Journal articles: 'Mathematics teachers'

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

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

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

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This paper describes how mathematic teacher’s content knowledge informs teachers’ pedagogical content knowledge in the use learner-centred approaches and decision when teaching mathematics. Two trained mathematics teachers in the use of learner-centred approaches who were teaching mathematics at ordinary secondary school level in Tanzania were involved. Data was collected through classroom observation, video recording of classroom events and teacher’s self-reflections. Thematic analysis procedure both at conceptual and manifest level was employed. The findings indicated that, teacher’s weak knowledge of contents as a component of pedagogical content knowledge in the use of learner-centred approaches led to teacher’s inability to help students’ construct knowledge of the subject matter that teachers taught. The trained teachers did not teach lessons that were learners’ focused and were unable to help students discover the relationship between contents they taught with other contents in the syllabus. Teachers’ lack of content knowledge led to teachers’ communication of their misunderstanding to students through teacher-centred teaching approaches. In addition, these experienced teachers were unable to help students describe the rationale for learning contents. It is recommended that cementing on leaner-centred approaches during teachers’ professional development programs should go hand in hand with capitalizing on teacher’s knowledge of contents.

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ÜNVEREN BİLGİÇ, Emine Nur, and Ayşe Zeynep AZAK. "Mathematics Teachers’ Views on Mathematical Thinking." Journal of Computer and Education Research 7, no. 13 (April 30, 2019): 109–19. http://dx.doi.org/10.18009/jcer.531911.

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

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

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

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The study was aimed at comparison mathematics teacher’s dispositions at secondary level. The research was conducted to distinguish the difference of disposition among teachers on male and female basis as well as on their academic qualification base. One hundred and twenty teachers who were teaching mathematics at secondary level were selected. Data were gathered through stratified sampling technique by administering the questionnaire. The results indicated a statistical difference exist among mathematics teachers on gender basis and also with respect to their qualifications as well within groups. When comparing the mean scores results of the study depicted a significant effect of gender and qualification on teacher’s dispositions towards mathematics. (p<.05). The results of this research indicated that bulk of teachers had significant difference of dispositions towards self, students and insignificant difference of disposition towards colleagues. In addition, the in-service teachers’ DIPS vary and also significant on the basis of their qualifications. It is recommended that larger sample should be taken from public and private school to check and improve teacher’s dispositions. This study should also be carried out on college and university level to assess and enhance teachers’ dispositions.

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Growney, JoAnne. "Mathematics Teachers." Mathematics Magazine 70, no. 4 (October 1, 1997): 272. http://dx.doi.org/10.2307/2690863.

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

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

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Kim, Yeon, and Mimi Park. "Teacher Community for Mathematics Teachers : its Challenges." School Mathematics 21, no. 4 (December 31, 2019): 687–713. http://dx.doi.org/10.29275/sm.2019.12.21.4.687.

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Wright, David. "Mathematics teacher noticing: seeing through teachers’ eyes." Research in Mathematics Education 14, no. 1 (March 2012): 98–104. http://dx.doi.org/10.1080/14794802.2012.657444.

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Lee, Jihyun. "Mathematics Preservice Teachers’ Conception of Teacher Discourse." Korean School Mathematics Society 20, no. 4 (December 31, 2017): 465–94. http://dx.doi.org/10.30807/ksms.2017.20.4.007.

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Teachers’ conceptions about teaching are important driving and also interfering forces which might affect their actual practice and training. This research explores preservice mathematics teachers’ conceptions of teacher discourse, through tasks analyzing and evaluating teachers’ moment-to-moment discourse moves which occur in authoritative and dialogical classroom discourse. Some facets of the preservice teachers’ conceptions were congruent with dialogical discourse: they criticized teacher’s one-way communication and ignoring students’ voices; they supported teacher’s questions probing students’ thinking and receptive attitude toward students’ wrong answers. However, some deep and subtle facets of their conceptions were more congruent with authoritative discourse rather than dialogical discourse: they positively perceived teacher’s closed, information seeking questions that funnel students’ thinking to the predetermined procedure; they emotionally resisted teacher’s questions which might facilitate dialogical engagement by allowing students to judge mathematical correctness of ideas from their peers. Preservice teachers’ conceptions of teacher discourse explored in this research provide useful foundations on which to build continuous and coherent teacher professional development programs about classroom discourse.

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Austin, Jathan. "Prospective Teachers’ Personal Mathematics Teacher Efficacy Beliefs and Mathematical Knowledge for Teaching." International Electronic Journal of Mathematics Education 10, no. 1 (April 4, 2015): 17–36. http://dx.doi.org/10.29333/iejme/289.

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Ratnayake, Iresha Gayani, and Eugenia Taranto. "Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks." Trends in Higher Education 2, no. 4 (September 26, 2023): 546–69. http://dx.doi.org/10.3390/higheredu2040033.

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Since teachers have the greatest impact on student learning, it is crucial to consider how professional development programs (PDP) for teachers can enhance their contribution, especially in designing mathematical tasks for teaching. This paper focuses on identifying patterns of practices of mathematics teacher educators related to crucial aspects of two teacher PDPs: one conducted face-to-face and the other using a Massive Open Online Course (MOOC). The Meta-Didactical Transposition is employed as the theoretical framework for comparing the two PDPs and for identifying patterns of practices. The findings suggest that educators, both in face-to-face and online settings, consider certain practices to guide teachers in designing mathematical tasks. This paper aims to share experiences of good practices that can be implemented by other researchers seeking to guide teachers in task design, either alone or in small groups.

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Mosothwane, Modise. "Teachersâ€™ Perceptions of Essential Mathematics Concepts in Teacher Education Mathematics Courses." JOURNAL OF SOCIAL SCIENCE RESEARCH 10, no. 4 (November 30, 2016): 2241–47. http://dx.doi.org/10.24297/jssr.v10i4.4708.

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This study investigates pre-service teachersâ€™ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachersâ€™ responses .The results of the study suggest that student teachers perceived â€˜history of mathematics, modelling, contemporary issues in mathematics education, beliefs and attitudes, mathematics and culture as non- essential parts of mathematics education. The results of the study also suggest that mathematics education courses offered by primary colleges of education do not prepare pre-service teachers for degree courses that would be taken at the university level. Implications for teacher education program are discussed in the light of the findings.

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KRASNOZHON, O. B., and V. V. MATSIUK. "КОМП’ЮТЕРНО-ОРІЄНТОВАНІ ЕЛЕМЕНТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 255–62. http://dx.doi.org/10.31494/2412-9208-2021-1-2-255-262.

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The article is devoted to the issues of constructing effective computer-oriented components of the methodological system of teaching the disciplines «Linear Algebra» and «Probability Theory with Elements of Mathematical Statistics» provided for in the educational and professional program «Secondary Education (Mathematics)» of the first level of higher education in the specialty 014 Secondary Education (Mathematics). The article analyzes the methodological aspects of the effective organization of computations when finding the angle between a given vector and a nonzero subspace of Euclidean space, as well as using the least squares method for processing experimental data. The theoretical and practical information known to students-mathematicians from the corresponding sections of these academic disciplines is briefly presented. Analyzed educational, methodological and scientific literature used in teaching linear algebra and probability theory with elements of mathematical statistics; the expediency of using computer-oriented elements of teaching mathematical disciplines of future mathematics teachers has been substantiated. The authors proposed the use of computer-oriented learning elements in the processing of the content of disciplines and the development of test tasks of different levels of complexity in linear algebra and probability theory with elements of mathematical statistics in order to objectively assess the level of students' knowledge and timely correct individual educational trajectories. The article provides examples of the application of computer-oriented elements of teaching linear algebra and probability theory with elements of mathematical statistics, and also analyzes the methodological features of the organization of calculations in the software mathematical environment Mathcad. The methodological and practical materials presented in the article can be useful for students to organize and activate independent scientific and pedagogical activities, teachers of secondary educational institutions, heads of optional and circle work of students, teachers of linear algebra and probability theory courses with elements of mathematical statistics of pedagogical higher educational institutions. Key words: methods of teaching mathematics, computer-oriented elements of teaching mathematics, linear algebra, probability theory, mathematical statistics, Euclidean space, non-zero subspace of Euclidean space, least squares method.

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Ferretti, Federica. "Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study." PNA. Revista de Investigación en Didáctica de la Matemática 14, no. 3 (April 30, 2020): 226–40. http://dx.doi.org/10.30827/pna.v14i3.10272.

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The importance of good mastery of specialised mathematics knowledge for mathematics teachers and prospective teachers is now recognised internationally. This paper presents an exploratory study aimed at investigating how mathematics education courses affect the Mathematics Teachers’ Specialised Knowledge (MTSK) of prospective primary teachers. A questionnaire was administered to a sample of 118 future teachers, and an analysis of their answers was carried out with the MTSK model. The research highlights positive feedback on the effectiveness of the mathematics education laboratory that was staged, and provides an outline of the beliefs and the knowledge of the prospective teachers.

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Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.

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This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.

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Gresham, Gina. "Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers." Teaching Education 19, no. 3 (September 2008): 171–84. http://dx.doi.org/10.1080/10476210802250133.

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Lee, Heonsoo, Sol Kim, and Sungmo Kang. "The Effects of Mathematics Learning Mentoring on Mathematical Knowledge for Teaching of Pre-service Mathematics Teachers." Korean School Mathematics Society 24, no. 4 (December 31, 2021): 327–48. http://dx.doi.org/10.30807/ksms.2021.24.4.001.

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This study examines the effects of mathematics learning mentoring activities on mathematical knowledge for teaching (MKT) of pre-service mathematics teachers. We choose six pre-service mathematics teachers in the department of mathematics education at M University. The pre-service mathematics teachers conducted 1:1 mathematics learning mentoring for two hours at a times and twice a week for 15 weeks. The pre-service mathematics teachers submitted the mentor log, which recorded weekly learning and emotional observations. We collected the mentor log and the reflection log of pre-service mathematics teachers and the interviews with pre-service mathematics teachers. Based on the collected data, we analyzed the effects of MKT, the understanding of students, and pre-service mathematics teachers' introspection by mathematics learning mentoring. We obtained conclusions as follows. First, mathematics learning mentoring provides an opportunity for pre-service mathematics teachers to apply the theory of mathematical education to schools. Thus pre-service mathematics teachers express theoretical knowledge as practical knowledge. Second, mathematics learning mentoring helps pre-service mathematics teachers have the ability to understand students and provide opportunities to reflect on their attitudes as learners. Third, mathematics learning mentoring helps advance teaching activities by providing pre-service mathematics teachers with opportunities to reflect on their teaching activities. Finally, mathematics learning mentoring has positively influenced the change in pre-service mathematics teachers' beliefs and teaching intuition.

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Richit, Adriana, and Mauri Luís Tomkelski. "Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study." Acta Scientiae 22, no. 3 (May 25, 2020): 2–27. http://dx.doi.org/10.17648/acta.scientiae.5067.

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Background: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes produced in the context of lesson study sessions, teachers’ textual productions systematized in their logbooks, audio recordings of the research lesson and debriefing session. Results: The results highlight that teachers’ participation in lesson study provided them professional learning related to deepening of the curricular content to teach at classroom, as well about teaching resources to teach mathematics topics and also about the collaborative work in the school context, the reflection on professional practices and about the teacher’s education approaches prevalent in the educative settings. Conclusions: The study suggests that lesson study is a powerful professional development process both regarding mathematics teaching and professional culture.

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Kulm, Gerald. "Teachers' Mathematics Knowledge." School Science and Mathematics 108, no. 1 (January 2008): 2–3. http://dx.doi.org/10.1111/j.1949-8594.2008.tb17933.x.

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Ancheta, Winicel May C. "Mathematics Teachers’ Competencies." International Journal of Religion 5, no. 10 (June 2, 2024): 434–43. http://dx.doi.org/10.61707/21z76q84.

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This study was conducted to mathematics teachers’ competencies in reading instruction. Specifically, this study sought to describe mathematics teachers’ knowledge of reading and their extent of implementation of reading strategies. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implement and integrate reading instruction and strategies. Thus, this study suggests that the findings be used by school administrators, policymakers, and Department of Education officials as baseline in providing teachers with support in terms of undergoing professional development undertakings related to reading instruction.

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Hendrayana, A., and Wahyudin. "Mobile learning to improve mathematics teachers mathematical competencies." Journal of Physics: Conference Series 948 (January 2018): 012049. http://dx.doi.org/10.1088/1742-6596/948/1/012049.

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Alkhozayem, Mohammed Hamad. "Epistemological Perceptions among Mathematics Teachers about Mathematical Concepts." International Journal of research in Educational Sciences 3, no. 2 (March 15, 2020): 104–456. http://dx.doi.org/10.29009/ijres.3.2.9.

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ÖZAYDIN, Zeynep, Menekşe Seden TAPAN BROUTIN, and Çiğdem ARSLAN. "An Examination of Mathematics Teachers’ Mathematical Language Usage." Participatory Educational Research 10, no. 6 (November 2, 2023): 41–57. http://dx.doi.org/10.17275/per.23.88.10.6.

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The aim of this research is to examine the mathematical language use of mathematics teachers in detail within the framework of the theoretical approach of “Three Worlds of Mathematics” put forward by Tall (2007). The research was carried out in the case study pattern, which is one of the qualitative research methods. The study group of the research consists of 27 math teachers. In the research, “Worksheet for the Use of Mathematical Language”, which includes four mathematical situations, was used as a data collection tool. In the analysis of the data collected within the scope of the research, the interpretation of the “Three Worlds of Mathematics” theoretical approach towards the use of mathematical language was adopted. As a result of the research, it was seen that mathematics teachers used mathematical language mostly in the context of the “conceptual-embodied world”, and least in the context of the “axiomatic-formal world”. At the same time, while the mathematical world in which the mathematical situation is presented affects the mathematical language used by the teachers for that situation, the teachers could not fully reflect the mathematical language to different worlds whilst working on mathematical situations. Finally, based on the conclusion that teachers use mathematical language in a more qualified way while performing high-level skills, it is suggested to include activities that allow the development of high-level skills in mathematics lessons and that serve to understand and develop mathematics

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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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Kanes, Clive, and Steven Nisbet. "Mathematics‐teachers’ Knowledge Bases: implications for teacher education." Asia-Pacific Journal of Teacher Education 24, no. 2 (July 1996): 159–71. http://dx.doi.org/10.1080/1359866960240205.

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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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Al-Abed, Adnan S. "Student-Teachers’ Beliefs towards Learning Mathematics and Beliefs of Mathematics Teaching Efficacy and their Relation to their Perception of the Development of Pupils’ Understanding of Mathematics." Journal of Educational and Psychological Studies [JEPS] 14, no. 3 (July 14, 2020): 572–83. http://dx.doi.org/10.53543/jeps.vol14iss3pp572-583.

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The present study aimed at investigating the student-teachers’ beliefs towards learning mathematics, and beliefs of mathematics teaching efficacy and their relation to their perception of the development of pupils’ understanding of mathematics. Three measures were used in this study: The beliefs towards learning mathematics, the mathematics teaching efficacy beliefs, and the mathematics teacher's perception of the development of pupils’ understanding. Validity and reliability were established. A sample of student-teachers participated in the study. The results of the study showed that the more the positive student-teachers’ beliefs towards learning mathematics, the greater their mathematics teaching-efficacy was. Similarly, the greater the positive student-teachers’ belief towards learning mathematics, the more they become aware of the development of pupils’ understanding of mathematics. Finally, increasing the teaching efficacy of mathematics student-teachers was associated with an increase in their perception of the development of pupils’ understanding of mathematics. Both beliefs and teaching efficacy explained significant variance in the perception of their pupils’ understanding of mathematics.

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Al-Abed, Adnan S. "Student-Teachers’ Beliefs towards Learning Mathematics and Beliefs of Mathematics Teaching Efficacy and their Relation to their Perception of the Development of Pupils’ Understanding of Mathematics." Journal of Educational and Psychological Studies [JEPS] 14, no. 3 (July 14, 2020): 572. http://dx.doi.org/10.24200/jeps.vol14iss3pp572-583.

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The present study aimed at investigating the student-teachers’ beliefs towards learning mathematics, and beliefs of mathematics teaching efficacy and their relation to their perception of the development of pupils’ understanding of mathematics. Three measures were used in this study: The beliefs towards learning mathematics, the mathematics teaching efficacy beliefs, and the mathematics teacher's perception of the development of pupils’ understanding. Validity and reliability were established. A sample of student-teachers participated in the study. The results of the study showed that the more the positive student-teachers’ beliefs towards learning mathematics, the greater their mathematics teaching-efficacy was. Similarly, the greater the positive student-teachers’ belief towards learning mathematics, the more they become aware of the development of pupils’ understanding of mathematics. Finally, increasing the teaching efficacy of mathematics student-teachers was associated with an increase in their perception of the development of pupils’ understanding of mathematics. Both beliefs and teaching efficacy explained significant variance in the perception of their pupils’ understanding of mathematics.

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Purnomo, Yoppy Wahyu. "Examining Indonesian Pre-Service Teachers’ Beliefs on the Nature of Mathematics." Integration of Education 27, no. 1 (March 31, 2023): 146–54. http://dx.doi.org/10.15507/1991-9468.110.027.202301.146-154.

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Introduction. Beliefs about the nature of mathematics influence a teacherʼs mindset and, as a result, the way he or she teaches in the classroom. Several studies have been conducted in this area, but they have rarely focused on pre-service teachers. The implication is that the instruments used to measure these beliefs must be modified. This study aims to refine and validate a scale to measure pre-service teachersʼ beliefs about the nature of mathematics and to determine the demographic analysis results that influence these beliefs. Materials and Methods. A scale development study was adopted to achieve the objectives of this study. The participants were 410 pre-service teachers from undergraduate programs at one University with A (excellent) accreditation in the capital city of Indonesia. We used factor analysis to obtain a valid and reliable instrument. We also used multiple regression analysis to look at the relationships between pre-service teachersʼ gender, academic major, academic level, and mathematical beliefs. Results. This study established a valid and reliable scale that includes three factors that underlie beliefs about the nature of mathematics. One factor is related to the philosophy of traditional mathematics, namely objective, and the other two factors are related to the philosophy of constructivism mathematics, namely relevant and dynamic. Additionally, we discover that the impact of the academic major variable is more significant than the influence of the other variables (gender and academic level). Discussion and Conclusion. Beliefs about the nature of mathematics are central to the professional development of mathematics teachers because these beliefs have an implicit impact or are related to the beliefs, views, conceptions, or attitudes of teachers about teaching and learning mathematics and, in turn, lead to choices and practices carried out in class. Therefore, the beliefs scale developed in our research will allow researchers and/or interested parties to know the extent to which teachersʼ subjective knowledge of mathematics is used to improve these beliefs and lead to more meaningful mathematics practices.

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Tan, Shiwei, and Wenrong Jiang. "An Exploration into Teachers’ Technological Mathematics Knowledge: Changling Xiwang Elementary School as A Case Study." Journal on Education 3, no. 4 (August 27, 2021): 340–51. http://dx.doi.org/10.31004/joe.v3i4.398.

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The role of teachers in educational institutions in this era must at least know the duties of teachers as professional educators, namely educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education. The main purpose of this study is to find out how the teacher's ability to explore technological mathematical knowledge is in teaching mathematics in the classroom. The research paradigm adopted in this study is qualitative research. The main sample in this study were 24 teachers who teach at Changling Xiwang Elementary School. This research was carried out from March to May of the 2020/2021 academic year. The results showed that the teacher's perception of technological abilities in teaching technology-based mathematics, the ability of mathematics teachers to teach mathematics, and the ability of technology-assisted mathematics teachers to teach mathematics in class were categorized as good. These results indicate that most of the teacher's abilities are classified as good about using technology in teaching mathematics. The research suggests furthering researchers to be able to develop technology-based learning media, especially in the field of mathematics in teaching mathematics material in the classroom. Teachers in this century are advised to keep up with the times that are filled with facilities based on information and communication technology (ICT).

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Mat Nang, Abdul Fattah, Siti Mistima Maat, and Muhammad Sofwan Mahmud. "Research of mathematics teachers in the Scopus database between 2012 and 2022: A bibliometric analysis." Cypriot Journal of Educational Sciences 17, no. 11 (November 28, 2022): 4299–317. http://dx.doi.org/10.18844/cjes.v17i11.8510.

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Mathematics teachers are vital in helping students understand math better. This crucial aspect of the responsibility of mathematics teachers is gaining recognition all across the world. So, we use bibliometric analysis to assist academics and researchers in comprehending the relevant research on mathematics teachers. The purpose of this bibliometric study was to investigate and depict the evolution of 1,145 Scopus-registered mathematics teacher articles published in various international journals between 2012 and 2022. Obtained results were exported to Microsoft Excel, and Harzing's Publish or Perish to analyze frequency and measure citation metrics. To visualize and analyze the collaboration patterns, VOSviewer was used. The publication was then interpreted according to growth rate, prolific journals, productive countries, main institutions, top ten cited papers, keywords analysis and topic of interest. Our results show a rising pace of growth of literature on the research of mathematics teachers from 2012 until 2022. The United States was the top contributor on research of mathematics teachers. This evolvement research of mathematics teachers reflects a rising emphasis on Science, Technology, Engineering and Mathematics (STEM) education incorporated into the 21st-century curriculum to prepare the desired workforce. Keywords: Bibliometric analysis, Mathematics teachers, Mathematic education

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Widodo, Suryo, Yuni Katminingsih, and Bambang Agus Sulistyono. "Characteristics of Creative Mathematics Teachers in Posing Contextual Mathematics Problems." International Journal of Research and Review 10, no. 2 (February 7, 2023): 41–48. http://dx.doi.org/10.52403/ijrr.20230208.

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Both teachers and students have carried out various studies on creativity. In general, creativity research is associated with solving mathematical problems. In this research, we want to reveal the characteristics of the creative mathematics teacher subject as another finding in uncovering the stages of the teacher's creative thinking. The results of this study found that creative teachers can observe, ask questions, reason, make analogies and try. Keywords: [observing, asking, reasoning, analogizing, and trying]

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Akyıldız, Pınar, Fatma Nur Aktaş, Yüksel Dede, and Güney Hacıömeroğlu. "Mathematics teachers’ values about teaching mathematics." Studies in Educational Evaluation 68 (March 2021): 100954. http://dx.doi.org/10.1016/j.stueduc.2020.100954.

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Bednarz, Nadine, and Jérôme Proulx. "Teachers’ mathematics as mathematics-at-work." Research in Mathematics Education 19, no. 1 (January 2, 2017): 42–65. http://dx.doi.org/10.1080/14794802.2017.1287000.

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Leikin, Roza, Rina Zazkis, and Michal Meller. "Research mathematicians as teacher educators: focusing on mathematics for secondary mathematics teachers." Journal of Mathematics Teacher Education 21, no. 5 (December 2, 2017): 451–73. http://dx.doi.org/10.1007/s10857-017-9388-9.

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Šorgo, Andrej. "Connecting Biology and Mathematics: First Prepare the Teachers." CBE—Life Sciences Education 9, no. 3 (September 2010): 196–200. http://dx.doi.org/10.1187/cbe.10-03-0014.

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Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.

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Hande Gülbağcı Dede, Emine Gülen Ulusoy, Mahmut Kertil,. "Skill-based Mathematics Questions: What Do Middle School Mathematics Teachers Think about and How Do They Implement Them?" Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 1 (February 5, 2021): 151–86. http://dx.doi.org/10.17762/turcomat.v12i1.277.

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This study aims to investigate middle school mathematics teachersâ€™ opinions about PISA-like skill-based mathematics questions, ways of implementing these questions during their in-class practices, and needs for a professional support. Adopting a mixed-method approach, at first, we collected the qualitative data through semi-structured interviews with 10 middle school mathematics teachers. Later, a questionnaire was developed depending on the qualitative data, and by using a survey method we collected the quantitative data from 217 middle school mathematics teachers working in Istanbul. The qualitative and quantitative data show that teachers have positive ideas about the nature of the skill-based mathematics questions. The frequency of using these questions in mathematics classes increases by the eighth grade and teachers generally use these questions once a week. Teachersâ€™ ways of implementing these questions in mathematics classes appears generally as giving homework and checking, classroom discussion, and privately solving the questions coming from students. Although teachersâ€™ ways of implementing these questions have some differentiations according to school types, but this differentiation is not statistically significant. Most of the teachers use the questions released by Ministry of National Education (MoNE) monthly and they evaluate the quality of these questions as suitable. Teachers evaluate the mathematics textbooks served out by MoNE as insufficient in terms of the quantity of involving these questions. In addition, some criticism appeared about the quality of the questions involved in the supplementary resources released by private publishers. The study also revealed that most of the teachers need a professional development course about the skill-based questions such as writing quality questions and developing their problem solving skills. The usage of PISA-like, skill-based questions in high-stakes testing (e.g., high school entrance examination) have been affecting teachersâ€™ in-class practices, yet it is difficult to say that this effect is on the true way.

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Kim, Jihyun, Kenneth Frank, Peter Youngs, Serena Salloum, and Kristen Bieda. "Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers." Journal for Research in Mathematics Education 53, no. 3 (May 2022): 181–203. http://dx.doi.org/10.5951/jresematheduc-2020-0093.

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Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers’ perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitious mathematics instruction. Moreover, the negative association between the pressure of teacher evaluation and ambitious instruction was stronger for teachers with a high level of mathematical knowledge for teaching.

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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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Castro Superfine, Alison, Priya V. Prasad, Rachael M. Welder, Dana Olanoff, and Christina Eubanks-Turner. "Exploring mathematical knowledge for teaching teachers: Supporting prospective elementary teachers’ relearning of mathematics." Mathematics Enthusiast 17, no. 2-3 (June 1, 2020): 367–402. http://dx.doi.org/10.54870/1551-3440.1492.

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BAĞDAT, Osman. "How do Mentor Teachers Implement Mathematical Tasks?: The Perspective of Preservice Mathematics Teachers." International e-Journal of Educational Studies 7, no. 15 (October 16, 2023): 844–58. http://dx.doi.org/10.31458/iejes.1359037.

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This study aims to investigate mentor teachers’ task implementation and instructional dispositions from the perspective of preservice mathematics teachers. Twelve preservice mathematics teachers examined four mentor teachers' task selection and implementation in terms of cognitive demand and instructional dispositions that affect their cognitive demand. The data were gathered from detailed observation notes and focus group interviews of preservice teachers. The results indicated that only one teacher selected most of the tasks at a high level and maintained them without declining their cognitive demand. His instructional dispositions showed us that he displayed an approach that allowed students to explore the tasks, reason, and discuss ideas. Launching fewer problems per lesson, he enabled students to examine the tasks in depth. He discussed student-invented strategies and sometimes focused on multiple solutions and misconceptions. Instead of algorithmic solutions, he emphasized underlying concepts, multiple representations, and daily life situations. On the other hand, other teachers mostly implemented tasks at low-level, however, they had different instructional dispositions towards student explorations, classroom discussions, and utilizing multiple representations. Based on these results, this study highlights the importance of mentor teachers for the professional development of preservice teachers.

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Vodičková, Barbora, Petra Mitašíková, and Mária Slavíčková. "Supportive Factors in Inclusive Mathematics Education: Mathematics Teachers’ Perspective." Education Sciences 13, no. 5 (May 1, 2023): 465. http://dx.doi.org/10.3390/educsci13050465.

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The aim of this study is to investigate which supportive factors positively influence inclusive mathematics education so that it is accessible to all pupils in mainstream primary and secondary school settings from the mathematics teachers’ perspectives. The study is designed as a qualitative descriptive study. It was conducted by collecting 16 narratives about selected pupils/students provided by mathematics teachers. In them, they described their experiences with inclusive mathematics education. Teachers provided information about their pupils with any form of disability (health, social, or other) or an increased need for support and about their situations in mathematics education and inclusion. The stories were structured by the researchers into units of meaning, numerically coded, content-analyzed, and categorized. Participants in the study were 16 mathematics teachers who were working in mainstream schools. From the stories, we identified 583 meaning units that were assigned a numerical code. Using continuous qualitative analysis procedures, we abstracted five main final categories that describe the support factors in inclusive mathematics education from the mathematics teachers’ perspective in terms of including every pupil without distinction, including those who require some level of additional support. The final categories include: 1. Identifying the pupil’s/student’s internal resources in mathematics education 2. The mathematics teacher’s responsive approach toward the pupil/student 3. Modifying conditions in mathematics instruction and implementing accommodations for pupils/students 4. School-family collaboration 5. Support mechanisms for the school as an institution in the context of inclusive mathematics education.

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TAŞKIN, Rabia Betül, and Türker SEZER. "Pre-school Teachers' Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching." International Journal of Psychology and Educational Studies 9, no. 4 (October 20, 2022): 1286–306. http://dx.doi.org/10.52380/ijpes.2022.9.4.906.

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This study was carried out to examine the relationship between preschool teachers' mathematical pedagogical content knowledge (MPCK), their attitudes towards mathematics (ATM), and their attitudes towards mathematics teaching (ATMT). The research method was designed according to the relational survey model, one of the quantitative research methods. The study group consisted of 365 pre-school teachers working in pre-school educational institutions affiliated with the Ministry of National Education. The research data were obtained using the "General Information Form", "Knowledge Scale of Pedagogical Content in Preschool Mathematics" and "Scale of Attitudes for the Teaching of Mathematics". The obtained data were analyzed using the SPSS 22 package program. Firstly, as a result of the research, it was found that the ATM and ATMT levels of the teachers participating in the research were above average. In addition, findings showed that the levels of knowledge of mathematical pedagogical content were below average in some content areas (counting) and above average in some content areas (pattern, order, shape, spatial dimensions and comparison, and total score). Second, although the age of the teachers did not affect the levels of ATM and ATMT, on the contrary, it didaffect the levels of MPCK. Third, the seniority variable was found to affect ATM and MPCK levels but did not affect ATM. Finally, low positive correlations were found between the levels of MPCK, ATM, and ATMT. These research findings were discussed in light of the relevant literature and suggestions were made.

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Paudel, Krishna Chandra. "Impact of Classroom Environment on High School Students' Mathematics Anxiety." Academic Journal of Mathematics Education 6, no. 1 (December 31, 2023): 33–39. http://dx.doi.org/10.3126/ajme.v6i1.63796.

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This study is aimed at identifying the relationship between classroom environment and mathematics anxiety of students. Adopting a quantitative data analysis procedure, it has been revealed that there exists a significant negative correlation for the scales for teacher’s support and learning mathematics anxiety and mathematics evaluation anxiety. It has also been identified that learning environment scales and learning mathematics anxiety include significant, negative and independent relationships in relation to teacher's support, investigation, task orientation and equity. Acknowledging teachers as catalysts in pedagogical practice, the study shows that they can play a pivotal role in easing mathematics learning byreducing mathematics anxiety.

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Neumann, Maureen D. "Supporting Teacher Learning: Preservice Teachers Examine Gender Equity in Teaching Mathematics." Teaching Children Mathematics 13, no. 7 (March 2007): 388–95. http://dx.doi.org/10.5951/tcm.13.7.0388.

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The National Council of Teachers of Mathematics recognizes that mathematical knowledge is essential for employment and full participation in our society. The strategic inclusion of the Equity Principle in NCTM's Principles and Standards for School Mathematics (2000) reflects the need in the mathematics education community to eliminate long-standing disparities in mathematics performance. However, incorporating equitable pedagogical practices into one's instruction does not mean that every student should receive identical instruction; rather, it “demands that reasonable and appropriate accommodations be made as needed to promote access and attainment [of mathematics knowledge] for all students” (NCTM 2000, p. 12).

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YILDIZ, Avni, Serdal BALTACI, and Büşra KARTAL. "Examining the relationship between pre-service mathematics teachers’ mathematical thinking level and attitude towards mathematics courses." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 256–70. http://dx.doi.org/10.24193/adn.13.2.17.

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Abstract: This study is correlational research and aims to investigate the relationship between preservice mathematics teachers' mathematical thinking levels and attitudes for courses in mathematics. We also examined whether gender, reasons for career choice, and academic achievement lead to significant differences in pre-service teachers' attitudes and mathematical thinking levels. Participants are 109 senior pre-service mathematics teachers from three different state universities that have similar conditions. Participants are selected via convenience sampling. Seventy-nine of the participants are female, and 30 are male. "Attitude scale for courses in mathematics" and "Mathematical Thinking Scale" are used to collect data. Data were analyzed by using SPSS package program. Pre-service teachers are found to have moderate attitudes while their mathematical thinking levels are at a high-level in the sub-domains of higher-order thinking tendency, reasoning, and problem-solving and at a moderate level in the subdomain of mathematical thinking skill. Pre-service teachers' attitudes for courses in mathematics have a significant moderate relationship with higher order thinking tendency, and reasoning and have a significant and weak relationship with problem-solving.

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Journal articles on the topic 'Mathematics teachers'

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