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1
Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.
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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&rsquoself 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.
3
Andrews, P. R. "Computers in secondary mathematics : factors influencing teachers' actions." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361565.
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Straker, N. "The shortage of mathematics teachers in English secondary schools." Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373489.
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Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.
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Sparrow, Robert Leonard. "The professional development of beginning teachers of primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1372.
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Recent documents have recommended a style of teaching for primary classrooms that favours a constructivist viewpoint of learning. The actuality of mathematics classrooms is different from this vision. Newly trained teachers while exposed to, and expounding, a constructivist philosophy are, in many cases, implementing a more traditional, teacher-centred approach to classroom practice. The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms and secondly to evaluate a professional development support model for beginning primary mathematics teachers. A model for professional development and support of beginning teachers of primary mathematics was designed from critical characteristics of effective teacher support obtained from the literature. The model was designed via the use of a 'fellow worker' to help beginning teachers implement constructivist ways of teaching mathematics in their classrooms. It was implemented over a period of the first year of teaching for the five participants. The research took the form of an interpretative, qualitative study. The main methods of data collection were interviews, observation, researcher and participant journals, case methods meetings, repertory grids, RADIATE categories, pre and post questionnaires and characterisation scales. Data were analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Analysis incorporated the use of the NUD*IST computer program. Findings suggest that the professional development, support model was successful in helping beginning teachers implement and sustain a more constructivist philosophy in mathematics teaching. It appeared to provide an effective framework lo meet the individual needs of teachers within specific contexts. It was an effective alternative to the isolation and 'sink-or-swim' attitude of the first year of teaching felt by the participants. Beginning teachers used reflection in their teaching and generally began to implement less teacher-directed, traditional methods of teaching after emerging from a foreshortened ‘survival’ period. The major influences acting on pedagogical practices were the children in the classrooms of the beginning teachers. Other factors such as limited pedagogical knowledge, traditional ways of behaving as a teacher, beliefs about mathematics, mathematics teaching and learning, and time also influenced classroom practice in primary mathematics. The major finding of the research is that, with personal and context-specific support, beginning teachers can start to implement pedagogical practices in primary mathematics consistent with recent recommendations. This thesis recommends that the support must come from both the general system and the school levels and must address the needs or the individual teachers rather than mass induction methods. Distinction and separation must be made between beginning teacher support and the assessment of the beginning teacher’s competence. General methods involving a ‘sink-or-swim’ philosophy and beginning teacher isolation should be abandoned. At the conclusion of this thesis, recommendations for further study and research are provided.
7
Kaplan, Merve. "Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.
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Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in various means in mathematics education. Mathematics teachers have a crucial role in the use of GCs in mathematics classrooms. Therefore, pre-service teachers&rsquouse of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks &ndash
20 courses &ndash
including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers&rsquo
view Classpad in three categories
as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.
8
Fletcher, Jonathan Arko. "A study of the appraisal of mathematics teachers in Ghana." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020277/.
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Teacher appraisal may provide opportunities for teachers to improve the quality of their teaching, thereby increasing the quality of pupil learning. Literature on teacher appraisal in Ghana indicates that the appraisal system is designed to serve both formative and summative purposes. The ability of the appraisal system to provide opportunities for mathematics teachers to develop professionally is the subject of this study. The study aims to: a) identify the nature and purposes of Teacher Appraisal in Ghana (TAG); b) examine the validity of existing methods of TAG specifically by: i ... examining the potential of the appraisal system to help mathematics teachers improve their teaching of mathematics; 11 ... finding which variables are significantly related to Ghanaian secondary mathematics teachers' views of teacher appraisal in Ghana and its ability to help them improve their teaching of mathematics c) identify the implications of any changes in the existing teacher appraisal systems for Ghana's educational policies. 441 secondary mathematics teachers participated. 193 of these teach the subject at the junior secondary level and 248 teach it at the senior secondary level. In addition, 44 Ghana Education Service officials (and 6 heads of secondary schools) who appraise mathematics teachers were sampled. Questionnaires and interviews were used to collect teachers' and appraisers' perceptions of the appraisal system. Additionally, some appraisers were observed while at work. The results of the study showed that many education officials in Ghana who appraise mathematics teachers, and who are required to 'help' mathematics teachers improve their work, have little or no training in secondary school mathematics teaching or its appraisal. Regarding mathematics teachers' perception of the appraisal system, highly significant negative correlations were found between their perceived professional support and rank and professional status at the senior secondary level; whereas relatively weak positive correlations were found between perceived support and last appraisal session and rank at the junior secondary level. Thus, the results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perceptions about the potential of the teacher appraisal system in Ghana to help them improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system to help them improve their work than their junior secondary counterparts. Putting the results at the junior secondary and senior secondary levels together, the study found professional status to be the single most important determinant of teachers' attitude to teacher appraisal in Ghana as a formative process. The above differences between junior secondary and senior secondary respondents thus reflected the differences in the two groups of teachers' academic and professional qualifications in mathematics. The findings of the study lead to the conclusion that the teacher appraisal system in Ghana cannot, in its present form, provide opportunities for mathematics teachers to develop professionally. The implications of the findings are discussed.
9
Wuyep, Sunday Nankap. "Training teachers for integrated science in Nigerian secondary schools." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021520/.
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This research examined the teacher training for integrated science in some university departments and colleges in Nigeria with the aim of establishing its characteristics, quality and appropriateness of the training in fitting the trainees to their job. It was decided to focus on all the "players" in the training of teachers; to canvas their views and to investigate their understanding of integrated science as it appears in college and school curriculum. This study specifically sought to determine: (a) the thrust and characteristic features of the teacher training; (b) the relevance of the teacher training programme for integrated science students to their role in schools; (c) the concepts of integration implied and reflected in both the junior secondary school national core curriculum for integrated science and in the curricula for teacher training; further to compare and contrast the views found; (d) the perception and understanding of "integration of science" in schools held by practising integrated science teachers, student teachers and the teacher trainers. The integrated science curriculum in schools; and the curriculum used in the training colleges and the universities were also analysed to compare and contrast the integration models used to structure them. By means of questionnaires and interviews in schools, colleges and universities in Nigeria, data were collected and analysed describing the views, understandings and practices of integrated science teacher trainers, classroom (practising) teachers and the student teachers in selected schools and training institutions in Nigeria. A total of two hundred and sixty four (264) participants responded to the questionnaires. In the light of the research findings, their discussions and implications, the following conclusions and recommendations have been made, that: 1. There is a general low understanding of the meaning and the philosophy for integrated science education among the participants. The term "integrated science" was defined by most participants popularly as the teaching of the sciences of biology, chemistry and physics mixed together. 2. The student teachers, most of whom had weak background in the pre-requisite sciences, saw their training curricula as overloaded and not appropriately matched to the duration of their training and needs. However, students from training institutions that were under the Nigerian Integrated Science Teacher Education Project (NISTEP) were relatively more positive and optimistic about their training. 3. There is a dearth of relevantly trained integrated science practising teachers in schools as well as teacher trainers in the training institutions in Nigeria. 4. The Junior Secondary School curriculum for integrated science revealed a substantial amount of evidence to show that it was designed with relevance to the childhsneeds, environmental conditions in Nigeria and reasonable meaning of integration iii scope and intensity. The NISTEP curriculum appear to be a good model for the training of teachers to implement the JSS curriculum. Those of universities are more or less ambitious. It is recommended that a systematic programme of teacher training for integrated science be mounted to meet the need of the junior secondary schools as well as the teacher training institutions. First, a rigorous orientation and training of the teacher trainers in the meaning, philosophy and the methodology of integrated science education. The Science Teachers Association of Nigeria (STAN) and the National Commission for College of Education (NCCE) can work together to achieve this goal. The NISTEP human and material resources and the STAN Integrated Science Panel can be invaluable vehicles in meeting both the full time and INSET training needs.
10
Wakhungu, Henry K. "Pre-service elementary teachers' beliefs and conceptions about the nature of mathematics and mathematics learning." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3159910.
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Thesis (Ph.D.)--Indiana University, School of Education, 2005.Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0123. Adviser: Peter W. Kloosterman. Title from dissertation home page (viewed Oct. 11, 2006)
11
Latulippe, Christine Lynn. "Environments that encourage mathematics graduate teaching assistants the effects of institution type and availability of training /." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/latulippe/LatulippeC0507.pdf.
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12
Anakwue, Festus Onyeama. "A study of training programmes for school mathematics teachers in Nigeria." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021713/.
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This research set out to examine initial teacher training programmes for school mathematics in institutions in Nigeria with the aim of establishing their characteristics, quality and appropriateness. The focus of the study was the curricula of colleges of education and the understandings and expectations of student teachers at the terminal point of their training in these colleges. The study sought to determine: a) the characteristic features of programmes that exist in Nigeria for the initial training of school mathematics teachers; b) the differences among the training programmes; c) the relationship between the training curricula and the school mathematics curriculum in Nigeria; d) the level of understanding of school mathematics subject matter among trainees who have completed the training programmes. Data were collected and analysed from three sources to allow triangulation of findings. The first sought information from curricular provisions in initial training programmes, in terms of the knowledge components expected to be understood by a mathematics teacher. The second, a school mathematics contents test, was used to identify prospective teachers' level of understanding of school mathematics at the end of their training. The third, a questionnaire, was used to seek mathematics teacher trainers' views about the training programmes in their institutions. The research drew the following conclusions: 1) There are differences between mathematics teachers training programmes in Nigeria. The initial teacher qualifications awarded by different colleges of education cannot, therefore, be said to be of the same quality. 2) Mathematics teachers training programmes in Nigeria are not achieving their intended objectives because there are contradictions between their stated aims and the curricular provisions for training. 3) The level of understanding of subject matter by prospective teachers in Nigeria is low. Over 30% of student teachers cannot be relied upon to teach the school mathematics syllabus with confidence. 4) There is low understanding among teacher trainers of the objectives and philosophy of teacher education in Nigeria. Most teacher trainers believe that the main purpose of training is to help student teachers develop enthusiasm and intellectual ability for further mathematics. In summary, it is suggested that the curricula for training school mathematics teachers at colleges of education in Nigeria are not related to the subject matter of school mathematics nor to the needs of trainees and they need substantial revision.
13
Pamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.
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The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquolevels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo
computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo
gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude
fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo
computer self-efficacy scores were related to sub-scale scores of computer attitude scale.
14
Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.
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There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.
15
Ng, Swee Fong. "Malaysian pre-service primary mathematics teachers and their lecturers : practice and beliefs about mathematics, teaching and learning." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365276.
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Moreira, Cândida Maria de Almeida Paupério Queiroz. "Primary teachers' attitudes towards mathematics and mathematics teaching with special reference to a Logo-based in-service course." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006571/.
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This thesis investigates primary teachers' attitudes towards mathematics and mathematics teaching, and whether or not they are amenable to change. As used in the study, the term focuses on people, objects and issues, and brings together thought, action and emotion. The purpose of the research was threefold: • to investigate primary teachers' attitudes towards mathematics and towards mathematics teaching, and as a subsidiary aim to examine factors that might account for these attitudes; • to examine ways in which primary teachers' attitudes towards mathematics and mathematics teaching, along with other factors, influence their participation in a Logo-based mathematics in-service course; • to ascertain the degree to which primary teachers' attitudes towards mathematics and its teaching are influenced by their participation in a Logo-based mathematics in-service course. A two-country "zoom lens" design was adopted. It consisted of two qualitatively distinct but related sub-studies: (1) an attitude survey making use of a self-administered questionnaire; and (2) a developmental study of attitude change based on a Logo-based mathematical in-service course. These issues were investigated by adapting a vantage point which spans two educational cultures: England and Portugal. The attitude survey was administered in England in the Autumn term of the 1987/88 academic year and involved all the primary teachers of Suffolk County Council. In Portugal, it was administered in the Spring term of the sane academic year and involved all the primary teachers in the district of Viseu. The attitude questionnaire used in the survey included several Likentype scales aimed at mirroring different aspects of primary teachers' attitudes towards mathematics, as well as questions which sought to gather information about the teachers' background. The second sub-study was carried out in Portugal in the Summer term of the academic year 1987/88, and in England in the Autumn term of the following academic year. It involved ten Portuguese primary teachers and seven English primary teachers who volunteered to attend the Logo course. The methodology used in this sub-study combined ethnographic methods and concepts with principles akin to an action research paradigm. Considering the two sub-studies as a whole, the two most important conclusions were the following. First, the study indicated that the attitudes towards mathematics and mathematics teaching of the English primary teachers differed considerably from those of the Portuguese ones, along with their interactions with the Logo course, thus implying that cultural, social and even political factors are relevant to teachers' attitudes. Second, when the participation of the teachers in England and Portugal were compared (not in absolute, but in relative terms), there was a fair degree of similarity as to the conclusions reached in the two countries. The following conclusions were drawn: (a) Shifts in the teachers' attitudes towards mathematics and mathematics teaching were more likely to occur when they were already committed to change at the beginning of the course; (b) Shifts in the teachers' attitudes towards mathematics and mathematics teaching were closely related to the sense of personal achievement they derived from the course.
17
Alpaslan, Mustafa. "Prospective Elementary Mathematics Teachers'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613610/index.pdf.
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The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers&rsquoknowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers&rsquo
knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtained from 1593 prospective teachers who were enrolled in first, second, third, and fourth years of Elementary Mathematics Education undergraduate program of nine universities located in seven geographical regions of Turkey through clustered random sampling. The scales used in the data collection were Knowledge of History of Mathematics (KHM) Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education (ABHME) Questionnaire. The two-way ANOVA results clarified that prospective teachers&rsquo
knowledge of history of mathematics improved as the years enrolled in the program increased. Results also revealed that males had significantly higher mean scores on KHM Test than females in the first two years of the program. In the third and fourth years, this situation reversed such that females had higher KHM mean scores, but this difference was not statistically significant. Results also showed that prospective teachers&rsquo
ABHME mean scores increased as years of enrollment in the program increased. More clearly, senior prospective teachers&rsquo
relevant mean scores were significantly higher than that of freshmen and sophomores, and juniors&rsquo
attitudes and beliefs were significantly higher than that of freshmen. In addition, females&rsquo
ABHME mean scores were significantly higher than that of males for all years. Lastly, a positive correlation between prospective elementary mathematics teachers&rsquo
KHM mean scores and ABHME mean scores was found through Pearson product-moment correlation analysis.
18
Ilgun, Munevver. "An Investigation Of Prospective Elementary Mathematics Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615447/index.pdf.
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The purpose of this study was to determine performance of prospective elementary mathematics teachers on answering the items handling the probabilistic misconceptions. The other aim was to investigate the underlying reasons behind these misconceptions of prospective elementary mathematics teachers. To address these aims, qualitative
approach was performed.
The sample of this study was obtained through convenience sampling. Data were gathered during 2011-2012 spring semester by administering Probability Misconception Questionnaire to 12 senior prospective elementary mathematics teachers studying at faculty of education in Sakarya and through semi-structured interviews conducted with those prospective teachers.
None of the participants provided correct answers to items addressing misconceptions regarding time axis fallacy and compound event. Furthermore, less than half of the participants provide the correct answer to items handling
misconceptions regarding conditional probability, effect of sample size, conjunction fallacy and representativeness.
Also, in this study, reasons behind those misconceptions were determined.
Particularly, focusing on the first event was found to be a reason underlying time axis fallacy misconception. Also, another reason behind this misconception was misinterpretation of the problem, which also resulted in misconception regarding conditional probability. Furthermore, focusing on the ratio was found to be a reason underlying misconception regarding effect of sample size. Several participants solely focused on the narrative, which lead to misconception regarding conjunction fallacy. Moreover, seeking representativeness in samples was found to be a reason underlying misconception regarding representativeness. Lastly, in this study, it was found that ignoring order of outcomes resulted in misconception regarding compound event.
19
Taylor, Peggy Sue. "The effect of facilitator training on the development and practice of participants in an online induction program for teachers of science and mathematics." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/taylor/TaylorP0507.pdf.
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Wheeldon, Debra. "DEVELOPING MATHEMATICAL PRACTICES IN A SOCIAL CONTEXT:AN INSTRUCTIONAL SEQUENCE TO SUPPORT PROSPECTIVE ELEMENTARY TEACHERS'." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2863.
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This teaching experiment used design-based research (DBR) to document the norms and practices that were established with respect to fractions in a mathematics content course for prospective elementary teachers. The teaching experiment resulted in an instructional theory for teaching fractions to prospective elementary teachers. The focus was on the social perspective, using an emergent framework which coordinates social and individual perspectives of development. Social norms, sociomathematical norms, and classroom mathematical practices were considered. A hypothetical learning trajectory (HLT) including learning goals, instructional tasks, tools and imagery, and possible discourse, was conjectured and implemented in the mathematics class. Video tapes of the class sessions were analyzed for established norms and practices. Resulting social norms were that students would: (a) explain and justify solutions, (b) listen to and try to make sense of other students' thinking, and (c) ask questions or ask for clarification when something is not understood. Three sociomathematical norms were established. These were expectations that students would: (a) know what makes an explanation acceptable, (b) know what counts as a different solution, and (c) use meaningful solution strategies instead of known algorithms. Two classroom mathematical practices with respect to fractions were established. The first was partitioning and unitizing fractional amounts. This included (a) modeling fractions with equal parts, (b) defining the whole, (c) using the relationship of the number of pieces and the size of the pieces, and (d) describing the remainder in a division problem. The second practice was quantifying fractions and using relationships among these quantities. This included: (a) naming and modeling fractions, (b) modeling equivalent values, and (c) using relationships to describe fractions. Finally, recommendations for revising the HLT for a future teaching experiment were made. This will contribute toward the continuing development of an instructional theory for teaching fraction concepts and operations to prospective elementary teachers.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction EdD
21
Alamu, Adrian. "Teacher beliefs, knowledge, and reported practices regarding numeracy outcomes in the Solomon Islands : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@vuw.ac.nz, 2010. http://hdl.handle.net/10063/1314.
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Chung, Chih-Hung. "Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799534/.
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In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been published. However, the most important role we should consider is not only students, but also teachers. A good teaching training program could help teachers improve their teaching expertise and student’s math achievement. Moreover, most studies only focused on explained predictions of the effect between potential factors. Therefore, the purpose of this study is to implement a hierarchical linear model and cluster analysis techniques to re-examine the Trends in International Mathematics and Science Study (TIMSS) 2011 among eighth grade students in the United States (U.S.), South Korea, Singapore, and Taiwan. These techniques were applied to provide a teacher characteristics and student math achievement model and identify a new institutional typology based on the pattern of teacher characteristic types and countries. Based on these patterns and model, this study presented the findings, as well as suggestions for improving educational policies and teaching training program in, South Korea, Singapore, Taiwan, and the U.S.
23
Monteiro, Beatriz de Freitas. "Factors affecting mathematics teachers use of computers and software in secondary schools." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336026.
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Ozaytabak, Emel. "Factors Affecting Preservice Mathematics Teachers'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605232/index.pdf.
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The purpose of this study was to examine the factors affecting preservice mathematics teachers&rsquodecisions on probability teaching. The sample of the study was 248 preservice mathematics teachers from Gazi University, Hacettepe University, and Middle East Technical University. According to the gender the number of females and males were 170 and 78 respectively. To obtain necessary data for the study, the following measuring instruments were used: (1) Probability Achievement Test (PAT)
(2) Probability Misconception Test (PMT)
(3) Attitude toward Probability Teaching Scale (APTS)
(4) Attitude toward Probability Scale (APS). Only the third measuring instrument was developed and its reliability and validity was tested by the researcher. An interview was done with 12 preservice mathematics teachers from Gazi University, Hacettepe University, and Middle East Technical University. The data of the study were analyzed by using SPSS and with qualitative techniques. The results of the study demonstrated that there are some factors affecting preservice mathematics teachers&rsquo
decisions on probability teaching. These factors were their attitude toward probability, probability achievement and misconceptions. Subjects thought that gender would have no affect on their decision on probability teaching.
25
Miranda, Martins Dominique. "The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107875.
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This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary approaches to teaching. Although knowing how to plan interdisciplinary activities is an essential teaching practice in Quebec, these pre-service teachers faced many challenges during the process of learning to teach with this approach. By using two interdisciplinary frameworks (Nikitina, 2005; Boix Mansilla & Duraising, 2007), I qualitatively analyzed the development of the pre-service teachers' prior and emerging ideas about interdisciplinarity and their ability to plan interdisciplinary teaching activities. The provincial curriculum and issues related to time greatly shaped students' conceptions about interdisciplinarity in the classroom and constrained their ability to plan for and envision the enactment of interdisciplinary lessons in secondary science and mathematics classes. In addition, images of themselves as content-specialists, self-efficacy beliefs in relation to interdisciplinary teaching, and student learning as a source of teacher motivation emerged as key factors promoting or interrupting the development of interdisciplinary teaching approaches. Examination of these factors highlights the need for teacher-education programs to provide opportunities for pre-service teachers to explore how they see themselves as educators, increase their instructional self-efficacy beliefs, and motivate them to teach in an interdisciplinary fashion. Keywords: interdisciplinary teaching, student-teachers, curriculum, teacher-education program, self-efficacy, motivationCette étude a cherché à comprendre comment un groupe d'enseignants en formation qui suivaient un cours sur les méthodes d'enseignement combiné de science et de mathématique au secondaire conceptualisaient les démarches d'enseignement interdisciplinaire et en faisaient l'expérience. Même s'ils savent que le fait de planifier des activités interdisciplinaires est une pratique d'enseignement essentielle au Québec, ces futurs enseignants faisaient face à nombre de défis pendant le processus d'apprentissage de cette démarche d'enseignement. À l'aide de deux structures interdisciplinaires (Nikitina, 2005; Boix Mansilla & Duraising, 2007), j'ai réalisé une analyse qualitative de la progression des concepts antérieurs et émergents des enseignants en formation à l'égard de l'interdisciplinarité et de leur capacité à planifier des activités d'enseignement interdisciplinaire. Le cursus provincial et les enjeux relatifs au temps ont permis de donner une structure solide aux conceptions des étudiants quant à l'interdisciplinarité dans la classe, et ont freiné leur capacité de planifier et d'imaginer la réalisation de cours interdisciplinaires en science et en mathématique au secondaire. En outre, leur perception d'eux-mêmes à titre de spécialistes de contenu, le sentiment d'efficacité personnelle en lien avec l'enseignement interdisciplinaire et l'acquisition des connaissances des étudiants comme source de motivation pour l'enseignant ont émergé comme les facteurs clés faisant la promotion ou interrompant le développement de démarches d'enseignement interdisciplinaire. L'examen de ces facteurs met en lumière le besoin de programmes d'éducation qui offriraient aux futurs enseignants l'occasion d'explorer la façon dont ils se perçoivent en tant qu'éducateurs, d'augmenter leur sentiment d'efficacité personnelle et de les motiver à enseigner dans un mode interdisciplinaire. Mots clés : enseignement interdisciplinaire, étudiant-enseignants, cursus, programme d'éducation à l'intention des enseignants, sentiment d'efficacité personnelle, motivation
26
Larsen, Peter Devon. "Teacher clarity as a critical variable in the training and evaluation of mathematics teachers, and as a variable associated with student achievement /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399024931.
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Avcu, Seher. "An Investigation Of Prospective Elementary Mathematics Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614012/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the prospective elementary mathematics teachers&rsquouse of strategies and their achievement levels in solving mathematical problems with respect to year level. The data were collected from 250 prospective elementary mathematics teachers enrolled in an elementary mathematics education program from a state university in Central Anatolian Region. Problem Solving Test (PST) was used to accomplish the purpose of the study. The data collection tool adapted by the researcher included nine open ended problems. In this study, item based in-depth analysis was employed to determine a variety of problem solving strategies used by prospective teachers.The frequencies and percentages of categories were gathered for each item and for each year level. The results of this study revealed that prospective elementary mathematics teachers&rsquo
problem solving achievement was moderately high. Prospective elementary mathematics teachers in each year level were able to use various problem solving strategies to a certain extent. More specifically, the results indicated that &lsquo
making a drawing&rsquo
and &lsquo
intelligent guessing and testing&rsquo
strategies were among the most prominent strategies frequently used by prospective teachers. Setting up an equation and using a formula was other strategies used by prospective teachers. On the other hand, finding a pattern strategy was the least frequent strategy used by prospective teachers.
28
Luwango, Luiya. "Critical reflective teaching practice in three mathematics teachers." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003366.
Full textAbstract:
This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
29
Haji, Taha Zaitun. "Teaching primary mathematics in Brunei Darussalam : the interplay between teachers' beliefs and practices." Thesis, King's College London (University of London), 1995. https://kclpure.kcl.ac.uk/portal/en/theses/teaching-primary-mathematics-in-brunei-darussalam--the-interplay-between-teachers-beliefs-and-practices(b36e3a20-6949-46d1-9233-a0b618befc83).html.
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30
Koshy, Valsa. "Implementing the National Curriculum in mathematics : an investigation of teachers perceptions of changes." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337752.
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31
Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.
Full textAbstract:
The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquobeliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.
32
Kayan, Fatma. "A Study On Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608104/index.pdf.
Full textAbstract:
This study analyzes the kinds of beliefs pre-service elementary mathematics teachers hold about mathematical problem solving, and investigates whether, or not, gender and university attended have any significant effect on their problem solving beliefs. The sample of the present study consisted of 244 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 5 different universities located in Ankara, Bolu, and Samsun. Data were collected in spring semester of 2005-2006 academic years. Participants completed a survey composed of three parts as demographic information sheet, questionnaire items, and non-routine mathematics problems.
The results of the study showed that in general the pre-service elementary mathematics teachers indicated positive beliefs about mathematical problem solving. However, they still had several traditional beliefs related to the importance of computational skills in mathematics education, and following predetermined sequence of steps while solving problems. Moreover, a number of pre-service teachers appeared to highly value problems that are directly related to the mathematics curriculum, and do not require spending too much time. Also, it was found that although the pre-service teachers theoretically appreciated the importance and role of the technology while solving problems, this belief was not apparent in their comments about non-routine problems. In addition to these, the present study indicated that female and male pre-service teachers did not differ in terms of their beliefs about mathematical problem solving. However, the pre-service teachers&rsquobeliefs showed significant difference when the universities attended was concerned.
33
McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.
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34
Fung, Chi-yeung. "The efficacy of a constructivist approach to the training of Chinese mathematics teachers." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/725.
Full textAbstract:
This action research study was conducted to investigate the efficacy of a constructivist approach to the training of first-year Chinese student mathematics teachers in the Hong Kong Institute of Education where I am employed. A four-stage teaching model was designed, based on the learning theory of constructivism and taking into particular consideration the characteristics of Chinese learners: the maintenance of hierarchical and group harmony and high achievement motivation. In order to determine whether the application of this model in a methodology could alter the teaching beliefs of newly enrolled students, a two-phase procedure was employed. First-year students in each phase of the study were involved in solving a teaching problem. Through self-articulation, group- and class-discussions and self-reflection, the students were examined to determine any change in their beliefs about teaching mathematics. Prior beliefs about mathematics teaching, and beliefs held at the end of the methodology module were determined and compared in order to determine if new learning was in evidence. The creation of an authentic interactive learning environment to foster the kind of learning desired - a potentially safe, trusting and non-judgemental environment for free disclosure of students' opinions and feelings about mathematics teaching - was investigated. Data was generated by different quantitative and qualitative methods. Findings were cross-checked by a critical colleague and through my observation and reflections, and these were recorded as clearly, orderly, and accurately as possible. The first phase results were employed to inform and to improve the teaching of the same methodology module in the second phase.Findings in the two phases were indicative of the creation of a genuine social constructivist learning environment in which student teachers enjoyed their learning. Student teachers in the second phase implementation of my study indicated an understanding of their role in a constructivist classroom - to construct their own theories of teaching mathematics, to assist their peers in knowledge construction and to learn to learn. Student teachers in the two cohorts were found to hold entrenched constructivist beliefs about teaching mathematics. They agreed that the teacher's role was a facilitator of learning and that persistent questioning could alter knowledge about mathematics. However, at the conclusion of the module, the Phase I students seemed to re-adopt traditional approaches to teaching, whereas the Phase II students exhibited two different perspectives - an indication of the instability of their teaching beliefs. The Phase II student teachers, nevertheless, showed that they became more aware of sequencing the various interactive activities for their pupils in secondary schools. In the actual teaching, they professed their inability to realise their teaching ideals because of their inexperience in teaching and of the unexpected situations in the school settings. The present research study adds to the paucity of literature in two areas. First, the employment of a constructivist approach in the preparation of teachers of junior secondary mathematics (for pupils of age between twelve and fifteen), especially in the training of Chinese student mathematics teachers.Second, the study of a higher education lecturer conducting research to improve his/her own practice. Undeniably, further research on models to change student teachers' prior knowledge (about mathematics, about the nature of mathematics, and about the teaching and learning of mathematics), on factors affecting the instability of beliefs, and on models to facilitate continuous development of the teaching professionals are necessary if not exigent.
35
Fung, Chi-yeung. "The efficacy of a constructivist approach to the training of Chinese mathematics teachers." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13732.
Full textAbstract:
This action research study was conducted to investigate the efficacy of a constructivist approach to the training of first-year Chinese student mathematics teachers in the Hong Kong Institute of Education where I am employed. A four-stage teaching model was designed, based on the learning theory of constructivism and taking into particular consideration the characteristics of Chinese learners: the maintenance of hierarchical and group harmony and high achievement motivation. In order to determine whether the application of this model in a methodology could alter the teaching beliefs of newly enrolled students, a two-phase procedure was employed. First-year students in each phase of the study were involved in solving a teaching problem. Through self-articulation, group- and class-discussions and self-reflection, the students were examined to determine any change in their beliefs about teaching mathematics. Prior beliefs about mathematics teaching, and beliefs held at the end of the methodology module were determined and compared in order to determine if new learning was in evidence. The creation of an authentic interactive learning environment to foster the kind of learning desired - a potentially safe, trusting and non-judgemental environment for free disclosure of students' opinions and feelings about mathematics teaching - was investigated. Data was generated by different quantitative and qualitative methods. Findings were cross-checked by a critical colleague and through my observation and reflections, and these were recorded as clearly, orderly, and accurately as possible. The first phase results were employed to inform and to improve the teaching of the same methodology module in the second phase.Findings in the two phases were indicative of the creation of a genuine social constructivist learning environment in which student teachers enjoyed their learning. Student teachers in the second phase implementation of my study indicated an understanding of their role in a constructivist classroom - to construct their own theories of teaching mathematics, to assist their peers in knowledge construction and to learn to learn. Student teachers in the two cohorts were found to hold entrenched constructivist beliefs about teaching mathematics. They agreed that the teacher's role was a facilitator of learning and that persistent questioning could alter knowledge about mathematics. However, at the conclusion of the module, the Phase I students seemed to re-adopt traditional approaches to teaching, whereas the Phase II students exhibited two different perspectives - an indication of the instability of their teaching beliefs. The Phase II student teachers, nevertheless, showed that they became more aware of sequencing the various interactive activities for their pupils in secondary schools. In the actual teaching, they professed their inability to realise their teaching ideals because of their inexperience in teaching and of the unexpected situations in the school settings. The present research study adds to the paucity of literature in two areas. First, the employment of a constructivist approach in the preparation of teachers of junior secondary mathematics (for pupils of age between twelve and fifteen), especially in the training of Chinese student mathematics teachers.
Second, the study of a higher education lecturer conducting research to improve his/her own practice. Undeniably, further research on models to change student teachers' prior knowledge (about mathematics, about the nature of mathematics, and about the teaching and learning of mathematics), on factors affecting the instability of beliefs, and on models to facilitate continuous development of the teaching professionals are necessary if not exigent.
36
Aydogan, Yenmez Arzu. "An Investigation Of In-service Secondary Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614991/index.pdf.
Full textAbstract:
Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers&rsquoevolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study included a cyclical process. Lasting a month, each cycle consisted of meeting before the implementation of the model eliciting activity, implementation of the activity and meeting after the implementation. The study took five months and was conducted in two public schools. The participants were four in-service mathematics teachers where two teachers were selected from each school by purposive sampling. The study was designed as case study. Data analyses were conducted during and after data collection and with two approaches as with-in case and cross-case analysis. As the professional development activities created learning environments for the teachers to develop their models for teaching mathematics from a modeling perspective, the results of this study showed that the professional development program used in the study had a positive effect on teachers&rsquo
evolving pedagogical content knowledge and pedagogical knowledge based on the theoretical and empirical backgrounds in the literature. Besides, implications, suggestions for professional development, for teachers and for further research are provided.
37
Baker, Nancy Jean. "Integrating mathematics in the primary classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/867.
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Chin, Chien. "Mathematics teachers' beliefs, their classroom practices and influences on student learning : four case studies." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319762.
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39
Armstrong, Peter K. "In-Service Education and Training for teachers of mathematics with limited qualifications and experience." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/31996.
Full textAbstract:
The author has been working in the field of Mathematical Education, with special interest in In-Service Education and Training, for many years. This work, which is described in this thesis, has been used to develop a particular philosophy of Mathematical Education and strategies and techniques related to the provision of INSET for special groups of teachers.
40
Muller, Sara Louise. "Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/17431.
Full textAbstract:
Includes bibliographical referencesThis thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the beliefs of teachers is a necessary, even if insufficient, prerequisite to designing effective teacher development programmes. I postulate that take-up rates of new content and teaching methods are low due to unmanaged cognitive conflict with pre-existing beliefs about the nature of teaching. A broad review of the literature on beliefs as a concept is conducted to establish theoretical grounding for the study of beliefs as an abstract object of analysis (Green, 1971; Nespor, 1987; Pajares, 1992). I particularly refer to Ernest's (1989) models of mathematics epistemology, and Adler's (2001) dilemmas of teaching mathematics in multilingual classrooms. Multiple studies of mathematics teachers' beliefs are drawn upon to relate beliefs to classroom practice. Qualitative data on two mathematics teachers working in a rural school in the Eastern Cape was gathered over the period of a month, using ethnographic methods as outlined by Thompson (1992) for gathering evidence of beliefs. Primary data, which consisted of pre-interviews, multiple lesson observations and stimulated-recall post-interviews, was analysed for evidence of teacher beliefs. Secondary data, in the form of a researcher journal and socio-economic information about the school, was also gathered to provide rich context data in which to situate the teachers' work. Particular attention was paid to teacher beliefs about teaching and learning, mathematics and language. Further evidence for beliefs was then obtained through close examination of an observation extract using classroom discourse analysis. The main finding of this thesis was that not only does a school's context provide logistical constraints to curriculum implementation and pedagogical change, but that the worldviews of teachers affect their interpretation of the curriculum (Chapman, 2002). Significantly, a relationship between the mathematics epistemology a teacher holds and their ability to admit language as a critical pedagogical factor is suggested. I conclude that detailed understanding of what teachers believe may provide a productive approach for teacher development programmes that aim to effect change.
41
Eroglu, Deniz. "Examining Prospective Elementary Mathematics Teachers'." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614005/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the prospective teachers&rsquoknowledge of mistakes held by elementary students in fractions and their proposed strategies to overcome those mistakes. The data were collected from 149 prospective elementary mathematics teachers enrolled in the elementary mathematics education programs from a public university in Central Anatolian Region. Fraction Knowledge Questionnaire was used to accomplish the purpose of the study. The data collection tool included nine open ended questions, and each question had two sub-tasks. In this study, the items in the &ldquo
Fraction Knowledge Questionnaire&rdquo
were analyzed in-depth in order to reach a detailed description of prospective teachers&rsquo
knowledge about students&rsquo
mistakes on fractions. The results of this study revealed that prospective elementary mathematics teachers mostly could identify the students&rsquo
mistakes. However, although prospective teachers could notice the students&rsquo
mistakes, they could give superficial reasons for these mistakes. Furthermore, verbal explanations, using area representation, using real life model, reviewing prior knowledge, teaching standard algorithm, asking guided questions, using simple examples, using counter examples, using drill and practice, making students aware of their mistakes, and increasing students&rsquo
motivation were the suggested strategies by prospective teachers in order to overcome students&rsquo
mistakes in fractions.
42
Wood, Christopher Neal. "Origin and Use of Pedagogical Content Knowledge: A Case Study of Three Math Teachers and Their Students." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2957.
Full textAbstract:
Teachers must have specific knowledge of a subject and how to teach it to promote learning in their students (also known as pedagogical content knowledge). Research has shown that project-based curriculum can be an effective way for teachers to leverage this knowledge into deeper student understanding and application readiness, but observations about when and how this happens in the classroom have not been adequately documented. In this study we will explore teaching and learning in a middle-school boat-building curriculum focused on real-world application of math concepts. The boat-building program took place over one week, included seven students, and was taught by three teachers. The teaching phase of this study examined how the three boat-building teachers applied their pedagogical content knowledge (PCK) through a participant observation case study. The three teachers had diverse training and teaching backgrounds. At the completion of the course these teachers were interviewed on their prior teaching experiences and training to determine how they acquired their pedagogical content knowledge. The learning part of this study involved a pre- and post-test application task completed by the students. After all students completed the application task, each was interviewed to see what, if any, knowledge or approach these teachers used had an impact on the ability of the students to do the task. Analysis of the pre-post assessments showed that students were not able to make statistically significant gains over the one week of instruction. However, students did note many aspects of instruction that they thought helped them. Additionally, students showed gains in assessing importance of geometry in design, the vocabulary associated with scale, geometry, and woodworking, and creating context for prior instruction. For the teachers, higher scores on the PCK rubric did align with a greater amount of experience teaching. Also, the two more experienced teachers influenced each other and the third teacher regarding student learning and instructional approach.
43
Trouba, Jerome Charles. "The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/trouba/TroubaJ1209.pdf.
Full textAbstract:
To help train new graduate mathematics teaching assistants (GMTAs), a teacher training workshop was designed based on K-12 literature on the components of effective professional development (Garet, et al., 2001). The workshop consisted of six two-hour seminars over a six week period followed by a classroom feedback component of either peer coaching or observation, for a total time commitment of 18 hours. The content of the workshop addressed teaching techniques specifically targeted to GMTAs. These ideas included elements of reflection, techniques for engaging students through active learning, asking good questions, utilizing wait-time, and using formative assessment techniques. The assessment of the workshop was based on Guskey's (1999) work on the five levels of effective professional development evaluation. In the mixed-methods design, 18 GMTAs participated in the workshop. Data collection consisted of three sets of videotapes, two sets of interviews, surveys, and coaching and observation forms. Results indicated that a well-designed workshop can impact teaching practices. Through interviews, GMTAs indicated they were more reflective of their teaching, thought more about the questions they asked, and actively involved their students more during lectures. The workshop was considered effective not only because GMTAs said they changed their teaching but because changes were seen in their teaching. For nine GMTAs strong evidence was collected of their change in teaching: they not only mentioned specific changes to their teaching in the interviews, but these specific changes were observed on videotapes of their classroom. In comparing peer coaching with observation, seven of the ten in the coaching group commented that just watching another's class helped them to improve more than any other part of the coaching process. Only two of the ten coaching participants commented on the helpfulness of the pre and post conference discussions involved with coaching. From the data collected, the possible added benefits of peer coaching may be outweighed by the additional time, organization, and pairing requirements present in a GMTA setting. Five constructs that influenced the effectiveness of the peer coaching experience are discussed. This project contributes to the research base regarding adapting K-12 professional development literature into a collegiate setting.
44
Da, Costa Alipio Jaime. "Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1499.
Full textAbstract:
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2014This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers’ professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers’ professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule was designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaires were then correctly analyzed. Three of four aims were connected to four hypotheses. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods has no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it.
Scientific Council of UDEBA-LAB
45
Ensor, Margaret Paula. "A study of the recontextualising of pedagogic practices from a South African university preservice mathematics teacher education course by seven beginning secondary mathematics teachers." Thesis, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322518.
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46
Maxedon, Sandra Jo. "Early childhood teachers' content and pedagogical knowledge of geometry." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280485.
Full textAbstract:
This study investigated early childhood teachers' knowledge of the following four components of the professional knowledge base: goals of geometry, child development and geometry, geometry curriculum and curriculum content, and geometric concepts. Eight experienced early childhood teachers in grades kindergarten through two participated in interviews on each of the four knowledge components. Their responses to interview questions and geometric concept activities were electronically recorded and transcribed for analysis of patterns, trends, or themes which emerged for the group. The teachers knew how geometry would benefit students and could elucidate their own goals when teaching geometry. They were more familiar with their district's curriculum and performance objectives for geometry than they were with state or national goals. They had ideas about what constitutes developmentally appropriate practice, both generally and in geometry education. Child development as it relates to geometry was an elusive concept. Their expertise in this area was primarily based on their experiences as teachers and their faith in the district's curriculum. They were somewhat familiar with pedagogical aspects of their grade level curricula, including expectations, materials, and resources, with shape names being their primary focus. They were less familiar with subject matter issues such as the scope and content of the geometry curricula in the grades preceding and following theirs, important geometric concepts for primary students, and the role of spatial visualization in children's development of geometry. When solving geometric problems, they tended to be anxious and uncertain but overall were persistent problem solvers who willingly communicated their thinking. Their problem solving was marked by doubt, self-talk, hand movements, and ambiguity. In general there was evidence of difficulty with class inclusion, deductive reasoning, and conceptual verbalization.
47
Rawane, Mosima Gladys. "Exploring the embodiment of a secondary mathematics teacher." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1989.
Full textAbstract:
Thesis (M. Ed. (Mathematics Education)) --University of Limpopo, 2017Sarton (1936) stated that mathematics has grown so large for a single mind to grasp. Mack (1961) attributes that phenomenon by claiming that mathematics differs from science in that it keeps on adding new concepts to existing ones, whereas in science there is reduction of concepts. This continuing growth makes it impossible for an individual to study mathematics as a whole (Krantz, 2010). Van Bendegem (2009, p. 137) calls the mathematics world a “mad world”. Recently, Ellerton (2014) compared mathematics to a growing tree. A number of challenges arise out of the observations made above. Is the mathematics that is taught in secondary schools an appropriate reflection of the mathematics that is out there today? Is an individual an appropriate embodiment of a secondary mathematics teacher? In the mist of these and many other questions, this study locates itself in the second question and investigated the notion of an embodiment of a secondary mathematics teacher. The main research question that was pursued was ‘How adequate is an individual as an embodiment of a secondary mathematics teacher?’ This question should be understood and interrogated in the context of Festinger’s (1962) dissonance cognitive theory that also serves as the theoretical framework for the study. The expectations of a secondary mathematics teacher do not fit in with an individual’s capacity to embody those. Grounded theory (Glaser, Strauss & Beer, 1967) was used to generate and develop what Elliot and Higgins (2012) called a substantive theory. This was a desktop grounded theory study and data was collected from existing literature of published journals and books. Since the use of documents is recommended as one of the qualitative data collection methods in grounded theory (Strauss & Corbin, 1990), the documents served as primary data where only a few that were relevant to the issues discussed were selected (Breckenridge & Jones, 2009). Content and thematic analyses procedures were used. Content analysis assisted to organise data according to various eras, tracing the growth in mathematics education and mathematics content, comparing them to a mathematics teacher of different eras, which assisted in bringing the answer to the research question posed (Bowen, 2009). Thematic analysis was used to identify commonalities and differences with regard to the notion of a teacher in various eras (Fereday & Muir-Cochrane, 2006). The findings revealed that the notion of a secondary mathematics teacher of the current era is completely not a suitable embodiment of a secondary mathematics teacher. The current notion of an embodiment of a secondary mathematics teacher is seriously challenged by this ever growing subject. Secondary mathematics is so large for an individual to acclimatise with (Sarton, 1936), and there seems to be a need for more than an individual to ensure that mathematics is well taught and learned by learners. It is recommended that other studies should be undertaken to determine as to how many individuals can constitute a composite suitable to embody the requirements of an ideal secondary mathematics teacher.
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Oliphant, Vincent George. "An investigation into the extent and nature of the understanding first year college of education students have of aspects of arithematic and elementary number theory." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003488.
Full textAbstract:
First Year College of Education students who have done and/or passed mathematics at matric level, often lack adequate understanding of basic mathematical concepts and principles. This is due to the fact that formal tests and examinations often fail to assess understanding at anything but a basic level. It is against this background that this study uses alternative and more direct means of assessing the level and nature of the understanding such students have of aspects of basic arithmetic and number theory. More specifically, the goals of the study are: 1. To determine the students' levels of understanding of the following number concepts: Rational numbers; Irrational numbers Real numbers and Imaginary numbers. 2. To determine whether the students understand the rules governing operations with negative numbers and with zero as principles rather than conventions. 3. To determine whether the students understand the rule governing the order of operations as a matter of convention rather than as a matter of principle. A survey of the literature concerning the nature of understanding as well as the nature of assessment is given. The students' understanding in the above areas was assessed by means of a written test followid by interviews. A sample of 50 students participated in the study while a sub-sample of 6 were interviewed. Some of the significant findings of the study were : 1. The students largely failed to draw clear distinctions between Real and Rational numbers as well as between Irrational and Imaginary numbers. 2. Very few of the students could explain the rationale behind the rules governing the. operations with negative numbers and zero. 3. Only half of the students had any knowledge of the rule governing the order of operations. Only one student demonstrated an understanding of the rule as a convention.
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Rakumako, Angeline Mosenya. "Demographic profile and perceived in-service education and training needs of secondary Mathematics teachers in the Limpopo Province." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/11031.
Full textAbstract:
Bibliography: leaves 146-152.It is now generally acknowledged that effective and sustainable in-service education and training (INSET) programmes require, first, adequate information to be available on teachers' demographics and, second, for teachers' views on professional development to be taken into consideration. Neither kind of information is currently available for Mathematics teachers in the Limpopo Province of South Africa in a reliable manner. Consequently, this study has as its objectives 1) to determine the demographic profile of secondary Mathematics teachers in the Limpopo Province, 2) to establish the perceived INSET needs of these teachers, and 3) to examine possible associations between demographic profiles and perceived INSET needs of secondary Mathematics teachers in the Limpopo Province.
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Ilukena, Alex Mbonabi. "A needs analysis for the implementation of a complementary course in mathematics education for teachers of mathematics in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003560.
Full textAbstract:
After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focussed specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. The purpose of this study was to investigate the need for a complementary course in mathematics education to address the lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. The motivation for conducting this study was to gain a better understanding of some of the issues that have been raised about the BETD program, particularly the perceived inadequacy of mathematical subject content and methodology since the inception of the program. The study adopts a qualitative approach in reporting participants’ reflections. The views of the focal educators and documents such as syllabi and course outlines were the main source of data. The findings indicate that despite the training that the three BETD mathematics graduates in this study received, the level of mathematics taught in a complementary course, such as an ACE, would clearly better equip mathematics teachers to teach proficiently and facilitate access to institutions of higher learning such as universities. The results of the study revealed that there was a need for the implementation of a complementary course to the BETD in mathematics education for teachers of mathematics in Namibia. This study also provided valuable insights into what such a course could look like.