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Добірка наукової літератури з теми "Mathematics teachers Training of Victoria"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "Mathematics teachers Training of Victoria"

1

Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.
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2

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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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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Анотація:
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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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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Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.

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Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an inventory, observations, and stories of eight Indonesian language assistants with one year of experience. The findings reveal that the language assistants need to develop bicultural, personality and pedagogical competences. These competences should become the reference for developing workshop materials for future BIPA language assistants.Keywords: BIPA teachers, bicultural competences, personality competences, pedagogical competencesKompetensi bikultural, kepribadian, dan pedagogik dalam perspektif guru bantu BIPAPada tahun 2019 terdapat 63.022 siswa Victoria, Australia, yang mempelajari bahasa Indonesia sebagai bahasa asing. Mereka dibimbing oleh 263 guru BIPA. Karena jumlah guru tidak memadai, maka Department of Education and Training Victoria merekrut guru bantu (language assistant) dari Indonesia. Penelitian ini bertujuan untuk mendeskripsikan berbagai kompetensi yang perlu dimiliki guru bantu untuk menunjang pelaksanaan tugasnya. Data dikumpulkan dari wawancara, inventori, observasi, dan deskripsi pengalaman dari delapan guru bantu selama satu tahun mengajar. Hasil penelitian menunjukkan bahwa guru bantu perlu mengembangkan kompetensi bikultural, kompetensi kepribadian, dan kompetensi pedagogik. Ketiga kompetensi ini sebaiknya dijadikan bahan workshop pada pembekalan guru bantu di lembaga pengirim.Kata kunci: guru BIPA, kompetensi bikultural, kompetensi kepribadian, kompetensi pedagogik
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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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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.

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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.
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Gelfman, E. G., Y. K. Penskaya, and S. N. Tsymbal. "PSYCHODIDACTIC APPROACH TO TRAINING OF FUTURE MATHEMATICS TEACHERS." Tomsk state pedagogical university bulletin, no. 12 (2017): 100–108. http://dx.doi.org/10.23951/1609-624x-2017-12-100-108.

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Deza, Elena I. "Issues of Subject Training Fundamentalizing of Mathematics Teachers." Science and School, no. 6 (2021): 115–24. http://dx.doi.org/10.31862/1819-463x-2021-6-115-124.

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Більше джерел

Дисертації з теми "Mathematics teachers Training of Victoria"

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Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.

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2

Bakkaloglu, Ezgi. "Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608937/index.pdf.

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Анотація:
This study analyzes the preservice elementary mathematics teachers&rsquo
self efficacy beliefs and outcome expectancies about using manipulatives and investigates whether, or not, university and gender differences have any significant effect on their self efficacy and outcome expectancies. In mathematics education, students&rsquo
conceptions about abstract mathematical ideas and being able to convert them into concrete ideas are very important. For this reason, it is very beneficial to use manipulative materials in the mathematics lessons. However, most of the preservice mathematics teachers in Turkey lack knowledge about using manipulatives. The sample of present study consisted of 77 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 2 different universities located in Ankara and Izmir. Data were collected in spring term of 2006-2007 academic years. The survey items were adopted from previously developed teacher efficacy instrument, which partly ensures the items to be parallel with the existing theory about the construct. The survey consisted of three parts
demographic information, knowledge about the manipulatives, and &lsquo
The Instrument of Preservice Mathematics Teachers&rsquo
Efficacy Beliefs about Using Manipulatives&rsquo
(EBMU). The present study demonstrated that the gender differences did not effect preservice elementary mathematics teachers&rsquo
personal manipulative use teaching efficacy whereas the university differences had a significant effect on their personal manipulative use teaching efficacy. In addition, the gender and university attended produced statistically significant main effect on preservice elementary mathematics teachers&rsquo
outcome expectancies.
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3

Andrews, P. R. "Computers in secondary mathematics : factors influencing teachers' actions." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361565.

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4

Straker, N. "The shortage of mathematics teachers in English secondary schools." Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373489.

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5

Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.

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6

Sparrow, Robert Leonard. "The professional development of beginning teachers of primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1372.

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Анотація:
Recent documents have recommended a style of teaching for primary classrooms that favours a constructivist viewpoint of learning. The actuality of mathematics classrooms is different from this vision. Newly trained teachers while exposed to, and expounding, a constructivist philosophy are, in many cases, implementing a more traditional, teacher-centred approach to classroom practice. The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms and secondly to evaluate a professional development support model for beginning primary mathematics teachers. A model for professional development and support of beginning teachers of primary mathematics was designed from critical characteristics of effective teacher support obtained from the literature. The model was designed via the use of a 'fellow worker' to help beginning teachers implement constructivist ways of teaching mathematics in their classrooms. It was implemented over a period of the first year of teaching for the five participants. The research took the form of an interpretative, qualitative study. The main methods of data collection were interviews, observation, researcher and participant journals, case methods meetings, repertory grids, RADIATE categories, pre and post questionnaires and characterisation scales. Data were analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Analysis incorporated the use of the NUD*IST computer program. Findings suggest that the professional development, support model was successful in helping beginning teachers implement and sustain a more constructivist philosophy in mathematics teaching. It appeared to provide an effective framework lo meet the individual needs of teachers within specific contexts. It was an effective alternative to the isolation and 'sink-or-swim' attitude of the first year of teaching felt by the participants. Beginning teachers used reflection in their teaching and generally began to implement less teacher-directed, traditional methods of teaching after emerging from a foreshortened ‘survival’ period. The major influences acting on pedagogical practices were the children in the classrooms of the beginning teachers. Other factors such as limited pedagogical knowledge, traditional ways of behaving as a teacher, beliefs about mathematics, mathematics teaching and learning, and time also influenced classroom practice in primary mathematics. The major finding of the research is that, with personal and context-specific support, beginning teachers can start to implement pedagogical practices in primary mathematics consistent with recent recommendations. This thesis recommends that the support must come from both the general system and the school levels and must address the needs or the individual teachers rather than mass induction methods. Distinction and separation must be made between beginning teacher support and the assessment of the beginning teacher’s competence. General methods involving a ‘sink-or-swim’ philosophy and beginning teacher isolation should be abandoned. At the conclusion of this thesis, recommendations for further study and research are provided.
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7

Kaplan, Merve. "Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.

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Анотація:
Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in various means in mathematics education. Mathematics teachers have a crucial role in the use of GCs in mathematics classrooms. Therefore, pre-service teachers&rsquo
use of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks &ndash
20 courses &ndash
including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers&rsquo
view Classpad in three categories
as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.
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8

Fletcher, Jonathan Arko. "A study of the appraisal of mathematics teachers in Ghana." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020277/.

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Анотація:
Teacher appraisal may provide opportunities for teachers to improve the quality of their teaching, thereby increasing the quality of pupil learning. Literature on teacher appraisal in Ghana indicates that the appraisal system is designed to serve both formative and summative purposes. The ability of the appraisal system to provide opportunities for mathematics teachers to develop professionally is the subject of this study. The study aims to: a) identify the nature and purposes of Teacher Appraisal in Ghana (TAG); b) examine the validity of existing methods of TAG specifically by: i ... examining the potential of the appraisal system to help mathematics teachers improve their teaching of mathematics; 11 ... finding which variables are significantly related to Ghanaian secondary mathematics teachers' views of teacher appraisal in Ghana and its ability to help them improve their teaching of mathematics c) identify the implications of any changes in the existing teacher appraisal systems for Ghana's educational policies. 441 secondary mathematics teachers participated. 193 of these teach the subject at the junior secondary level and 248 teach it at the senior secondary level. In addition, 44 Ghana Education Service officials (and 6 heads of secondary schools) who appraise mathematics teachers were sampled. Questionnaires and interviews were used to collect teachers' and appraisers' perceptions of the appraisal system. Additionally, some appraisers were observed while at work. The results of the study showed that many education officials in Ghana who appraise mathematics teachers, and who are required to 'help' mathematics teachers improve their work, have little or no training in secondary school mathematics teaching or its appraisal. Regarding mathematics teachers' perception of the appraisal system, highly significant negative correlations were found between their perceived professional support and rank and professional status at the senior secondary level; whereas relatively weak positive correlations were found between perceived support and last appraisal session and rank at the junior secondary level. Thus, the results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perceptions about the potential of the teacher appraisal system in Ghana to help them improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system to help them improve their work than their junior secondary counterparts. Putting the results at the junior secondary and senior secondary levels together, the study found professional status to be the single most important determinant of teachers' attitude to teacher appraisal in Ghana as a formative process. The above differences between junior secondary and senior secondary respondents thus reflected the differences in the two groups of teachers' academic and professional qualifications in mathematics. The findings of the study lead to the conclusion that the teacher appraisal system in Ghana cannot, in its present form, provide opportunities for mathematics teachers to develop professionally. The implications of the findings are discussed.
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9

Wuyep, Sunday Nankap. "Training teachers for integrated science in Nigerian secondary schools." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021520/.

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Анотація:
This research examined the teacher training for integrated science in some university departments and colleges in Nigeria with the aim of establishing its characteristics, quality and appropriateness of the training in fitting the trainees to their job. It was decided to focus on all the "players" in the training of teachers; to canvas their views and to investigate their understanding of integrated science as it appears in college and school curriculum. This study specifically sought to determine: (a) the thrust and characteristic features of the teacher training; (b) the relevance of the teacher training programme for integrated science students to their role in schools; (c) the concepts of integration implied and reflected in both the junior secondary school national core curriculum for integrated science and in the curricula for teacher training; further to compare and contrast the views found; (d) the perception and understanding of "integration of science" in schools held by practising integrated science teachers, student teachers and the teacher trainers. The integrated science curriculum in schools; and the curriculum used in the training colleges and the universities were also analysed to compare and contrast the integration models used to structure them. By means of questionnaires and interviews in schools, colleges and universities in Nigeria, data were collected and analysed describing the views, understandings and practices of integrated science teacher trainers, classroom (practising) teachers and the student teachers in selected schools and training institutions in Nigeria. A total of two hundred and sixty four (264) participants responded to the questionnaires. In the light of the research findings, their discussions and implications, the following conclusions and recommendations have been made, that: 1. There is a general low understanding of the meaning and the philosophy for integrated science education among the participants. The term "integrated science" was defined by most participants popularly as the teaching of the sciences of biology, chemistry and physics mixed together. 2. The student teachers, most of whom had weak background in the pre-requisite sciences, saw their training curricula as overloaded and not appropriately matched to the duration of their training and needs. However, students from training institutions that were under the Nigerian Integrated Science Teacher Education Project (NISTEP) were relatively more positive and optimistic about their training. 3. There is a dearth of relevantly trained integrated science practising teachers in schools as well as teacher trainers in the training institutions in Nigeria. 4. The Junior Secondary School curriculum for integrated science revealed a substantial amount of evidence to show that it was designed with relevance to the childhsneeds, environmental conditions in Nigeria and reasonable meaning of integration iii scope and intensity. The NISTEP curriculum appear to be a good model for the training of teachers to implement the JSS curriculum. Those of universities are more or less ambitious. It is recommended that a systematic programme of teacher training for integrated science be mounted to meet the need of the junior secondary schools as well as the teacher training institutions. First, a rigorous orientation and training of the teacher trainers in the meaning, philosophy and the methodology of integrated science education. The Science Teachers Association of Nigeria (STAN) and the National Commission for College of Education (NCCE) can work together to achieve this goal. The NISTEP human and material resources and the STAN Integrated Science Panel can be invaluable vehicles in meeting both the full time and INSET training needs.
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10

Wakhungu, Henry K. "Pre-service elementary teachers' beliefs and conceptions about the nature of mathematics and mathematics learning." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3159910.

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Анотація:
Thesis (Ph.D.)--Indiana University, School of Education, 2005.
Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0123. Adviser: Peter W. Kloosterman. Title from dissertation home page (viewed Oct. 11, 2006)
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Книги з теми "Mathematics teachers Training of Victoria"

1

Larry, Sowder, and Nickerson Susan Denise, eds. Reconceptualizing mathematics for elementary school teachers. 2nd ed. New York: W.H. Freeman and Co., 2014.

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2

Roesken, Bettina. Hidden dimensions in the professional development of mathematics teachers: In-service education for and with teachers. Rotterdam: Sense Publishers, 2011.

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3

The mathematical education of teachers II. Providence, Rhode Island: American Mathematical Society, 2012.

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4

J, Cooney Thomas, ed. Mathematics, pedagogy, and secondary teacher education. Portsmouth, NH: Heinemann, 1996.

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5

J, Burton Laurie, Fung, Maria G. Gargova (Maria Gueorguieva Gargova), 1970-, Kruczek Klay, and Mathematical Association of America, eds. Resources for preparing middle school mathematics teachers. Washington, DC: Mathematical Association of America, 2013.

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6

Larry, Sowder, and Nickerson Susan Denise, eds. Reconceptualizing mathematics: For elementary school teachers. New York: W.H. Freeman and Co., 2010.

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7

Larry, Sowder, and Nickerson Susan Denise, eds. Reconceptualizing mathematics: For elementary school teachers. New York: W.H. Freeman and Co., 2010.

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8

A, Gordon. The Maths Centre for Primary Teachers: Its impact on Soweto teachers and their pupils. Pretoria: Human Sciences Research Council, 1989.

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9

Sigrid, Blömeke, and Tatto Maria Teresa, eds. Teacher education matters: A study of middle school mathematics teacher preparation in six countries. New York: Teachers College Press, Columbia University, 2011.

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10

The mathematics teacher's handbook. New York, NY: Continuum International Pub. Group, 2009.

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Частини книг з теми "Mathematics teachers Training of Victoria"

1

Abboud-Blanchard, Maha, and Aline Robert. "Strategies for Training Mathematics Teachers." In Mathematics Classrooms, 229–45. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-281-5_13.

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2

Heilio, Matti. "Mathematics in Industry and Teachers’ Training." In New ICMI Study Series, 223–28. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02270-3_21.

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3

Liljedahl, Peter, V. Durand-Guerrier, C. Winsløw, I. Bloch, P. Huckstep, T. Rowland, A. Thwaites, et al. "Components of Mathematics Teacher Training." In The Professional Education and Development of Teachers of Mathematics, 25–33. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09601-8_4.

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4

Sorto, M. Alejandra. "Statistical Training of Central American Teachers." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 47–51. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_9.

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5

Wittmann, Erich Christian. "The Mathematical Training of Teachers from the Point of View of Education." In Connecting Mathematics and Mathematics Education, 49–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_4.

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Анотація:
AbstractThe paper describes an approach to integrating the mathematical and educational components in teacher training which is based on elaborating educational and psychological aspects inherent in “good mathematics”.
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6

Miller, Dave. "Teachers and technology: pre-service training for mathematics." In Information and Communications Technologies in School Mathematics, 161–64. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_19.

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7

Millman, Richard, Paola Iannone, and Peter Johnston-Wilder. "Educators and the Teacher Training Context." In The Professional Education and Development of Teachers of Mathematics, 127–33. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09601-8_15.

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8

Engel, Joachim, and Peter Sedlmeier. "Correlation and Regression in the Training of Teachers." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 247–58. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_25.

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9

Thiel, Oliver. "How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics." In Early Childhood Teachers' Professional Competence in Mathematics, 63–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-4.

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10

Martignon, Laura. "Future Teachers’ Training in Statistics: The Situation in Germany." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 33–36. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_6.

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Тези доповідей конференцій з теми "Mathematics teachers Training of Victoria"

1

Pfannkuch, Maxine. "Training teachers to develop statistical thinking." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08505.

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In this paper I argue that to improve teachers’ statistical content and pedagogical content knowledge, teachers need to experience the game of statistics, build key statistical concepts related to transnumeration thinking, reasoning with statistical models, and consideration of variation, and understand how students develop their statistical reasoning. The implication of requiring teachers to have substantive and deep knowledge of statistics is discussed.
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2

Giambalvo, Ornella, and Linda Gattuso. "Teachers training in a realistic context." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08402.

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There is an important need to prepare preservice teachers for the teaching of statistics. We will describe an experiment set up to achieve effective teacher training in statistics in the setting of an Italian university. Student–teachers had to prepare lessons using a real data set collected from the Italian mail services. Not only did they look into all the usual basic concepts of statistics, but they also questioned and dealt with doubts and errors their pupils put forth. They discovered the richness of the concepts, the content of descriptive statistics and the basic analyses of observed data. This experiment showed that the data, although very simple, is rich and productive, and that effective teacher training can be set up even with modest resources when there is determination and motivation.
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3

Hodaňová, Jitka. "MODERN TECHNOLOGY IMPLEMENTATION IN FUTURE MATHEMATICS TEACHERS TRAINING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0836.

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4

Candelaria Espinel, María, Alicia Bruno, and Inés Plasencia. "Statistical graphs in the training of teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08310.

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The responses to four multiple-choice questions taken from delMas, Garfield and Ooms (2005) by 190 future Spanish teachers and 345 American college students are compared and then complemented with a qualitative analysis of the justifications given by a subsample of 44 Spanish teachers. Some conclusions for the training of teachers are presented.
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5

Dofková, Radka. "MATHEMATICAL AND DIGITAL LITERACY IN PROSPECTIVE MATHEMATICS TEACHERS TRAINING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1207.

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6

Hodaňová, Jitka, Jitka Laitochová, and Martina Uhlirova. "FOREIGN LANGUAGE COMPONENTS IN THE TRAINING OF MATHEMATICS TEACHERS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0939.

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7

Godino, Juan, Carmen Batanero, and Rafael Roa. "Training teachers to teach probability." In Statistical Literacy- Material From Some of the Talks. International Association for Statistical Education, 2001. http://dx.doi.org/10.52041/srap.01106.

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Анотація:
In this paper we analyse the reasons why teaching probability is difficult for mathematics teachers, we describe the contents needed in the didactical preparation of teachers to teach probability and we present examples of activities to carry out this training.
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8

Dofkova, Radka, and Martina Uhlirova. "TEACHING METHODS USING IN MATHEMATICS PRIMARY PRE-SERVICE TEACHERS TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0410.

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9

Katreničová, Ivana, and Jozef Čabala. "GEOMETRY IN THE TRAINING OF MATHEMATICS TEACHERS AT SLOVAK UNIVERSITIES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1166.

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10

Garegae, Kgomotso. "Training statistics teachers for Botswana senior schools: is it necessary?" In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08601.

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Анотація:
The study sought teachers’ views on the need to train statistics teachers in Botswana. A purposive sample comprising 23 senior teachers and 30 ordinary teachers responded to an open-ended questionnaire soliciting their experiences about the teaching of statistics in schools. It was found that all teachers offering statistics had limited qualifications to teach statistics as they have been trained for mathematics teaching. The biggest challenges in statistical instructional practices were difficulties in solving questions and explaining concepts to students. The study findings suggest the necessity to train teachers so as to empower them with statistical pedagogical content knowledge and knowledge for teaching statistics.
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Звіти організацій з теми "Mathematics teachers Training of Victoria"

1

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

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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2

Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Olga V. Bondarenko. The support of the process of training pre-service mathematics teachers by means of cloud services. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4454.

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Анотація:
The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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3

Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Ольга Володимирівна Бондаренко. The support of the process of training pre-service mathematics teachers by means of cloud services. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4385.

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Анотація:
The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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4

Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3897.

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

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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6

Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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7

Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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Анотація:
The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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8

Pylypenko, Olha S., Tetiana H. Kramarenko, and Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3898.

Повний текст джерела
Анотація:
The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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9

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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Анотація:
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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10

Astafieva, Mariia M., Oleksii B. Zhyltsov, and Volodymyr V. Proshkin. E-learning as a mean of forming students' mathematical competence in a research-oriented educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3896.

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Анотація:
The article is devoted to the substantiation of approaches to the effective use of advantages and minimization of disadvantages and losses of e-learning as a mean of forming mathematical competence of students in the conditions of research-oriented educational process. As a result of the ascertaining experiment, e-learning has certain disadvantages besides its obvious advantages (adaptability, possibility of individualization, absence of geographical barriers, ensuring social equality, unlimited number of listeners, etc.). However, the nature of these drawbacks lies not as much in the plane of opportunity itself as in the ability to use them effectively. On the example of the e-learning course (ELC) “Mathematical Analysis” (Calculus) of Borys Grinchenko Kyiv University, which is developed on the basis of the Moodle platform, didactic and methodical approaches to content preparation and organization of activities in the ELC in mathematics are offered. Given the specifics of mathematics as a discipline, the possibility of using ELCs to support the traditional learning process with full-time learning is revealed, introducing a partially mixed (combined) model. It is emphasized that effective formation of mathematical competence of students by means of e-learning is possible only in the conditions of research-oriented educational environment with active and concerned participation of students and partnership interaction. The prospect of further research in the analysis of e-learning opportunities for the formation of students’ mathematical competence, in particular, research and investigation tools, and the development of recommendations for the advanced training programs of teachers of mathematical disciplines of universities are outlined.
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