold, and Kati Trempler. "Variations of in-service training for primary mathematics teachers: an empirical study." ZDM 47, no. 1 (October 16, 2014): 65–77. http://dx.doi.org/10.1007/s11858-014-0639-2.
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Ibrahim, Muhammad Alhaji, and Wum Thiam Yew. "An assessment of the level of knowledge of secondary school mathematics subject matter among final year pre-service mathematics teachers as a basis for teaching school mathematics." Journal of Mathematics and Science Teacher 3, no. 1 (January 19, 2023): em027. http://dx.doi.org/10.29333/mathsciteacher/12853.
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The study sough to establish whether final year pre-service mathematics teachers have mastered secondary school mathematics subject matter as a basis for teaching mathematics at secondary school level immediately after graduation. Based on the assumption of 80% of scores (Guskey & Anderman, 2013) and above in the test administered as accepted cut off point to signify mastery of secondary school mathematics curriculum, the finding of the study revealed that 48.57% of the final year pre-service mathematics teachers have scored 80% and above in the test, which signifies their level of knowledge of secondary school mathematics subject matter, while 51.43% of the final year pre-service mathematics teachers have scored less than 80% in the test, which signifies their inadequate mastery of school mathematics subject matter. The finding shows that over 50% of the final year pre-service mathematics teachers cannot be relied upon to teach secondary school mathematics curriculum with confidence, this is because majority of the final year pre-service mathematics teachers’ (51.43%) have demonstrated inadequate mastery of the subject matter for which they have been trained to teach immediately after graduation. Based on the findings, the following recommendation were put forward; to ensure adequate mastery of school mathematics subject matter among final year pre-service mathematics teachers as a predictable tools for employment, and to serve as a basis for teaching mathematics at secondary school level, mathematics teacher education training should include all secondary school mathematics curricular in their training to ensure adequate mastery of the subject matter among the pre-service teachers.
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Drushlyak, Marina, Artem Yurchenko, Anatolii Rozumenko, and Olena Semenikhina. "EFFECTIVE FORMS OF IN-SERVICE TEACHER TRAINING." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 77–88. http://dx.doi.org/10.28925/2414-0325.2021.108.
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Recently, when choosing types of in-service teacher training, the emphasis has shifted towards increasing the activity of participants in the educational process. Therefore, more effective are those types that are based on active interaction and intensive communication, based on unique life and professional experience and willingness to share it. Among such types of in-service teacher training, the authors distinguish participation in trainings, during which attention is paid to the practical development of skills through their own educational experience, and master classes, during which attention is paid to practical demonstration of creative solutions to a problem, new methodology, technology, author's model. The Department of Computer Science of Makarenko Sumy State Pedagogical University developed short courses of in-service teacher (computer science, physics, mathematics) training of Sumy region, which are focused on the formation / development of skills to create computer animations to support the educational process which was organized as trainings and master classes. The pedagogical experiment consisted in a comparative study of the effectiveness of selected learning forms (training or master class) for heterogeneous groups (groups of teachers with different experience). In addition, the following things were determined: degree of use of IT in professional activities, willingness to use computer animation at lessons, self-assessment of skills to develop computer animations for the learning purpose. According to the results of the experiment, it was found that the master class was more effective for teachers with less than 10 years of experience, and training – for teachers with more than 10 years of experience.
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DURMAZ, Burcu. "An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration." Kuramsal Eğitimbilim 15, no. 3 (July 31, 2022): 605–38. http://dx.doi.org/10.30831/akukeg.988828.
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This study aims to examine the change in the teachers’ beliefs about the training, presented as an online education for the children’s literature and mathematics teaching to pre-service pre-school, primary and elementary teachers. The participants of the research consisted of 54 pre-service teachers who were selected by purposive sampling method. A weak experimental pre-test post-test design without a control group was used in the study. The data collection tools were the belief scale for the integration of mathematics and children's literature, mathematics teaching self-efficacy belief, and mathematics literacy self-efficacy scales. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers’ scores varied across their branches. In addition, the training was identified to have a significant effect on the difference scores obtained from all factors except for the practitioner competencies complicating the integration process and social norms. Based on the findings, various studies such as face-to-face and experimental studies on a single field/branch basis may be conducted to examine the changes in the pre-service teachers' beliefs and competencies towards integrating mathematics and children's literature.
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Guo, William. "Exploratory Case Study on Solving Word Problems Involving Triangles by Pre-Service Mathematics Teachers in a Regional University in Australia." Mathematics 10, no. 20 (October 14, 2022): 3786. http://dx.doi.org/10.3390/math10203786.
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Studies have shown that solving real-world problems involving triangles is one of the most difficult topics for the pre-service secondary mathematics teachers engaging study and training in metropolitan institutions. We have known little about performances of the pre-service mathematics teachers from regional, rural and remote (RRR) areas engaging study and training in regional universities. This case study intends to explore whether solving word problems involving triangles would also be challenging for the RRR pre-service mathematics teachers, and what unique factors may negatively affect the RRR student teachers’ performances in solving word problems involving triangles. This study compared the works of two groups of the first-year pre-service mathematics teachers who enrolled in an undergraduate education program in a regional university in Australia. The two chosen word questions for comparison were parts of the assignments involving solving triangles to the students. Through statistical analysis, this study indicates that the considerable proportion of no attempts among the enrolled RRR students is the distinctive difference between the metropolitan and RRR pre-service mathematics teachers. Although still challenging, the RRR student teachers who attempted the word problems seemed performed better than the metropolitan students in solving word problems involving triangles.
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Pikalova, Valentyna. "IMPLEMENTATION OF STEAM CONCEPT IN PREPARATION OF PRE-SERVICE MATHEMATICS TEACHERS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 95–103. http://dx.doi.org/10.28925/2414-0325.2020.9.8.
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The article considers the current problem of improving the education system, namely the application of the concept of STEAM as an innovative approach, which is today the subject of mass interest of both researchers and teachers-practitioners. Thanks to STEAM-education, teachers have the opportunity to develop students in several subject areas - computer science, physics, technology, engineering, art and mathematics. The necessity of introducing the concept of STEAM-education into the system of training pre-service teachers, which continues the implementation of STEM ideas, caused by the transition of society to the digital age, is substantiated. STEAM approaches in the educational process are considered. The experience of such developed countries as the USA, Finland, Australia, Great Britain, Israel, Korea, Singapore was analyzed and it was found out that they implement state programs in the field of STEAM education. In Finland, a LUMA center has been opened, in Spain teachers use STEAM-Makerspace to improve the knowledge of high school students in the field of geometry, in Australia the program STEAM Professionals in Schools has been implemented that brings together teachers with STEAM professionals to improve STEAM teaching practice and provide STEAM training at Australian schools. Possibilities of realization of three main ways of introduction of STEAM-education into the learning process, such as STEAM-project, STEAM-lesson, Maker-space are covered which can be effectively introduced into the educational process of higher education institutions. The implementation of the STEAM approach using the example of training pre-service mathematics teachers is considered. The author notes the important role of teachers who are ready to implement the ideas of STEAM-education in this process. The results of experimental work on the implementation of the concept of STEAM-education within the project activities of students using the example of the project "Ukrainian embroidery" are presented. The purpose and activity of students are revealed, the research tasks which they carried out are described. The result of the study was the development of a program that "embroiders", simulates the process of embroidery in different techniques, implementing different approaches to bypass the embroidery scheme. In addition, a set of tools was created in the GeoGebra package for research and design of various ornaments based on traditional elements of Ukrainian embroidery.
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Chongmouayang, Her, and Nghi Van Bui. "International experience in organization of teaching practice in teacher training and some recommendations." Vietnam Journal of Education 4, no. 2 (September 30, 2020): 80–84. http://dx.doi.org/10.52296/vje.2020.24.
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Given the strict guideline and significant innovation from the Laos Government, there are certain limitations in teacher training in Laos. This paper focuses on selected internationally published works on training teaching skills for prospective teachers (pre-service teachers) with document analysis method on articles and books of authors outside Laos. Subsequently, some recommendations to help innovate the pre-service teacher training process in Laos would be proposed in order to contribute to the development of teachers’ pedagogical competencies. It is suggested that the time allowance for pedagogical practice in high schools with the guidance of expert teachers, possibly through lesson planning and micro-teaching be increased. It is also necessary to pay more attention to equip teacher trainees with skills in using information technology and software in teaching (in particular pre-service mathematics teachers).
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Dennis, Nyamwange Nyamari, Kyalo Benjamin Wambua, and Opakas Peter. "The Effect of Smasse In-Service Training on Performance of Mathematics in Selected Sendondary Schools in Kenya." European Scientific Journal, ESJ 13, no. 10 (April 30, 2017): 169. http://dx.doi.org/10.19044/esj.2017.v13n10p169.
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Over the years performance of mathematics at secondary level has dropped significantly causing a major concern to society. It is against this background that this study sought to investigate the effect of Strengthening Mathematics and Sciences in Secondary Education, In-Service Education Training project on performance of mathematics at Kenya Certificate of Secondary Examinations, with regard to the subject content, pedagogy/methodologies, attitude and teaching-learning material. The study area was in Kisii Central District in Kisii County. The sample size comprised of 20 secondary schools, 41 mathematics teachers and 380 students. Both probability and nonprobability Sampling techniques were adopted to determine sample size. Qualitative data were collected through interview and document analysis. Questionnaires were used to collect quantitative data from students, teachers of mathematics and Mathematics Head of Departments. Quantitative data were analyzed by both descriptive and inferential statistics (chi-square). Qualitative analysis involved categorization and development of themes. The research found out that Strengthening Mathematics and Sciences Secondary Education, In-Service Education Training project had significantly improved performance of mathematics. The study established that Strengthening Mathematics and Sciences Secondary Education, In-Service Education Training has changed attitude of teachers and students, improved Pedagogical Content Knowledge and Teaching/Learning Materials, and thus some improvement in performance of mathematics. The study will be useful to the mathematics teachers in evaluating their work against the SMASSE INSET methodologies in relation to their performance. The study will also be useful to DQASO’s for their supervision processes from one school to another. The findings should also help proponents of SMASSE INSET project to review their curriculum especially to incorporate more content coverage to add to the mastery of content of the mathematics teachers. The study recommends for further research on the relevance of subject content knowledge acquired by secondary mathematics teachers in the teachers training colleges and universities.
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Jiwaji, Noorali T. "Tanzanian experience of In-service Teacher Training in Astronomy through the NASE program." Proceedings of the International Astronomical Union 15, S367 (December 2019): 368–70. http://dx.doi.org/10.1017/s1743921321000880.
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AbstractWe provide our first experience of Astronomy training as an in-service training of teachers of Science in Primary schools, and teachers of Geography, Physics and Mathematics in Secondary Schools necessitated due to lack of Astronomy specific training in their teacher training programs. The hands-on training was conducted in collaboration with the IAU Commission 46 Working Group program of Network of Astronomy Schools Education (NASE). Experiences from both face to face and virtual sessions conducted during the Covid19 period and in preparation of a major African solar eclipse, are discussed.
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Et. al., Honesto Odi Camino. "Aging In Teaching: What Does It Bring?" Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 5279–89. http://dx.doi.org/10.17762/turcomat.v12i3.2159.
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This descriptive-correlation study inquires on the influence of length of experience in teaching on the organization values and on the teaching-related emotions of 251 public school teachers in a rural district in Southern Luzon, Philippines. The respondents were conveniently selected (participants in a district-wide in-service training). Data gathering was done during an in-service training using two scales: a 30-item scale that measures their and their perception of their colleagues’ and superiors’ adherence to organizational values and a 75-item scale that measures their teaching-related emotions. Spearman Rank Correlation was used to test the direction and magnitude of relationship between variables. Findings suggest the need to consider the affective aspects of the teachers in policy and program making as well as institution-based professional development program for teachers.
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Arnellis, Arnellis, Nonong Amalita, Elita Zusti Jamaan, Media Rosha, and Saddam Al Aziz. "Training of Mathematics Olympiad Contents by Using Edmodo App for Mathematics Teachers of MGMP of Junior High School in Bukittinggi City." Pelita Eksakta 4, no. 2 (November 30, 2021): 104. http://dx.doi.org/10.24036/pelitaeksakta/vol4-iss2/150.
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The purpose of this study is to improve the ability of mathematics olympiad coaches through the edmodo platform, and to find out the satisfaction of Bukittinggi junior high school mathematics teachers in fostering mathematics olympiads with the edmodo application. The target audience for the service is mathematics teachers in the Subject Teachers' Consultation (MGMP) at Bukittiggi Junior High School Mathematics. This training stage begins online with workshops from home, giving out questionnaires, administering tests, then followed by giving Edmodo platform skills, strengthening math olympiad training materials, and offline discussion sessions in the Edmodo class. The results of the training implementation showed that the mastery of Mathematics teachers in junior high schools in Bukittinggi City on the Olympic material through the tests given on the Edmodo platform was 76%, meaning that teachers who participated in this activity were able to conduct mathematics Olympiad coaching with the Edmodo application. While the results of the participant satisfaction questionnaire were 81.27% participants had good satisfaction with the training activities carried out.
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Dagiene, Valentina. "Development of ICT Competency in Pre-Service Teacher Education." International Journal of Digital Literacy and Digital Competence 2, no. 2 (April 2011): 1–10. http://dx.doi.org/10.4018/jdldc.2011040101.
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Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.
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Hine, Gregory S. C. "Strengthening pre-service teachers’ mathematical content knowledge." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 50–64. http://dx.doi.org/10.53761/1.12.4.5.
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The tertiary training of pre-service teachers is pivotal in their professional preparation and formation as qualified educators. Multiple authors posit that teachers require a development of pedagogical content knowledge, or knowing a variety of ways to present mathematical content and to assist students to deepen their understanding (Chick 2012; Shulman 1987). Emerick, Hirsch & Berry (2003) argue that high quality teachers must possess appropriate mathematical content knowledge, and must also possess considerable background in communicating effectively to students. There are two aims of this educational research. The first is to investigate the self-perceptions of pre-service primary and secondary teachers enrolled in a mathematics education unit as they engage with and consolidate their mathematics content knowledge. The second aim is to explore how these pre-service teachers understand and perceive their ‘readiness’ to undertake such a task, based on their recent tertiary training. Data were collected from participants through the exercise of pre-unit (Phase 1) and post-unit (Phase 2) surveys. Following the completion of Phase 1, participant self-reflections indicated varying degrees of readiness to teach mathematics to upper primary and lower secondary students. Less than half of the sampled participants asserted that they felt confident in teaching mathematics, and almost all participants stressed the need to strengthen both their content knowledge and pedagogical content knowledge. This paper will discuss the key findings of Phase 1 in light of the extant literature on the preparation of pre-service mathematics teachers.
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Zhou, Xun, Yanyun Meng, Haojie Sun, and Zezhong Yang. "Research on the Cognitive Degree of Pre-service High School Mathematics Teachers for Mathematical Modeling Literacy." International Academic Journal of Education and Literature 3, no. 02 (April 30, 2022): 6–16. http://dx.doi.org/10.47310/iajel.2022.v03i02.002.
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Currently, mathematical modeling literacy has attracted more and more attention from all walks of life. Many relevant problems about it have been studied except the cognitive degree of mathematical modeling literacy of pre-service high school mathematics teachers. This study investigates 51 pre-service high school mathematics teachers' cognitive degree of mathematical modeling literacy by using the method of open interview. After analyzing, it is found that: 1. The scope of cognition of the current pre-service high school mathematics teachers' mathematical modeling literacy is not wide, and more than half of the content of mathematical modeling literacy has not been realized by many pre-service teachers yet; 2. The cognition of many pre-service teachers is not deep and lacks continuity or gradualness; 3. The cognition of many pre-service teachers for many aspects of mathematical modeling literacy is not very clear. Therefore, it is suggested that: 1. Experts and teachers responsible for training work should pay more attention to mathematical modeling literacy and add relevant courses; 2. Pre-service high school mathematics teachers should understand the content of mathematical modeling literacy comprehensively and deeply and clarify relevant statements. Contribution/Originality: This study analyzed the cognition degree of mathematical modeling literacy of current pre-service high school mathematics teachers in China with an open-ended questionnaire self-designed. The results are conducive to reforming the present Chinese teaching and curriculum in order to improve the training for pre-service teachers.y
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Hebles, Melany, Concepción Yániz-Álvarez-de-Eulate, Manuel Alonso-Dos-Santos, and Lourdes Villardón-Gallego. "Towards a Cooperative Learning Environment in Universities through In-Service Training." Sustainability 13, no. 3 (January 21, 2021): 1112. http://dx.doi.org/10.3390/su13031112.
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The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi-experimental, with a control group and an intervention group. During two years, 346 first-year university Business School students and 12 university teachers of four disciplines (Business and Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The results show that, after specific training in CL methodology, teachers showed significant improvement in the application of several CL dimensions: social skills, evaluation, reflection, interdependence, interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the possible interaction effect of teacher training and disciplines on CL application. The results indicate that training based on participants’ needs and context fosters transference to university teaching. Teachers from different disciplines respond differently when applying CL to the classroom after training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance of a quality faculty professional development program.
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Wanabuliandari, Savitri, and Ristiyani Ristiyani. "Program Hypnomathematics melalui Kata-Kata Positif untuk Guru SD 4 Bae, Kudus." Jurnal Pengabdian Pada Masyarakat 4, no. 3 (October 28, 2019): 249–54. http://dx.doi.org/10.30653/002.201943.150.
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TRAINING OF HYPNOMATHEMATICS THROUGH POSITIVE WORDS FOR TEACHERS AT SD 4 BAE. Mathematics is known as a subject that plays an important role in the world of education. Mathematics is also a basic knowledge that students must have in order to be able to continue to a higher level. Mathematics in elementary school is known as a subject that many students don't like and fear because it is considered difficult. The emergence of fear and difficult assumptions in mathematics due to the lack of students are motivated to learn Mathematics. From the results of the observations, it was found that teachers tended to be less attentive to students who were not active in mathematics, teachers also did not respond well when students had difficulty learning mathematics, teachers used negative words and were more inclined to frighten students who experienced difficulties in learning mathematics, and the teacher does not give a positive response to student success. Based on these problems, the purpose of these service is to provide training in hypnomathematics through positive words. Provide training in hypnomathematics through positive words that are able to improve teacher skills in motivating students to learn mathematics.The target of this service is to provide knowledge and training to teachers at SD 4 Bae about using hypnomathematics through positive words to motivate students.The method used in this service is interactive training and mentoring. As a result of this service, SD 4 Bae teachers were able to improve their skills in motivating student learning during mathematics learning.
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Mangi, Sehar, Shazma Nandwani, and Amjad Ali Rind. "Measuring the Attitude of Pre-Service Teachers towards the use of Computer in Mathematics at University Level." Global Educational Studies Review VI, no. I (March 30, 2021): 221–33. http://dx.doi.org/10.31703/gesr.2021(vi-i).23.
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Integration of computers in teaching-learning has been a positive development in the field of education. However, there is a dire need of knowing the use of computers in teaching. Therefore, it is necessary to study the attitude of pre-service teachers related to the use of computers in instructional practices of Mathematics. The current study aims to explore the attitudes of pre-service teachers towards the use of computer in teaching Mathematics. A quantitative approach was used within it descriptive cross-sectional survey research design was adopted. The sample of present the study consists of (n=111) pre-service teachers of teacher training colleges. The reliability of the study was found as Cronbach α=.778. The results revealed that the pre-service teachers have an encouraging attitude towards the usage of computer in Mathematics. Overall, attitudes of pre-service teachers were supporting the idea of technological integration in Mathematic.
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Tashtoush, Mohammad A., Yousef Wardat, Faisal Aloufi, and Osama Taani. "The effect of a training program based on TIMSS to developing the levels of habits of mind and mathematical reasoning skills among pre-service mathematics teachers." Eurasia Journal of Mathematics, Science and Technology Education 18, no. 11 (October 19, 2022): em2182. http://dx.doi.org/10.29333/ejmste/12557.
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This study aimed to investigate the effect of a training program based on the trends in international mathematics and science study (TIMSS) on developing the habits of mind and mathematical reasoning skills among pre-service math teachers in Oman. The study sample consisted of 24 female pre-service math teachers divided into two equal groups: experimental and control. The study data was collected by sued the mathematical reasoning test and questionnaire that measured the level of habits of mind after appropriate validity and reliability. The study results showed statistically significant differences between the two study groups in favor of the experimental group in the mathematical reasoning test and the habits of mind scale. The study recommended that the need for pre-service math teachers to use programs based on international studies such as TIMSS, PISA, PIRLS, and TAILS; this was done to prove their effectiveness in developing the levels of habits of mind and mathematical reasoning skills by subjecting them to training programs, courses, and workshops with the aim of training teachers to implement the training programs effectively.
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Chaona, Sirirat, Maitree Inprasitha, Narumon Changsri, and Kiat Sangaroon. "Mathematics Educators’ Perspective on Pre-service Mathematics Teachers’ Professional Competencies." International Educational Research 4, no. 1 (June 20, 2021): p55. http://dx.doi.org/10.30560/ier.v4n1p55.
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This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained data from three sources was designed with the principle of triangulation. The findings of this research were presented under the three steps of the Thailand Lesson Study Model. In the first step, “Collaboratively Design Research Lesson Plan”, pre-service teachers can create problem situations that associated with the students' real world, can analyze the context of the problem situations, can analyze keywords that initiate students' ideas, can anticipate students' ideas, and can prepare teaching materials to support students' ideas. This is followed by the second step as “Collaboratively Observe Research Lesson”. The findings revealed that pre-service teachers can observe students’ ideas when their students were solving mathematical problems, can notice students’ difficulties in their learning, can give feedback using words that match with students’ proficiency level, give students opportunities to show how to think and present their ideas, listen to and accept students’ opinions, and taking notes on students’ ideas or pieces of learning evidence. The findings of the final step namely “Collaboratively Reflect on Teaching Practice” showed that pre-service teachers could reflect the learning outcomes by correlating students’ ideas with the instructions.
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Martin, Barbara, Karlee Stapf, and Tessa Kanturek. "Finding the Sweet Spot: The Intersection of Technology, Pedagogy, and Mathematics in Preservice Training." International Research in Higher Education 6, no. 1 (May 5, 2021): 15. http://dx.doi.org/10.5430/irhe.v6n1p15.
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The purpose of this research was to look critically at successful technology integration in teacher preparation programs. Researchers used the Technology, Pedagogy and Content Knowledge (TPACK) framework developed by Mishra and Koehler (2006) to provide a lens that quantitatively and qualitatively examines student knowledge. Data was collected for three years to see if the development of TPACK had increased in pre-service teachers. Results from the study found that the pre-service teachers developed pedagogical knowledge more than any other constructs, followed by content knowledge, and finally technological knowledge. This knowledge can help us learn how to instruct future teachers more seamlessly in methods for integrating technology into the K-12 classroom, without compromising the content or pedagogy. These three areas (TK, CK, and PK) can be developed independently, but in order for TPACK to truly evolve and successful learning to happen in the classroom, having overlap between these separate content knowledge constructs is imperative.
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Marsitin, Retno. "P Pelatihan Grafik Maple dalam Pembelajaran Matematika." Jurnal Pengabdian Barelang 2, no. 02 (July 1, 2020): 26. http://dx.doi.org/10.33884/jpb.v2i02.1915.
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Nowadays, the mathematics teachers have to implement mathematics learning using technology, especially for vocational mathematics teachers. Technological applications that can be utilized in learning mathematics include maple. Maple is mathematical software that integrates computational capabilities both symbolic and numerical, graphics are very influential to help in solving mathematical problems. The method offered in solving partner problems is by organizing maple graph training and mentoring in applying maple graphics in mathematics learning. The success of this community service activity is supported by some factors, namely: high interest and desire in participating in training activities to completion, interest and support from Singosari PGRI Vocational School as a partner school in maple graph training activities, active involvement so that there is mutual sharing of knowledge about maple graphics. The community service activity with maple graphic training gets a positive response from vocational teachers with an achievement of 93%, the results of the presentation of maple graphics with very good achievements are 87%. This community service activity with maple graphic training for Singosari Vocational School teachers are very useful in adding insight of computer knowledge, especially the use of maple graphics, and fostering creativity and skills in using maple graphics in mathematics learning.
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MAKAMURE, Chipo, and Zingiswa M. M. JOJO. "Assessment of visuo-semiotic skills for pre-service teachers in coordinate geometry." Acta Didactica Napocensia 15, no. 1 (August 31, 2022): 74–91. http://dx.doi.org/10.24193/adn.15.1.7.
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" Globally, the use of visuo-semiotic models (VSMs) in the mathematics classroom is called for across levels and topics. Literature confirms that visual cognition/literacy in teachers is limited and that their capabilities in visual representation is low. The aim of this study was therefore to explore pre-service teachers’ (PSTs) conception of VSMs as a process in doing mathematics in the context of coordinate geometry. A survey with qualitative data was used to collect data from mathematics pre-service teachers taking the geometry module. The PSTs answered open ended questions that comprised coordinate geometry test items. Mnguni’s (2014) cognitive process of visualisation was used to analyse visualisation skills portrayed in the test. The study found that different pre-service teachers operate at different levels of visual literacy. The teacher education curriculum should therefore be systematically designed to cater for the skills lacking in the PSTs. It is also recommended that teacher training programmes sharpen their attention on bringing awareness of mathematical visual literacy among PSTs during training. "
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Fletcher, Jonathan A. "The appraisal of mathematics teachers in Ghana." Journal of Educational Management 3 (November 1, 2000): 38–66. http://dx.doi.org/10.47963/jem.v3i.385.
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Many mathematics teachers in Ghanaian secondary schools have little or no training in the teaching of mathematics, yet they teach the subject because of the shortage of mathematics teachers in Ghana. Such teachers and their trained counterparts, need professional help to enable them guide pupils learn the subject effectively and efficiently especially since the duration for pre-university education in Ghana has been cut by about five. This study aimed to; 1. Examine the nature of teacher appraisal in Ghana . 2. Examine the validity of existing methods of teacher appraisal in Ghana. 3. Determine which variables influence Ghanaian mathematics teachers' views about teacher appraisal and its ability to help them improve their competence of teaching mathematics. Of the 441 secondary mathematics teachers who participated in the study, 193 taught the subject at the junior secondary level and 248 taught it at the senior secondary level. In addition, 44 Ghana Education Service Officials and six heads of secondary schools who appraise mathematics teachers were sampled. Methods used included questionnaires, interviews and observation of appraisers at work. Highly significant relationships were found between mathematics teachers' perceived professional support and appraisal experience, mathematics teaching experience and professional status at the senior secondary level, and between received support and appraisal experience at the junior secondary level. The results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perception of the potential of the teacher appraisal system in Ghana to help them to improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system than their junior secondary counterparts. The study also showed that many education officials who appraise mathematics teachers have little or no training in secondary school mathematics teaching or its appraisal, yet the appraisal system for both formative and summative purposes require these officers to both "help " mathematics teachers improve their work and make judgements about their performance. These findings led to the conclusion that the teacher appraisal system in the Ghana Education Service is not valid. The implications of the findings are discussed.
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Kwabena Odum, James. "Examining the use of Manipulative Materials in Teaching Mathematics among Junior High School Teachers in the Seikwa Central Circuit." Scholars Journal of Science and Technology 3, no. 4 (September 8, 2022): 772–86. http://dx.doi.org/10.53075/ijmsirq/56504464.
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The Ministry of Education (MoE)/Ghana Education Service (GES) require all mathematics teachers to use manipulative materials to teach mathematics in Junior High Schools (JHSs) because they have the potential to demystify learning of the subject. The study was designed to examine the use of manipulative materials in teaching mathematics among junior high school teachers in the Seikwa Central Circuit of the Tain District of the Bono Region. The questionnaire was used to collect data from 15 teachers and 9 headteachers sampled from JHSs in the Seikwa Central Circuit of the Tain district. Descriptive statistical analysis was applied to the quantitative data obtained from the questionnaire. The study showed those teachers use manipulative materials in teaching mathematics in the classroom. Teachers knew the benefits of manipulative materials in learning; two factors challenged their use in the classroom: non-availability and inadequate supply of manipulative materials, and the high cost of preparing some manipulative materials. The study concluded that most JHS teachers in the circuit improvise most of the manipulative materials they use in the classroom since they are not supplied by MOE/GES, NGOs/Philanthropists, Tain district assembly, and PTA/SMC. The study recommended that stakeholders in education in the Seikwa Circuit should boost the supply of manipulative materials and organize periodic in-service training for JHS teachers on the use and development of manipulative materials for teaching mathematics. Lastly, MOE/GES should organize in-service training on the use of problem-solving in teaching mathematics.
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Nguyen, Giang Thi Chau, Huong Pham, Anh Thi Quynh Nguyen, Bich Ngoc Nguyen, and Son Cong Trinh. "Perpectives of primary pre-service teachers on integrated teaching." Cypriot Journal of Educational Sciences 17, no. 12 (December 31, 2022): 4324–34. http://dx.doi.org/10.18844/cjes.v17i12.8145.
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Integrated teaching has been implemented in many educational systems across the world. In order to organize integrated teaching effectively, teachers need to be equipped with integrated teaching knowledge and skills from the time they are studying at a teacher training program. This study aims to evaluate the viewpoints of primary school pre-service teachers on integrated teaching in Mathematics at the primary education level. The research used a quantitative method by surveying 354 students from five universities across the main regions of a developing country in Asia. The results show that participants were aware of the important role of integrated teaching and the necessity of skill training in designing and using activities in Mathematics integrated teaching. However, their current skills in designing and using activities in Mathematics integrated teaching are only at or below the average level. Moreover, they have not often been trained or guided to design integrated teaching situations in primary education Mathematics. It is suggested that primary school pre-service teachers should be trained to be able to comprehend the integrated teaching concepts, processes and implement them in real teaching situations. Keywords: Integrated teaching, primary education, Mathematics, pre-service teachers, pedagogical institutions
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Barak, Moshe, and Shlomo Waks. "An Israeli Study of Longitudinal In-service Training of Mathematics, Science and Technology Teachers." Journal of Education for Teaching 23, no. 2 (June 1997): 179–90. http://dx.doi.org/10.1080/02607479720114.
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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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Subagyo, Adit Darwo. "TRAVEL GUIDE TRAINING IN TRAVEL EDUCATION FRAMEWORK." JELAJAH: Journal of Tourism and Hospitality 1, no. 1 (March 3, 2019): 14–17. http://dx.doi.org/10.33830/jelajah.v1i1.451.
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The use of computer programs in learning mathematics can help students construct mathematical concepts. Therefore, computer media is needed in learning mathematics today. One computer program that is often used by teachers to help explain geometry concepts is Geogebra. This community service activity aims to provide training on the use of Geogebra in instilling straight-line concepts, and graphs of quadratic functions, for junior and senior high school teachers in Jember Regency, which is attended by 30 people. This training was conducted in March 2016 for 2 training sessions, held at Jember 3 Public Middle School. The method used: presentation, practice, discussion, demonstration. Furthermore, assistance is provided at the school where the training participants teach. As a result, there was an increase in skills in utilizing the Geogebra program to teach students about the concept of straight lines, and graphs of quadratic functions. The expected output of the community service activities are: (1) abdimas articles which are published in journals / electronic media (2) Handbook on how to operate the Geogebra program.
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Tangkur, Michael, Michael Johnson Nabie, and Clement Ayarebilla Ali. "Mathematics teachers’ knowledge of indigenous games in teaching mathematics." Al-Jabar : Jurnal Pendidikan Matematika 13, no. 1 (June 17, 2022): 165–74. http://dx.doi.org/10.24042/ajpm.v13i1.11693.
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We explored junior high school teachers' knowledge and the impact of indigenous games in teaching basic mathematical concepts. The researchers employed the qualitative phenomenological design to address the purpose, objectives and research questions. The accessible sampling was used to sample 70 teachers (65 males, 5 females) for phase one of the study. Out of 70 teachers, five (three males and two females) were purposively sampled for the study's second phase. Two instruments, a semi-structured interview guide and an observation checklist were used to collect data. The data was analyzed thematically to reflect the research questions. The findings of both phases revealed that most teachers had adequate knowledge of indigenous games and knew the impact of indigenous games on students’ learning of mathematics. In particular, the observation checklist showed that some teachers still adhered to the traditional approach (a direct teaching method) and required the knowledge of indigenous games to enhance their teaching skills and techniques. Therefore, in-service training, workshops and other continuous professional development should be organized to update teachers' knowledge on the effective use of indigenous games in the teaching and learning of mathematics.
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Li, Baozhen. "The Connotation, Characteristics, Composition and Significance of Subject Matter Knowledge (SMK) of Mathematics Teachers in China." African and Asian Studies 20, no. 4 (December 14, 2021): 420–35. http://dx.doi.org/10.1163/15692108-12341512.
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Abstract The connotation of SMK of mathematics teachers is the intelligent result of dynamic construction about different types of mathematical knowledge in the process of their learning, teaching and research. The SMK of mathematics teachers is characterized by the individuality of cognitive construction of teachers, generation of the interaction among learning, teaching and research, continuity of teachers’ integrative pre-service and in-service education, mutual activation of subjective teaching knowledge, interwovenness with students’ learning and so on. The SMK of mathematics teachers is composed of 4 parts, including knowledge of mathematical content, knowledge of mathematical history and mathematical culture, knowledge of mathematical thoughts and methods, and view of mathematics. And these four components correlate with each other and they are inseparable. Interpreting and revealing the connotation, characteristics and composition of subject knowledge of mathematics teachers are of theoretical significance to the improvement of mathematics teachers’ personal knowledge structure, the adjustment of curriculum, and the determination of the training program content for in-service mathematics teachers as well as the orientation of mathematics teachers’ recruitment and the offering of reference for the national education administration in formulating relevant policies on teachers’ professional development.
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Semenikhina, Olena, Volodymyr Proshkin, and Olha Naboka. "Application of Computer Mathematical Tools in University Training of Computer Science and Mathematics Pre-service Teachers." International Journal of Research in E-learning 6, no. 2 (December 29, 2020): 1–23. http://dx.doi.org/10.31261/ijrel.2020.6.2.06.
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The requirements for the training of mathematics and computer science teachers to use specialized mathematical software in professional activities are substantiated in the article. Among them: the ability to creatively choose the forms and methods of teaching for the use of specialized software; ability to find non-standard or creative mathematical problems; ability to make an informed choice of specialized software; ability to see possible ways to check the result obtained by the pupil; the ability to eliminate common mistakes when pupils use computer tools, etc. The specialized mathematical software, which is used today in mathematical training of mathematics and computer science teachers in Ukraine, has been specified. The specialized mathematical software which is used today for teaching mathematics in schools of Ukraine is given. The analysis of computer tools used by the teacher in the most common mathematical software is carried out. The most urgent problems faced by mathematics teachers in their professional activities are highlighted. The experiment with ninth-grade pupils proved the positive impact of using dynamic geometry software and appropriate mathematical tools on the level of pupils’ mathematical training, which is reason to talk about the importance of computer science and mathematics pre-service teacher training to involve such tools in professional activities. Prospects for further research in the direction of developing methods for using computer mathematical tools in a research-based learning environment are presented.
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Portaankorva-Koivisto, Päivi Maria, Anu Tuulikki Laine, and Maija Ahtee. "Two Primary Teachers Developing their Teaching Problem-solving during Three-year In-service Training." International Electronic Journal of Mathematics Education 16, no. 1 (January 20, 2021): em0624. http://dx.doi.org/10.29333/iejme/9617.
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Vizcaino-Arevalo, Diego Fabián, and Eduardo Adolfo Terrazán. "Meanings of physics mathematization in pre-service physics teachers." Revista Lasallista de Investigación 17, no. 1 (August 25, 2020): 358–70. http://dx.doi.org/10.22507/rli.v17n1a8.
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Introduction. Physics teaching practice is permeated by the meaning that teachers constructed about the relationship between mathematics and physics, but this relationship often goes unnoticed by the teacher himself, because of their education where it is traditionally thoughtlessly assumed that “mathematics is the physics language.” Objective. In this work, we contribute to the comprehension of how modifying this reality in teacher training. To this end, we conducted a study on how is understanding physics and mathematics relationships by preservice teachers. Materials and methods. Data collection was done from observation of a nonparticipating classroom in two physics courses using an observation grid and a questionnaire. We made a content analysis. Results. We found that pre-service teachers consider the mastery of problem-solving equations as the primary medium for learning physics, but when they are asked to explain physics they usually opt for qualitative descriptions and pictorial representations not for equations. Conclusions. It means that they differentiate between a “mathematical part” of the phenomenon that is self-controlled as the basis of his physics learning and a “qualitative part” of the phenomenon that serves to explain physics. So, it seems that to teach physics they feel the need to explain conceptually without mathematics, while to learn physics they should concentrate on applying equations, which is paradoxical.
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Mutisya, Muthusi Francis, David M. Mulwa, and James M. Muola. "AN ASSESSMENT OF THE INFLUENCE OF MATHEMATICS TEACHERS’ TRAINING ON USE OF QUESTIONING TECHNIQUE AND STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN MWALA SUB-COUNTY, MACHAKOS COUNTY, KENYA." Journal of Education and Practice 3, no. 2 (November 25, 2019): 41. http://dx.doi.org/10.47941/jep.352.
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Purpose: Mathematics’ teachers play an important role in teaching of concepts in mathematics and ensuring that students register good grades in tests. However, in Mwala Sub-county, the scenario is different with many students registering low achievement in mathematics. Thus, the purpose of this study was to assess the influence of mathematics’ teachers training on use of questioning technique on students’ achievement in mathematics in public secondary schools in Mwala Sub-county, Machakos County, Kenya.Methodology: The study was guided by the learning theory. This study adopted mixed methodology and thus applied concurrent triangulation research design. Questionnaires were used to gather quantitative data from mathematics’ teachers whereas interview guides were used to collect qualitative data from principals. Qualitative data were analyzed thematically based on study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics and inferentially using linear regression analysis in Statistical Package for Social Sciences (SPSS Version 23) and presented using tables.Findings: The study established that many mathematics’ teachers have basic training on how to use the questioning technique in teaching mathematics. However, this has not improved students’ achievement in mathematics.Contribution to theory, policy and practice: The study recommends that mathematics’ teachers should undergo many in-service trainings on how improve the questioning technique skills. Mathematics’ teachers interact more with experienced colleagues by attending seminars and workshops designed to improve their experience and levels of exposure to different approaches of questioning. The Ministry of Education should create room for more in-service trainings for the newly recruited mathematics’ teachers.
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Ibrahim, Muhammad Alhaji, Wun Thiam Yew, and Nordin Bin Abd Razak. "Effectiveness of Mathematics Teacher Education Training in Nigeria: An Assessment of Pre-service Mathematics Teachers’ Learning Needs." International Journal of Pedagogical Development and Lifelong Learning 1, no. 1 (June 3, 2020): ep2003. http://dx.doi.org/10.30935/ijpdll/8313.
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López, Paula, Jefferson Rodrigues-Silva, and Ángel Alsina. "Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education." Education Sciences 11, no. 10 (October 9, 2021): 618. http://dx.doi.org/10.3390/educsci11100618.
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This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.