Journal articles on the topic 'Mathematics Teachers Training'
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Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.
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Syamsuri, Syamsuri, and Hepsi Nindiasari. "Penguatan konsep matematis bagi guru matematika melalui pelatihan software Scilab secara daring." ABSYARA: Jurnal Pengabdian Pada Masyarakat 2, no. 1 (July 31, 2021): 8–14. http://dx.doi.org/10.29408/ab.v2i1.3190.
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One of the competencies mathematics teachers need is the deepening of subject matter in mathematical concepts. Among the methods that can be done is through software training to support mathematics lessons. One of the software that can be used in learning mathematics is Scilab software. The use of Scilab software in mathematics learning cannot be separated from the role of the teacher. This service activity aims to carry out online training for Scilab software for learning mathematics. The method used is an online training and evaluation of activities by a questionnaire about knowledge and skills using Scilab software. This online training was carried out synchronously two times in the September 2020 period and was accompanied asynchronously through the Edmodo software. 68 teachers actively participate in this online training who are members of the Mathematics Subject Teachers' Consultation (MGMP) for Lebak Regency High School Mathematics and Nusantara Mathematics for Banten Region. The teacher's response to learning using the Scilab software depends on the teacher's initial ability to use the software. The result of this activity is that this online training can add insight to teachers about mathematics learning software, especially Scilab. Of the 68 participants who participated in the training, only 36 participants filled out the questionnaire. There is 8 person with excellent results, 9 people satisfied, 6 people extraordinary, 10 people enough, and 3 people low.
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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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Curtis, Carol. "Keeping Our Nation's Mathematics Teachers." ISRN Education 2012 (December 17, 2012): 1–11. http://dx.doi.org/10.5402/2012/424715.
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Teacher retention has been an issue that has influenced education for many years. The purpose of this research was to uncover the factors that influence a mathematics teacher’s decision to leave the teaching profession. This study compared teachers’ responses by regions of the country, as well as responses between middle school and high school mathematics teachers. Findings from the study indicate an alarmingly high rate of teachers who will be leaving the teaching field for reasons other than retirement. The role of administrators in teacher retention is significant, and implications from the research suggest that an increase in administrator training could play a major role in keeping our nation’s mathematics teachers in the classroom.
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Suryanti, Sri, Toto Nusantara, I. Nengah Parta, and Santi Irawati. "Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices." Journal on Mathematics Education 13, no. 2 (July 11, 2022): 257–74. http://dx.doi.org/10.22342/jme.v13i2.pp257-274.
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Research on mathematics teacher professional development has emphasized primarily teaching quality enhancement. Mathematics task as one of the vital components in mathematics teacher education has been sparsely investigated. The purpose of this research is to explore mathematics teachers’ beliefs and practices in applying a problem-based task after attending one-semester online teacher professional training funded by the Ministry of Education. This is a mixed-method research design with data collected by distributing questionnaires to 105 mathematics teachers from 24 provinces in Indonesia after accomplishing an online professional training program to determine their self-reported beliefs about mathematical problem-based tasks. Data were also collected by conducting focus group interviews with 15 mathematics teachers with different teaching experiences. Teachers' relevant documents, such as course contents, task forms, and notes, were analyzed and used to enrich the qualitative interpretation. The quantitative result indicated that mathematics teachers' beliefs on the problem-based task were low. Meanwhile, the qualitative findings indicated this category of teachers constructed their problem-based tasks with no theoretical framework. Three misconceptions in designing problem-based tasks were also reported. Therefore, future research is recommended for a more acceptable and applicable problem-based tasks framework and design a specific teacher professional development training to promote teachers’ competencies.
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Umbara, Uba, Abdul Rosyid, and Dena Latif Setiawan. "Pelatihan Pembuatan Media Pembelajaran Matematika Berbasis Flash Menggunakan Adobe Animate bagi Guru SMP di Kabupaten Kuningan." Jurnal Pengabdian Pada Masyarakat 4, no. 1 (April 2, 2019): 93–104. http://dx.doi.org/10.30653/002.201941.84.
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TRAINING FOR MAKING FLASH-BASED MATHEMATICS LEARNING MEDIA USING ANIMATE ADOBE FOR SECONDARY SCHOOL TEACHERS IN KUNINGAN DISTRICT. The purpose of the community partnership program for MGMP teachers at the Kuningan Cluster and Luragung Clusters in Kuningan Regency is to improve teacher competency in creating, developing and implementing flash-based mathematics learning media using Adobe Animate. The problem faced by partners is in implementing mathematics learning in schools that are still dominated through the use of textbooks, so that the teacher’s ability to demonstrate mathematical concepts in learning is still lacking. This was allegedly due to the limited ability of teachers to use learning media, especially ICT-based media. Mathematical MGMP SMP Kuningan cluster and Luragung cluster in Kuningan Regency have a sufficient number of teacher members, but in terms of competence still needs improvement. Understanding of computer-based learning is still very minimal because mathematics teachers have not received specific training on ICT-based mathematics learning. To overcome this condition an activity was packaged in the form of training on the development of flash-based mathematics learning devices using adobe animate for the mathematics MGMP of the Brass Cluster and Luragung Group. This activity was carried out through the following stages: 1) the provision of flash-based mathematics learning and development workshops using adobe animate; 2) mentoring in making flash-based mathematics learning devices using adobe animate; 3) mentoring implementation of flash-based mathematics learning devices using adobe animate; and 4) evaluation and replication.
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Alekseeva, E. N. "SUBJECT-LEVEL MODEL OF FUTURE MATHEMATICS TEACHER METHODOLOGICAL PREPARATION FOR WORK IN EDUCATION INDIVIDUALIZATION CONDITIONS." Vestnik Orenburgskogo gosudarstvennogo universiteta 235 (2022): 66–71. http://dx.doi.org/10.25198/1814-6457-233-66.
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Formation of the specialized competence of a future mathematics teacher to work in conditions of individualization of education is one of the priority tasks of modern higher pedagogical education, which has become a serious challenge for universities within the framework of the existing concept of methodological training of a mathematics teacher. The conducted research is aimed at analyzing the existing system of methodological training of a mathematics teacher in the context of the individualization of education, identifying existing problems, scientific justification for updating the existing concept of methodological training of a future teacher. A subject-level model of methodological training of mathematics teachers is proposed taking into consideration the context of their readiness to work in the conditions of individualization of teaching mathematics. In order to succeed in adaptation of a university graduate — mathematics teacher to working with students with special educational needs, including students with pronounced mathematical abilities, in the conditions of individualization of teaching mathematics it is necessary to include a methodological component in the subject-mathematical training of a future teacher, to strengthen the methodological component in mastering future subject teachers of the course of elementary mathematics, as well as to provide the possibility of implementing individual educational routes including practical training for the development of methodological disciplines by students — future mathematics teachers.
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Seitkhanova, A. K. "THE IMPACT OF UNIVERSITY MATHEMATICS TEACHER TRAINING PROGRAMS ON THE QUALITY OF EDUCATION IN SCHOOLS." BULLETIN Series of Pedagogical Sciences 72, no. 4 (December 15, 2021): 133–42. http://dx.doi.org/10.51889/2021-4.1728-5496.16.
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In connection with the implementation of the updated content of secondary education in schools of Kazakhstan, the issue of improving the methodological training of future teachers of mathematics in higher education institutions is relevant. Mathematics is able to make a significant contribution not only to the overall development of personality, but also to the formation of character, moral traits, contributes to the development of aesthetic perception of the world. Thus, teacher training universities faced a number of difficulties in teaching mathematical subjects. The effectiveness of the modernisation of Kazakhstan's schools depends on the level of teachers' understanding of the main ideas of innovative processes and their readiness to implement these changes. In this case, the amount of responsibility in training future teachers, in particular teachers of mathematics, will increase. After all, the level of mathematics education and training of a mathematics teacher often determines the level of knowledge of the population and the competitiveness of professionals. Higher education institutions preparing mathematics teachers should therefore pay attention to updating the content of secondary education, i.e. the issue of training future teachers of mathematics at university will be addressed through the development of educational programmes aimed at training teachers in the new format.
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Shkerina, L. V. "PROFESSIONAL DEFICITS AMONG MATHEMATICS TEACHERS AND THEIR CAUSES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 56, no. 2 (June 30, 2021): 82–92. http://dx.doi.org/10.25146/1995-0861-2021-56-2-274.
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Statement of the problem. The reform of Russian education, which is in demand by the rapid technical development of all branches of production, is associated with the search for opportunities for appropriate changes in its content and methodological aspects. The general education school requires more and more from a teacher, thus creating a certain tension in terms of the growth of professional deficits among teachers. The purpose of the article is to determine the main approaches to identifying professional deficiencies among mathematics teachers, their structure and causes. Methodology (materials and methods). The research methodology consisted of a competence-based approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as a basis for diagnosing professional deficiencies of a mathematics teacher; Federal State Educational Standard of Higher Education in the direction of training “Pedagogical education”, professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education)”; module “Discipline training. Mathematics”, the requirements of the Federal State Educational Standard for the mathematical training of secondary school students. Research results. The composition of professional deficits among mathematics teachers was revealed and substantiated: discipline-wise, methodological and general pedagogical competencies. The main causes for the emergence of professional deficits among mathematics teachers are formulated: shortcomings of professional training at the university; inconsistency of terms in the requirements for professional competence in the Federal State Educational Standards and the Professional Teacher Standard; overestimated requirements of the employer in terms of the workload; insufficient dissemination of experience obtained from individual advanced training of a mathematics teacher. Conclusion. The approach proposed in the article to structuring the professional deficits among mathematics teachers and describing the complex of causes for their occurrence can be extended to the study of professional teacher deficits in other subject areas.
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Bharata, Haninda, and Sugeng Sutiarso. "Improving Teachers’ Self-Efficacy through Training: An Impact for the Freedom of Students’ Mathematical Thinking." Jurnal Didaktik Matematika 8, no. 1 (May 8, 2021): 119–33. http://dx.doi.org/10.24815/jdm.v8i1.19861.
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Teacher self-efficacy is an important component of teacher competence. At present, efforts to improve teacher competencies have not been carried out simultaneously for teacher activities in the classroom (open class) and outside the classroom (training). This quasi-experimental study aimed to examine the effectiveness of soft skills training and the practice of lesson study on improving mathematics teacher self-efficacy and describe the impact of teacher self-efficacy on the freedom of students' mathematical thinking. The study involved three mathematics teachers and 90 students from three different junior high school regions in Bandar Lampung, Indonesia (city center, semi-urban, and suburban). Data was collected through questionnaire, observation, and interview. The data were then analyzed descriptively. The effectiveness of soft skills training and the practice of lesson study on improving mathematics teachers’ self-efficacy was examined using Wilcoxon Test. The results showed the differences in the average teachers’ self-efficacy before and after participating in soft skills training and the practice of lesson study (with an increase of 0.82/high). The increase in teachers’ self-efficacy also positively affected the freedom of students’ mathematical thinking.
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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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Adhikari, Krishna Prasad. "SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL." International Journal of Research -GRANTHAALAYAH 8, no. 7 (July 30, 2020): 192–204. http://dx.doi.org/10.29121/granthaalayah.v8.i7.2020.694.
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Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as inferential statistics were used to analyze the self-efficacy beliefs of teachers and inductive approached used for the data obtained from interview. At last, I integrated both quantitative and qualitative results to deduce the findings and conclusion of the study. The result shows that teachers have good efficacy beliefs in teaching mathematics. Teachers have better efficacy beliefs in instructional strategy than in the other two. Experienced teachers have significantly higher self-efficacy beliefs than novices. Despite the huge investment of government in the teachers of public school, institutional school’s teachers have better self-efficacy beliefs in teaching mathematics. Teaching experience, teacher’s engagement in professional activities, mathematical and pedagogical content knowledge, and working environment of the school are major contributing factors in the development of the self-efficacy beliefs in mathematics teachers. There are so many factors in the development of self-efficacy of mathematics besides professional training, so stakeholders should focus on other aspects as well.
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Ahmad, Defri, Syafriandi Syafriandi, and Jazwinarti Jazwinarti. "Training and Workshop to Apply Mathematical Literacy in Classroom for Mathematics Teachers in Dharmasraya." Pelita Eksakta 2, no. 1 (April 16, 2019): 48. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss1/62.
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Abstract – 4.0 industry revolution era brings people to have multi-skill ability to survive. In order to prepare multi-skill people Indonesian government create school literacy actions, but this program needs some teachers with strong understanding about literacy. In fact, many teacher do not understand to much about literacy. They only think that literacy is about read. To solve this problem, training and workshop about literacy is needed. Teachers have to know about literacy more spesific especialy literacy that related to their subject. A training and workshop has been done to Junior High School Mathematics teachers in Dharmasraya. In this activity, teachers study about basic understanding of literacy, and mathematical literacy. By some example, teacher try to solve, and to create some mathematics problem related to mathematics literacy. By questioneering this activity teachers say that this program is very good in material, instructor, and activity.
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Bonghanoy, Guillermo Baluyot, Alben P. Sagpang, Ronnie A. Alejan Jr., and Louie Resti Rellon. "TRANSFORMATIVE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS." Journal on Mathematics Education 10, no. 2 (May 31, 2019): 289–302. http://dx.doi.org/10.22342/jme.10.2.6882.289-302.
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This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning.
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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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Mykhaylenko, Lyubov. "CRITERIA AND INDICATORS OF METHODOLOGICAL COMPETENCE OF THE FUTURE TEACHER OF MATHEMATICS IN THE PROCESS OF DEVELOPMENT OF LOGICAL THINKING OF STUDENTS." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 120–23. http://dx.doi.org/10.36550/2415-7988-2020-1-191-120-123.
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In the article we reveal the influence of methodical training of the future teacher of mathematics on the development of logical thinking of future teachers. We substantiate that the effectiveness of the development of logical thinking of students in mathematics lessons depends on the quality of methodological training of mathematics teachers in the free economic zone. Our experience in training future teachers of mathematics, allowed us to identify the criteria of methodological competence of mathematics teachers in the development of logical thinking of students: motivational, cognitive and activity; to characterize indicators of methodical competence of the teacher of mathematics in the course of development of logical thinking of pupils. We characterize the motivational criterion as the need of future mathematics teachers to master the methodological knowledge, skills and abilities for the development of logical thinking of students. The motivational criterion is revealed by the following indicators: professional orientation on the development of students' logical thinking; motivation for self-improvement in methodical activity. The cognitive criterion reflects the knowledge of future mathematics teachers of the logical component of students' mathematical competence. Indicators of the cognitive criterion of methodological competence of a mathematics teacher in the process of development of logical thinking of students are: completeness of theoretical knowledge of the logical component of mathematical competence of students; familiarity with the methods of developing students' logical thinking in mathematics lessons. The activity criterion shows the ability of future mathematics teachers to develop students 'logical thinking and involves mastery of methods for developing students' logical thinking. Indicators of the activity criterion of methodical competence of a mathematics teacher in the process of developing students' logical thinking are: the ability to use theoretical knowledge in practice; ability to develop the logical component of students' mathematical competence; the ability to generate new ideas aimed at improving the development of logical thinking of students. Selected criteria and indicators of methodological competence of mathematics teachers in the development of logical thinking of students reveal the importance of the ability to form a logical component of mathematical competence of students and determine the content of methodical activities of teachers in the development of logical thinking of students.
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Thaqi, Xhevdet, Ana Isabel Rodríguez Valladares, and Ekrem Aljimi. "Different Ways of Conceptualizing Mathematical Content for Prospective Primary School Teachers." International Journal of Smart Education and Urban Society 12, no. 1 (January 2021): 61–68. http://dx.doi.org/10.4018/ijseus.2021010105.
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Changes in today society and in the development of technology demand a greater interest in mathematical knowledge in education and didactic research on professional work. Recent research seems to confirm that mathematics is still under-worked. This is the starting point from which the interest in studying the mathematical knowledge is necessary for the professional development of perspective primary school mathematics teachers arises. The study of mathematics curricula for the training of prospective teachers in different universities and their historical evolution will provide those with necessary criteria to organize, formulate, and develop the mathematical content of this didactic point of view and to establish the diagnosis of the systematic and the subsequent intervention in the teacher training institutions. According to the recommendations of the researches and other scientific events, the basic concepts and properties of mathematics should be included in the curricula of study programs for primary school teacher training.
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Torres Castillo, Rolando. "Teacher training and quality of mathematics education." Green World Journal 5, no. 1 (February 25, 2022): 009. http://dx.doi.org/10.53313/gwj51009.
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The problem of teacher training in mathematics at the secondary education level is recurrent, as shown in various publications on the history of education. Therefore, it is difficult to understand why so little progress has been made, despite the many complaints and proposals. In this sense, the aim of this study was to analyze the relationship between the training and the processes of improvement in the teaching of mathematics teachers. Currently, content knowledge is almost the only professional reference for most teachers. This is despite the fact that no one disputes the fact that teachers also need to have other knowledge of Didactics of Mathematics and knowledge derived from teaching practice. In this sense, it is important to establish a stable, rigorous and coherent institutional framework between university and non-university institutions involved in initial and continuing teacher training, which will make it possible to seriously and rigorously address the problems we have discussed.
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Podkhodova, Nataliya, Viktoria Snegurova, Natalia Stefanova, Alla Triapitsyna, and Svetlana Pisareva. "ASSESSMENT OF MATHEMATICS TEACHERS’ PROFESSIONAL COMPETENCE." Journal on Mathematics Education 11, no. 3 (September 6, 2020): 477–500. http://dx.doi.org/10.22342/jme.11.3.11848.477-500.
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Development of students’ mathematical skills is associated with quality teaching, which means that mathematics teachers should be able to successfully solve mathematical, teaching, and professional problems. The article aims to describe the assessment system of mathematics school teachers’ professional competence, which helps identify gaps in their training and design tailor-made retraining courses. 2,359 mathematics teachers from 13 regions of Russia participated in the research on 05–29 September 2017. Foremost, we conducted a survey and collected data about their teacher category and teacher expertise. Next, we provided a preliminary diagnostic test to enable the participants to self-assess their subject matter and teaching competencies. After that, they completed a three-part diagnostic test to assess their abilities to solve mathematical, teaching, and professional problems. Finally, the participants conducted video lessons. The three-part diagnostic test and video lessons allowed determining the professional competence level for every mathematics teacher. 24% participants showed level I of professional competence, 44% – level II, 9% – level II; 23% participants did not pass the basic level of professional competence. The results show that the mathematics teachers have difficulties in solving mathematical, teaching, or professional problems so tailor-made retraining courses are required. The developed assessment system underlies designing the courses.
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Zhernovnykova, Oksana. "Training Future Teachers of Mathematics: A Historical Perspective." International Letters of Social and Humanistic Sciences 66 (February 2016): 140–45. http://dx.doi.org/10.18052/www.scipress.com/ilshs.66.140.
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Training future teachers of mathematics differed in different years. Each stage of training had its own peculiarities and characteristics.The article reviewed and analyzed on the basis of the scientific literature, how evolved mathematics education in schools and develop mathematical training of students of pedagogical universities in different periods, starting from the XII century. to the present.
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Asadullah, Sheikh. "Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh." International Journal of Innovation and Economic Development 2, no. 5 (2015): 40–55. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.25.2005.
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In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.
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Picado-Alfaro, Miguel, José Romilio Loría-Fernández, and Jonathan Espinoza-González. "Teacher Reflection on a Teaching-Learning Situation Regarding the Concept of Relation in Secondary Education." Uniciencia 36, no. 1 (January 31, 2022): 1–25. http://dx.doi.org/10.15359/ru.36-1.2.
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This study is part of the research in didactics of mathematics on teacher training. In particular, the study focuses on the knowledge of mathematics teachers, taking as a reference the theoretical approaches of the Mathematics Teacher’s Specialized Knowledge (MTSK) model and teacher reflection as a professional competence. The study corresponds to a descriptive-qualitative research, based on an instrumental study of cases, whose purpose is to describe and analyze the manifestations of mathematics teachers of Secondary Education when they observe a teaching-learning situation that shows a teacher of mathematics teaching the concept of relation. For this, narratives written by seven Secondary Education mathematics teachers in service were used, which indicate some aspects identified by them as relevant from the observed situation. The analysis of the gathered information was carried out by defining categories, subcategories, and analysis units based on the components of the MTSK model. The results indicate that participating teachers accentuate, in their manifestations, attributes mainly associated with didactic knowledge of mathematical content. The reflection of this group of teachers is characterized by three specific aspects of the MTSK model: teaching, learning, and knowledge of the topics. It is interpreted that teacher reflection has been influenced by the professional experience of the teachers participating in the study.
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GAVRILOVA, Yekaterina N., Sabyrkul M. SEITOVA, Gulnar O. KOZHASHEVA, Aigul O. ALDABERGENOVA, and Galiya T. KYDYRBAEVA. "STUDY RESULTS FOR METHODOLOGICAL TRAINING OF TEACHERS OF MATHEMATICS IN CONDITIONS OF INNOVATION." Periódico Tchê Química 17, no. 35 (July 20, 2020): 391–403. http://dx.doi.org/10.52571/ptq.v17.n35.2020.35_gavrilova_pgs_391_403.pdf.
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The contemporary stage of education reform puts high demands on teacher training and on mastering the newest teaching techniques and technologies. All over the globe, there is a search for new education systems that are more democratic, diversified and effective from the standpoint of the interests of the individual and society. This requires, on the one hand, new, more efficient ways of organizing the educational process at the university, in particular, reviewing the structure and content of the methodological training of students. On the other hand, the very concept of “professional pedagogical activity of a teacher” is currently undergoing certain changes. This study aimed to identify how effectively will the methodological training of future mathematics teachers increase based on the introduction of innovative techniques and teaching methods and how the methodology of teaching mathematical disciplines in the conditions of innovation may be improved. Two hundred thirteen people took part in the experimental work, including teachers of mathematics and full-time students, undergraduates, doctoral students, as well as young teachers of the university. The results of the ascertaining experiment became the basis for revising the purposes of the methodological and professional training of future mathematics teachers and made it possible conclude on the necessity of improvement of the system-methodological support for teaching mathematical disciplines in higher education. Because of this, the training of a mathematics teacher should form them as a knowledgeable mathematician, as a person with a high pedagogical and general culture, who, by teaching, would educate the younger generation in the spirit of modernity. It can be assumed that the content of courses in a pedagogical university in mathematical disciplines should, for instance, at a modern academic level, cover those matters that the teacher communicates at school.
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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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Fauziah, Fauziah, Riska Amelia, and Yusri Wahyuni. "PEMANFAATAN SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KETERAMPILAN GURU MATEMATIKA SMP/MTs DI KECAMATAN LENGAYANG." Jurnal Implementasi Riset 1, no. 1 (April 28, 2021): 28–37. http://dx.doi.org/10.37301/iris.v1i1.9.
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The development of information technology today is so fast that it affects all aspects of life including the field of education. In the field of education, especially mathematics lessons at the primary and secondary school levels, there have been many media or tools that can be used in teaching basic mathematical concepts, one of which is using Geogebra software. Mathematics teachers in SMP / MTs in Lengayang District, Pesisir Selatan Regency still have limitations in using computers as a tool for making learning media with the help of math software. The objectives of this community service are: Increase teachers' understanding of the role of mathematics learning media, and Improve teacher skills in using geogebra applications to create mathematics learning media. GeoGebra was chosen as an alternative because it has various advantages both theoretically and based on research results. The method used is training on GeoGebra, simulation, and evaluation. PKM activities are carried out on SMP / MTs mathematics teachers in Lengayang District, Pesisir Selatan Regency. Based on the results of this training, it was concluded that the teacher's knowledge and understanding of the importance of media in learning mathematics increased and the teacher was able to design mathematics learning media using GeoGebra software.
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Ernest, Paul. "Training mathematics teachers at a distance." Open Learning: The Journal of Open, Distance and e-Learning 2, no. 2 (June 1987): 32–35. http://dx.doi.org/10.1080/0268051870020207.
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UNGUREANU, Laura. "Teaching Mathematics - Online versus Offline." Journal of Research in Educational Sciences 11, no. 1 (December 30, 2020): 30. http://dx.doi.org/10.14505//jres.v11.13.04.
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Mathematical thinking involves the ability to reason in rigorously composed stages, each related to the previous ones but also the ability to concentrate on long-term attention. Within the professional training of a teacher, two sides are combined: the scientific and the pedagogical. It is obvious that a good teacher must be a person with a rich, well-founded scientific training, clearly superior to the level at which he teaches. This paper seeks to provide an overview of current trends in the development of mathematics teaching, especially in the current context of the pandemic, when teaching is done mainly online. The aim is to highlight the differences, advantages and disadvantages, between teaching mathematics under normal conditions, offline and online teaching. Teaching math online is a huge challenge for both teachers and students.
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Mahie, Andi Galsan, Loeky Haryanto, Moh Ivan Azis, Jusmawati Massalesse, and Andi Kresna Jaya. "Pemanfaatan Program Microsoft Mathematic Dan Geogebra Untuk Peningkatan Mutu Guru Matematika Tingkat SMP Di Kabupaten Bantaeng Sulawesi Selatan." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 3, no. 2 (October 24, 2019): 187. http://dx.doi.org/10.36339/je.v3i2.247.
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outcomes generated from this activity are as follows: 1) Enhance the ability of Partners in developing existing technology, especially computers in optimizing learning in the classroom through the Geogebra and Microsoft Mathematic programs. Middle School Mathematics Teachers in Bantaeng District are trained in making teaching materials, especially computer-based self-learning modules that are not only material and questions but must be able to develop children's abilities in constructing the concept of the material being taught. The Geogebra and Microsoft Mathematic programs are application programs that can be utilized in dealing with these problems; 2) Training for teachers who are members of the Bantaeng District Junior High School Mathematics Teacher (MGMP). The training material was in the form of a guidebook for the use of the Geogebra program and the Microsoft Mathematics and its use in mathematics learning developed by the Mathematics Department FMIPA UNHAS dedication team. The teaching materials will be used in the training as an initial stage for the teachers to recognize and master the Geogebra and Microsoft Mathematics programs.
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Shkerina, Lyudmila Vasilyevna, Natalia Alexandrovna Zhuravleva, and Maria Anatolievna Keiv. "Methodology for Identifying Subject Professional Deficits of Mathematics Teachers." Siberian Pedagogical Journal, no. 4 (September 8, 2021): 43–54. http://dx.doi.org/10.15293/1813-4718.2104.05.
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Modern challenges of the system of mathematical training of schoolchildren lead to an increase in subject professional deficits of a mathematics teacher. Monitoring the teacher’s professional deficits allows them to be leveled in a timely manner, thereby improving the quality of the educational process. However, the theory and method of identifying them has not been studied much. This makes it possible to state the problem of research, which consists in determining the conceptual basis of the methodology for identifying subject professional deficits of a mathematics teacher. The purpose of the article is to develop a methodology for identifying subject professional deficits of a mathematics teacher. Methodology. The methodological basis of the study was a competent approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as the basis for diagnosing professional deficits of a mathematics teacher; federal state educational standard for higher education in the field of training “Pedagogical education”; professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education. Module “Subject training. Mathematics”, the requirements of the federal state educational standard for the mathematical training of students in a general education school). The study used methods of analyzing special literature and normative documents, pedagogical modeling and design, mathematical processing of information. Results of the study. The basic principles of the methodology for identifying subject professional deficits are formulated and substantiated: expediency, diagnosticity, systemicity and advance. Based on these principles, the authors developed a methodology for identifying subject professional deficits of a mathematics teacher. The example shows the main stages and results of diagnosing subject deficits of a mathematics teacher in the field of combinatorics and probability theory.
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Ningtiyas, F. A., and Jailani. "Does Teacher’s Training Affect the Pedagogical Competence of Mathematics Teachers?" Journal of Physics: Conference Series 1097 (September 2018): 012106. http://dx.doi.org/10.1088/1742-6596/1097/1/012106.
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Pambudi, Didik Sugeng, Reza Ambarwati, Dinawati Trapsilasiwi, and Erfan Yudianto. "Pelatihan Penyusunan Soal Berfikir Tingkat Tinggi bagi Guru-Guru Matematika SMA di Jember." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 6, no. 6 (December 30, 2022): 1413–19. http://dx.doi.org/10.31849/dinamisia.v6i6.5505.
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One of the problems that occur in mathematical subjects was the ability for students to solve problems that need the Higher Order Thinking Skills (HOTS) still low. This problem also occurs in high school students (SMA) in Jember. The cause of the problem was that the mathematics teacher has not been skilled in making HOTS problems and has not guided students to solve HOTS problems. To overcome this problem, training activities followed by 118 high School Mathematics teachers held on 02 February 2019 at the center of MGMP (Teachers' discussion group) in Jember. The methods used were sharing information, discussions, and assignments to made HOTS mathematical problems, observation, test, and giving questioner. The results gained were the teacher's knowledge of the HOTS problem increasing from the average score of pretest 62 to the average score of posttest 85. The teacher's ability to make HOTS problems was already in good category, and all participants (100%) actively participate in training activities and give positive responses to the activity. The community services activity need to be continued in the future, because it is very important for improving teachers’ professionalism.
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Panes, Annalou B., and Teresita A. Falle. "Level of Teaching Practices in Mathematics in Relation to Indigenous Students’ Academic Performance in Selected Schools in Zambales SY 2019-2020." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 11 (November 12, 2021): 1021–32. http://dx.doi.org/10.11594/10.11594/ijmaber.02.11.04.
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The study revealed that the teacher-respondent is in her early adulthood, bachelors’ degree holder and attended few numbers of training relevant to teaching IP students. The teacher-respondents assessed “Always Practiced” on the dimensions of teaching Mathematics strategies among IP students. The students assessed “Always Practiced” on the dimensions of teaching Mathematics strategies among IP students. The IP students were rated “Satisfactory” in both Mathematics subjects Algebra and Geometry. There is significant difference on the perception towards dimensions on teaching Mathematics strategies for IP students between teachers and students. There is significant difference on the perception of the teacher-respondents while no significant differences to the students towards dimensions of teaching Mathematics strategies among IP students as to Creating Student’s Learning Environment Focused on Mathematics Goals, Providing Opportunities for Independent and Collaborative, Facilitating Mathematical Discussion, Using Appropriate Mathematics Language, connections, tools, and presentations, Developing and Using Teacher Knowledge to Initiate Learning and Assessing Student Academic Performance in Algebra and Geometry. The researcher offered the following recommendations based in the study that the school management is encouraged to organize an in-house teacher’s capability training in order to enhance motivational techniques and teaching strategies in Mathematics among IP students; the teachers are encouraged to be resourceful and creative in organizing the lesson in order to unlock the difficulty among the students in learning mathematics; the teachers are encouraged to conduct and in-depth study on the nature of the students and apply the learning activity and exercises based on their capability and competence.
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Syahmarani, Aghni, and Putri Khairiah Nasution. "Training in using maple and geogebra software for mathematics teachers in the environment SMA Negeri 15 Medan." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 5, no. 1 (May 30, 2020): 13–18. http://dx.doi.org/10.32734/abdimastalenta.v5i1.4019.
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Currently there are lots of softwares to solve problems including math problems. Mathematics teachers are now starting to be demanded to be able to operate some mathematical software to be considered capable of adapting to scientific developments, especially information technology at this time. For this reason training is needed for mathematics teachers so that they can master some mathematical software so that they become professional and more competent teachers. Dedication to this community will provide training to mathematics teachers, especially mathematics teachers in SMA Negeri 15 Medan to be able to use two pieces of mathematical software namely MAPLE and GEOGEBRA so that the competencies of these mathematics teachers increase and be more updated with technology.
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Nongni, Gaël. "New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning." International Review of Research in Open and Distributed Learning 22, no. 3 (August 31, 2021): 188–204. http://dx.doi.org/10.19173/irrodl.v22i3.5525.
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The scientific literature identifies five challenges related to training teachers: the basics of the constructivist approach, the problematization of mathematical knowledge to be taught, the promotion of interdisciplinarity, the use of digital pedagogical resources in planning teaching, and new skills to be developed due to the arrival of artificial intelligence. Considering the COVID-19 pandemic, it is appropriate to consider a sixth challenge, notably, training teachers capable of delivering mathematical distance learning courses focused on students’ conceptual understanding. It therefore is necessary to link the stakes of initial training with that of distance learning, which can enhance conceptual understanding. Linking the need to construct knowledge among students with technological tools used for distance learning allows new challenges faced in the planning of mathematics teaching to be highlighted. These new challenges give rise to the anticipation genesis that helps in situating the planning of mathematics teaching between three variables: artifact variables, arrangement variables, and variables related to the nature of the data to be used. These variables are a major asset for the training of the preservice mathematics teacher. Their study in this article allows us to recognize that the choice of technological tools to be used in mathematics distance learning depends greatly on the conceptual analysis of the mathematical knowledge to be taught. This study shows that it is important to rethink and question distance learning for each mathematical concept.
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Arnellis, Arnellis, Elita Zusti Jamaan, Minora Longgom Nasution, and Defri Ahmad. "OLYMPIAD MATERIAL DEVELOPMENT FOR IMPROVING OF TEACHER PROFESSIONALISM MGMP SMP REGENCY OF AGAM WEST REGION." Pelita Eksakta 1, no. 1 (March 8, 2018): 43. http://dx.doi.org/10.24036/pelitaeksakta/vol1-iss1/13.
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Based on observations and interviews with several mathematics teachers of Agam west region, the teacher's lack of knowledge about non-routine materials and problems in mathematical olympiad. Teachers rarely attend the olympic training so that teachers do not know much about non-routine questions, techniques to solve the problem. Based on these observations and the facts there is and so the importance of making the strengthening of mathematics material for teachers. The purpose of this article is to provide the strengthening of mathematics olympiad material so that teachers can improve their professional development, especially in making and solving the olympic problem in teachers of SMP MGMP west Agam District. Based on the evaluation it can be seen that generally the participants of community service in general have sufficiently understood the material in designing the problem and how to solve the existing problems in the Olympics in order to improve the quality of OSN participants from west Agam District. This success is shown by the teacher is able to design and make problems and solve problems related to mathematics olympiad.
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Shkerina, Lyudmila V., Maria A. Keiv, and Natalia A. Zhuravleva. "Modeling of Additional Professional Educational Programs to Overcome Subject Deficits of Mathematics Teachers." Siberian Pedagogical Journal, no. 3 (June 28, 2022): 95–107. http://dx.doi.org/10.15293/1813-4718.2203.10.
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Modern challenges of the system of mathematical training of schoolchildren cause the growth of subject professional deficits of a mathematics teacher. However, the question of how to identify and level these deficits remains open. This makes it possible to state the problem of research, which consists in finding effective methods for overcoming the subject deficits of a mathematics teacher. The purpose of the article is to determine a modern approach to modeling additional professional educational programs for overcoming subject deficits of mathematics teachers and to develop a structural-meaningful model of an additional professional educational program “Subject deficits of a mathematics teacher”. Methodology. The methodological basis of the study was a competency approach as the basis for structuring the professional competencies of a mathematics teacher; a variable-modular approach as a constructive basis for structuring the model of an additional professional educational program; a systematic approach as the basis for diagnosing the professional deficits of a mathematics teacher; professional standard of a teacher (Module “Subject training. Mathematics”), the requirements of the federal state educational standard for the mathematical training of students in a comprehensive school. Methods of analysis of special literature and regulatory documents, pedagogical modeling and design were used. Study results. The conceptual foundations of modeling an additional professional educational program to overcome the subject deficits of a mathematics teacher have been identified. A structural model of the additional educational program “Subject deficits of a mathematics teacher” is presented. Conclusion. A distinctive feature of the additional educational program presented in the article “Subject deficits of a mathematics teacher” is that it consists of modules that design the continuous process of professional growth of a mathematics teacher in the context of targeted, personalized assistance to practicing teachers, through the selection of variable program modules.
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López-Martín, María del Mar, Carmen Gloria Aguayo-Arriagada, and María del Mar García López. "Preservice Elementary Teachers’ Mathematical Knowledge on Fractions as Operator in Word Problems." Mathematics 10, no. 3 (January 28, 2022): 423. http://dx.doi.org/10.3390/math10030423.
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The preservice primary school mathematics teacher needs training that focuses on school mathematics and its didactics. Research has shown the importance of developing mathematical content knowledge as well as adequate didactic knowledge. Teacher education programs must address both to provide an effective teaching-learning process. The present research aims to assess the mathematical content knowledge of 194 prospective teachers about fraction word problems faced by students at the Primary Education stage, based on the Mathematics Teachers′ Specialized Knowledge (MTSK) model. By means of the preservice teachers’ written answers, we explored their knowledge and identified the associated error to fraction word problems (one-step and multistep) in which the fraction has a meaning as an operator. Preservice teachers showed some difficulties when working with this content, difficulties that were intensified when they solved multistep problems. The most common error founded in both types of problems is related to the meaning of fraction as operator. The results show a weak prior mathematical content knowledge and as a consequence, it is necessary to establish preventive actions in the training degrees since an insufficient mathematical content knowledge prevents them having a proper didactic knowledge.
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Taranova, Marina Vladimirovna. "Methodological knowledge of mathematics as a necessary condition for the formation of professional competencies of future teachers of mathematics." Journal of pedagogical innovations, no. 4 (December 18, 2021): 42–48. http://dx.doi.org/10.15293/1812-9463.2104.04.
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The article deals with the problem of preparing a future mathematics teacher for professional activity in the conditions of digitalization. The requirements for the mathematical training of a future teacher are highlighted and one of the ways to improve mathematical and methodological competencies is proposed. The main idea of the article is to analyze and describe the experience of solving the problems of filling the content of online courses to involve students in an independent research search, the experience of correlation of methods of organizing the educational process in the conditions of offline and online student learning. The author, based on the analysis of the content of methodological knowledge in mathematics and mathematical knowledge proper, reveals the content and essence of the methodological component in the professional activity of a future mathematics teacher. The purpose of the article is to determine the strategies of organizing a course in which future mathematics teachers receive not only mathematical, but also methodological training using different.
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Shyshenko, Inna, Tatiana Lukashova, and Yaroslav Chkana. "PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS: THE PROBLEM OF FORMING CRITICAL THINKING." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 319–23. http://dx.doi.org/10.24144/2524-0609.2022.50.319-323.
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The relevance of the problem under consideration. In the process of training at the pedagogical university, the educational activities of future mathematics teachers should acquire the features of his professional activity, so in addition to mastering knowledge, must have the ability to control mental processes, justify, identify problems and find their own solutions, be able to defend their opinions, choice of elements of educational content and teaching methods in lesson design. These provisions intensify the problem of developing critical thinking of future mathematics teachers in the process of their professional training. The purpose of the study is to reveal ways to organize the process of professional training of future teachers of mathematics, which will contribute to the effective formation of their critical thinking in the study of professional mathematical disciplines. Research methods: theoretical: analysis, systematization and generalization of pedagogical and psychological research. Critical thinking is the most important component of the training of future mathematics teachers. Critical thinking of the teacher is generally defined as a type of evaluative thinking activity, based on the formed skills of a certain type, which contributes to the understanding of theoretical knowledge, translating them into practical activities and predicting results. Methods of training future teachers of mathematics, focused on the formation of critical thinking skills, includes the organization of the educational process based on involving students in active cognitive activities using various methods of working with information and development of specially designed sets of tasks.
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Cahyono, Adi Nur, Mohammad Asikin, Muhammad Zuhair Zahid, Pasttita Ayu Laksmiwati, and Miftahudin Miftahudin. "The RoboSTE[M] Project: Using Robotics Learning in a STEM Education Model to Help Prospective Mathematics Teachers Promote Students’ 21st-CenturySkills." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 85–99. http://dx.doi.org/10.26803/ijlter.20.7.5.
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Teacher education institutions play a strategic role in preparing prospective mathematics teachers with 21st-century skills to teach mathematics in schools. This study aimed to explore how mathematics lectures employing robotics in a STEM (Science, Technology, Engineering, and Mathematics) education approach can contribute to the preparation of prospective mathematics teachers with 21st-century skills to teach mathematics in schools. The research was conducted through a project called the RoboSTE[M] Project, in three stages: pre-development, development, and field experiment. The project was run to encourage prospective mathematics teachers to arrange mathematical activities for mathematics learning with a STEM education approach using robotics. The findings indicated that the model, lab and online modules developed and implemented in this project succeeded in supporting the ability of prospective mathematics teachers to design a mathematics learning environment with a STEM-influenced robotics approach that has the potential to support students’ 21st-century skills. This study has contributed to answer the problem regarding how to provide cross-curricular activities for STEM education by implementing STEM in an integrated manner in schools, including lack of training for teachers, which will translate STEM in the lesson plans. This research shows that teacher education programmes can provide adequate training for pre-service teachers in practising STEM education in mathematics classroom. This study fills in the gaps by focusing on designing a lecture model with a “STEM Robotics” approach for prospective mathematics teachers and their students and to explore its potential to promote prospective mathematics teachers’ 21st-century skills.
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Haryanto, Loeky, Andi Galsan Mahie, Amir Kamal Amir, Naimah Aris, and Kasbawati Kasbawati. "Pembelajaran Matematika Berbasis Komputer Untuk MGMP Matematika SMP Di Kabupaten Pangkajene dan Kepulauan." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 3, no. 1 (March 27, 2019): 100. http://dx.doi.org/10.36339/je.v3i1.194.
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Computers as learning media have become mandatory in the teaching and learning process. Mathematical learning in which the field of study is abstract and requires logical thinking is also inseparable from computer learning media. Many software made to facilitate mathematics learning activities, among others: Geogebra, Microsoft Mathematic, Maple, Matlab, SAS, SPSS etc. The dedication activities have been carried out by the Mathematics Department of FMIPA in collaboration with the Hasanuddin University Research and Community Service Institute (Lp2M) in Mathematics Subject Teacher (MGMP) at the junior high School in Pangkajene and Kepulauan District (Pangkep) held in the Junior High School 4 hall with a number of participants as many as 30 teachers from 23 various junior high schools in Pangkep Regency who are members of the MGMP. The purpose of this activity is to improve the ability of junior high school mathematics teachers in Pangkep Regency to use computer-based learning media such as Maple and Matlab. The material provided was training on Maple and Matlab software to support mathematics learning. The results of this activity can improve the ability of mathematics teachers to master mathematical material assisted by software.
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Yekimov, Sergey, M. V. Klimenko, T. A. Stepchenko, Diliara Iakovets, and Galina Zelenova. "Problems of improving pedagogical skills of future teachers of mathematics." SHS Web of Conferences 94 (2021): 02009. http://dx.doi.org/10.1051/shsconf/20219402009.
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The modern education system is facing new requirements and the society is putting forward new requirements among which the leading role is to improve the professional competence of teachers of mathematical disciplines. Mathematics has been used since the time of Pythagoras as the main tool for solving various practical problems in many areas of human activity. In this regard, there is a need to improve the level of mathematical training of modern youth . We believe that the training of future teachers of mathematical disciplines should be based on the principle of integration of humanitarian and mathematical skills, as well as wider use of information technology. In our opinion, such multi-faceted training will help future mathematics teachers to develop the skills required to form a correct understanding of the essence of mathematics, its significance for other Sciences and its significance for everyday life.
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Justulin, Andresa Maria, and Lourdes de la Rosa Onuchic. "Aprendizagens Docentes no Contexto da Resolução de Problemas." Jornal Internacional de Estudos em Educação Matemática 14, no. 4 (December 21, 2021): 432–41. http://dx.doi.org/10.17921/2176-5634.2021v14n4p432-441.
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ResumoO presente trabalho teve como objetivo investigar aprendizagens profissionais docentes que se manifestam em um grupo de estudo apoiado na Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas. Os participantes da pesquisa foram sete professores de Matemática, em exercício, de uma escola estadual. A pesquisa, de caráter qualitativo, utilizou a observação participante e para a coleta de dados foram considerados os registros escritos e em áudio e vídeo oriundos das gravações dos encontros. Para análise dos dados foram construídos quatro eixos temáticos: A Resolução de Problemas na aprendizagem e na ressignificação dos conhecimentos matemático e didático-pedagógico na formação do professor de Matemática; a Problematização da Resolução de Problemas nas práticas de aprender e ensinar Matemática na sala de aula; a Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas na formação do professor de Matemática; os grupos de estudo sobre Resolução de Problemas como espaços de aprendizagem de professores e de futuros professores. Os resultados indicaram que a referida Metodologia, trabalhada nos grupos de estudo, possibilitou a mobilização do conhecimento matemático dos participantes ao trabalhar os problemas, bem como a mobilização de saberes didático-pedagógicos, ao refletir sobre suas experiências de sala de aula. Esses saberes explicitaram que as aprendizagens profissionais docentes se relacionaram aos aspectos teóricos, didáticos e metodológicos referentes aos conteúdos matemáticos trabalhados e, também, à visão de escola, de mundo e de sujeito que se pretende formar. Palavras-chave: Formação de Professores. Grupos de Estudo. Resolução de Problemas. Educação Matemática. AbstractThe teacher training, in many cases, has been occurred by courses focused on the discipline content and disconnected from the school reality. New proposals that values training in the teacher’s workplace and the classroom reality are possible. This paper aimed at investigating teachers’ professional learnings that manifest in a study group supported in the Methodology of Teaching-Learning-Evaluation of Mathematics through Problem Solving. The participants of the research were seven acting teachers of Mathematics from a school of the state of São Paulo, Brazil. The research, in qualitative character, used the participating observation, and written records and audio and video recordings from the meetings were considered for data collection. Four thematic axes were built for data analysis. Problem Solving in learning and in the resignification of mathematical and didactic-pedagogical knowledges in the training of Mathematics teachers; Problematization of Problem Solving in learning and teaching practices in classroom; Methodology of Teaching-Learning-Evaluation of Mathematics through Problem Solving in the training of the teacher of Mathematics; the study groups on Problem Solving as learning spaces of teachers and future teachers. The results indicated that the referred Methodology, worked in the study groups, enabled the mobilization of the participants’ mathematical knowledges by working the problems, as well as the mobilization of didactic and pedagogical knowledges, by thinking over their experiences in classroom. Such knowledges explained that teacher professional learnings relate to the theoretical, didactic and methodological aspects regarding the mathematical contents worked, and also the view of school, world and subject intending to educate. Keywords: Teacher Training. Problem Solving. Mathematic Education.
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Shevchuk, Larysa. "Modeling of continuous professional training of a mathematics teacher using ICT." Professional Education: Methodology, Theory and Technologies, no. 12 (November 24, 2020): 229–47. http://dx.doi.org/10.31470/2415-3729-2020-12-229-247.
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Today, mathematical sciences play a special role in the life of society, because they serve the development of scientific, technological and technological progress, determine the prestige of the country on the world stage. In this context, it is important to continuously prepare future teachers of mathematics for further professional activities, which in accordance with the current needs of the individual, society, state, allows to create conditions for self-expression, self-realization and self-improvement.
The article is devoted to the issue of modeling the continuous professional training of mathematics teachers using ICT.
The research goal is to analyze modern models of future teacher training for the use of innovative tools and methods in their pedagogical activities, to present a structurally component model of continuous professional training of a future mathematics teacher using ICT. The following research methods were used: analysis of psychological and pedagogical literature on the research problem; synthesis and comparison; theoretical modeling.
The results. The main components of the structural model of continuous professional training of future mathematics teachers with the use of information and communication technologies are described. The main features of the new model of student training are identified: focusing on the need for lifelong learning; transformation of the bachelor's degree into the core of the educational system; providing students with a broad aspect of systematically updated master's programs, programs of professional and general cultural training and retraining; in the system of continuing education the key factor is the independent access of students to educational resources and innovative technologies of self-education; quality management of education based on a point-rating system to assess the level of students' mastery of academic disciplines. The directions of increase of efficiency of this process and ways of realization in practice of higher educational institutions of a pedagogical profile are allocated.
Conclusions. It is proved that the semantic component of modeling the continuous professional training of a future mathematics teacher with the use of ICT forms one of the main tasks of teaching mathematics - to establish a connection between a particular course and the relevant school subject. The integration of theoretical and practical training of future mathematics teachers in the system of continuing education contributes to the activation of students' cognitive activity, forming a holistic view of the future profession, creating optimal conditions for gaining solid knowledge and skills at work. The criterion-diagnostic component of the model provides for linear consistency between the monitoring of professional readiness, criteria and levels of its formation.
The model of forming the readiness of future mathematics teachers using ICT for professional activities in the system of continuous training helps to consider the structural elements and stages of preparation of future mathematics teachers for professional activities, the relationship between elements, design content, forms and methods of such training.
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Popel, M. V. "The cloud technologies for mathematics teachers training." CTE Workshop Proceedings 2 (March 20, 2014): 301–8. http://dx.doi.org/10.55056/cte.225.
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This article is devoted to modern approaches to interpretations of "the cloud technology", the types of cloud computing application for teachers training are discussed. A comparative analysis of Web-SCM SAGE and The Sagemath Cloud is made.Aim: to do a theoretical analysis of pedagogical application of Web-SCM SAGE and The Sagemath Cloud.Objectives: 1) to make an analysis of contemporary approaches to the interpretation of the concept of "of cloud technology"; 2) to consider Web-SCM in terms of the cloud-based environment; 3) to compare Web-SCM SAGE and The Sagemath Cloud.Object of study: the learning process of university students with the support of cloud technologies.Purpose of the study: to reveal the features of The Sagemath Cloud use in high school.Methods: the study of the domestic scientific pedagogical publications on the problems of implementation and use of advanced cloud technology, and Web-SCM including Web-SAGE and The Sagemath Cloud.Results: advantages and disadvantages of The Sagemath Cloud application in comparison to the Web-SCM SAGE are revealed.Conclusions considered various interpretations regarding the concept of "of cloud technology", comparison of Web-SCM SAGE and The Sagemath Cloud as learning tools.
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Bitter, Gary G., and Mary M. Hatfield. "Training elementary mathematics teachers using interactive multimedia." Educational Studies in Mathematics 26, no. 4 (June 1994): 405–9. http://dx.doi.org/10.1007/bf01279523.
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Dofková, Radka. "EVALUATION OF SELF-EFFICACY IN PROSPECTIVE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF MATHEMATICS TEACHING." Problems of Education in the 21st Century 77, no. 2 (April 28, 2019): 244–53. http://dx.doi.org/10.33225/pec/19.77.244.
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Positive perception of one’s efficacy among teachers is a crucial factor affecting the quality of the teaching process. Many research studies suggest that self-efficacy in prospective teachers can be acted upon. It is therefore very important to focus on the preparation of prospective teachers in the context of undergraduate courses. The objective of the research study was to identify the level of self-efficacy among primary pre-service teachers of mathematics. The research sample comprised 77 students of primary teacher training enrolled in two study programmes aged between 21 and 26 years. The results were obtained by means of a newly developed tool Self-Efficacy of Prospective Teachers in Mathematics (SEPTM), which contained 37 items. The results of the research suggest that prospective teachers assess their readiness for future mathematics teaching in a positive way and trust their own abilities to use various teaching methods and procedures. Keywords: primary math education, prospective math teacher, teacher´s beliefs, teacher’s self-efficacy
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Kurniasih, Ary Woro, Isti Hidayah, and Mohammad Asikin. "Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 265–85. http://dx.doi.org/10.26803/ijlter.19.10.15.
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Mathematical thinking and reasoning are at the core of mathematics learning, strategies to facilitate their development are global issues for various countries. This qualitative study aims to describe the fifth-grade elementary school teacher’s stimulus form, to expand students’ thinking ability in mathematics learning and obtain a stimulus formulation of the fifth-grade elementary school teacher in developing students’ mathematical thinking ability. Data were obtained by using open-ended questionnaire methods and passive participation observation. The study results showed that the stimulus form of the fifth-grade elementary school teacher in expanding students’ thinking skill in learning the mathematics comprises problem posing, asking guiding questions, facilitating technology (learning videos/PowerPoint/Plickers), and song. The recommendation of fifth-grade elementary school teacher stimulus for developing students’ mathematical thinking ability was asking the probing question, playing, and games. Furthermore, the results of the second year’s research were widely disseminated to teachers. Primary school teachers who are part of the teacher working group also need to improve their professionalism, especially concerning developing stimulus thinking and applying it in learning. Therefore, the follow-up as the management of learning in the form of INNOMATTS training.
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Xu, Ge. "A Brief Analysis of the Training Countermeasures of Mathematical Number Sense in Primary School." Education Reform and Development 3, no. 2 (January 24, 2022): 57–60. http://dx.doi.org/10.26689/erd.v3i2.3594.
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The development of mathematical thinking has steadily become the attention of primary school mathematics teachers as the basic literacy of primary school mathematics. To promote teaching development and further deepen teaching reform, primary school mathematics teachers must change their educational concept, pay attention to the cultivation of students’ mathematical thinking in the teaching process, and create an effective teaching classroom with the help of new teaching methods and rich teaching contents. This research examines how primary school mathematics teachers cultivate kids’ understanding of numbers and proposes appropriate remedies, with the goal of serving as a model for teachers’ teaching improvement.
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Ponomareva, Nadiia. "THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER." Educational Discourse: collection of scientific papers, no. 25(7-8) (September 21, 2020): 57–72. http://dx.doi.org/10.33930/ed.2019.5007.25(7-8)-5.
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As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.