Relevant bibliographies by topics / Mathematics competency

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Mathematics competency'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Mathematics competency"

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Bartienieva, Iryna. "FORMING SUBJECT-MATTER COMPETENCY IN HIGH SCHOOL STUDENTS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 7–13. http://dx.doi.org/10.24195/2218-8584-2018-9-7-13.

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The article deals with the urgent issue of training high school students for external independent testing, the necessary condition for which is formation of their subject-matter competency, in particular, the mathematical one. The essence of competency-based approach, concepts “competence”, “competency” are revealed. The author singles out the effective forms, methods, technologies of organizing high school students’ educational activity in mathematics lessons aimed at quality preparation for external independent testing. Keywords: competency-based approach, competency, competence, subject-matter competency, external independent testing.
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Demeneva, N. N., and O. V. Kolesova. "ASSESSMENT OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE COMPETENCE APPROACH IN TEACHING MATHEMATICS IN PRIMARY SCHOOL." Vestnik of Minin University 6, no. 3 (2018): 7. http://dx.doi.org/10.26795/2307-1281-2018-6-3-7.

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Introduction:the article deals with the problem of implementation of the competence approach in teaching mathematics in primary school. This approach is one of the conceptual foundations of the Federal state educational standard of primary General education. Competency-oriented tasks are included in the final work for the fourth grade to assess the achievement of the planned results, including the all-Russian verification work in mathematics. The aim of the study was to identify the effectiveness of the implementation of the competence approach in teaching mathematics in primary school based on the diagnosis of the level of formation of primary school graduates (pupils of 5 classes) the ability to solve competency-oriented mathematical tasks.Materials and methods: the diagnostic technique was used, including mathematical tasks that require the use of knowledge in life situations, the presence of real ideas about the values and geometric shapes, the ability to navigate in practical situations. The texts of competency-oriented tasks are given.Results:the data on the results of all groups of tasks and the level of formation of primary school graduates ability to solve competency-oriented mathematical tasks Revealed that the greatest difficulty is caused by tasks that require self-selection of mathematical concepts and actions for the analysis of the real situation, and tasks involving the ability to do the estimate of the result.Discussion and Conclusions:the study showed that there are problems in the implementation of the competence approach in teaching mathematics in primary. Students have significant difficulties in solving competency-oriented tasks. The analysis of typical errors in the performance of such mathematical tasks is performed. The recommendations for primary school teachers to strengthen the practical orientation of teaching mathematics to junior schoolchildren.
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Gurat, Melanie G. "Structural Equation Model of Students’ Competence in Mathematics among Filipino High School Student." Journal of Interdisciplinary Studies in Education 7, no. 1 (2018): 67–77. http://dx.doi.org/10.32674/jise.v7i1.1061.

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This study aimed to construct structural equation model of students’ competence in mathematics through selected students profile variables. This study employed quantitative research design. The publicized PISA Mathematics Test was used to determine the competency of students in mathematics. The data was analyzed using Analysis of MOment Structures (AMOS). Findings revealed that structural model of students’ competence in applying mathematics in real world problems revealed interesting influence of the profile variables to the competency in mathematics. It can be conveyed that better mother’s work status, higher educational level expected to complete, more confident and did not repeat kinder, have better competency in mathematics. The four variables that directly influenced the competence variables were also influenced with other profile variables such as family background. The family background and confidence level consistently had the highest total effect and indirect effect to the competence in mathematics. Hence, this model can be used as guide in making programs in the classroom or curriculum in mathematics to develop students’ competency in mathematics.
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Бирка, Маріан Філаретович, Андрій Віталійович Сущенко, and Тарас Олегович Лукашів. "COMPONENTS OF ICT COMPETENCE OF TEACHERS OF MATHEMATICS AND INFORMATICS." Information Technologies and Learning Tools 74, no. 6 (2019): 225–37. http://dx.doi.org/10.33407/itlt.v74i6.3258.

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Nowadays, the competency-based approach is becoming more and more traditional in Ukrainian education for every level – from preschool to postgraduate. Its focus is on two main concepts, “competency” and “competence”, interpreted in numerous ways in teaching and learning, which leads to inadequate educational results. Therefore, profound understanding and clear vision of the main concepts are very significant for the effective organization of the educational process. The article examines the ICT competency as a prerequisite for effective professional activities of pre-service teachers of mathematics and informatics in conditions of information society and digital world. The proper ICT competence level can considerably enhance both the teaching and learning processes, facilitate teachers’ professional development and their adaptation to changes in educational technologies. In this regard, defining the structure and content of ICT competency of pre-service teachers of mathematics and informatics is very important for clarification of educational process outcomes and students’ supporting personal characteristics needed to utilize ICT in their future job. The study introduces the conceptual model of structure of ICT competency and competence, which enlarges the focus of educational process to embrace value orientations and qualities of a person. In our opinion, the structure of ICT competency as well as of ICT competence should include the following criteria: knowledge, skills, habits, value orientations (motives, stimuli, values, interests and ambitions) and person’s qualities (abilities). Also, the article discusses the content of ICT competence of pre-service teachers of mathematics and informatics, based on the introduced model. ICT competence content data were acquired from empirical survey that involved students and practicing informatics teachers.
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WODWASKI, NADINE, and JAIME SINUTKO. "Medication Mathematics Competency and Confidence in Nursing Students." Michigan Academician 47, no. 1 (2020): 48–59. http://dx.doi.org/10.7245/0026-2005-47.1.48.

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ABSTRACT Confidence and competency with medication mathematics is imperative yet challenging for many in higher education with regard to the nursing profession. The researchers seek to understand if there is there a difference between the course grades of baccalaureate nursing students based upon the instructional methods of fully face-to-face as compared to fully online self-directed mathematic instruction. Grounded in a self-efficacy theoretical framework, self-directed learning (SDL) techniques were explored in this research piece as well as valuable faculty feedback as it relates to the SDL module. The results indicated that students were more successful with SDL or online mathematic instruction, in addition faculty scored the students as more confident in post mathematical education.
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Kytmanov, Alexey A., Michael V. Noskov, Konstantin V. Safonov, Marina V. Savelyeva, and Victoria A. Shershneva. "Competency-based Learning in Higher Mathematics Education as a Cluster of Efficient Approaches." Bolema: Boletim de Educação Matemática 30, no. 56 (2016): 1113–26. http://dx.doi.org/10.1590/1980-4415v30n56a14.

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Abstract This paper presents the research results of what the process of mathematics tеaching should be under the competency-based approach allowing the development of a university student's mathematical competency. It indicates that integrative structure of mathematical competency containing cognitive, practical, motivational and value-based, reflexive and assessment-based components, updates the polyparadigm approach in teaching mathematics as an open cluster of approaches; their integrated utilization under the leading role of competency-based approach contributes to developing all mathematical competency components. It justifies that competency-based, context-based, interdisciplinary, discipline-based and information technology approaches and fundamentalization play a critical part in the polyparadigm approach; the integrated utilization of all approaches results in a synergetic effect. Within this framework the basic principles of competency-based mathematics teaching as well as a coherent system to select the content of mathematics teaching for engineering educational institution students are developed.
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Dewanti, Sintha Sih, Badrun Kartowagiran, Jailani Jailani, and Heri Retnawati. "LECTURERS' EXPERIENCE IN ASSESSING 21ST-CENTURY MATHEMATICS COMPETENCY IN INDONESIA." Problems of Education in the 21st Century 78, no. 4 (2020): 500–515. http://dx.doi.org/10.33225/pec/20.78.500.

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Mathematics is one of the fields that has important role in the 21st-century thinking because mathematics involves the process of logical and systematic thinking to solve problems. This makes mathematical competencies need to be developed through learning and integrated into knowledge, skills, and attitudes. When learning has facilitated the development of 21st-century mathematical competencies, the assessment must also be able to photograph it. This research aimed to find out whether the lecturers of the Mathematics Education Study Program have conducted a 21st-century mathematics competency assessment. This research used a qualitative approach with the phenomenological method. The data were collected using in-depth interviews with each participant. The research participants were 20 lecturers from Mathematics Education Study Program who came from 12 provinces in Indonesia. Data analysis was performed by using the help of ATLAS.ti 8 software to analyze participants' transcripts and documentation, formulate important phrases or sentences, formulate meaning, bring themes up, and be integrated into in-depth descriptions of the phenomenon. The result showed that lecturers of the Mathematics Education Study Program have not focused on the 21st-century mathematics competency assessment. The assessment of each mathematical competency was only done globally and not carried out in detail about each of the competency indicators. Keywords: 21st-century mathematical competencies, competency assessment, lecturers' experience in assessment, Mathematics Education Study Program lecturers.
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Yang, Chao, Zhenlai Han, and Shurong Sun. "Research on Mathematical Core Competency Cultivation Based on Polya Problem Solving Table." International Journal of Educational Studies 1, no. 2 (2018): 16–21. http://dx.doi.org/10.53935/2641-533x.v1i2.17.

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The core competency of mathematics has always been a hot issue in the education field. The ability to solve problems in mathematics is also an indispensable ability to learn mathematics problem solving. The Polya problem solving table has an important guiding role for mathematics problem solving. Simplify the Polya problem-solving form to make it more suitable for high school teaching. Through the Polya problem-solving table, the cultivation of mathematical core competency is integrated into the process of mathematical problem-solving for our mathematics teaching and promote the development of students' mathematical core competency.
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Asrial, Syahrial, Dwi Agus Kurniawan, et al. "IDENTIFICATION: THE EFFECT OF MATHEMATICAL COMPETENCE ON PEDAGOGIC COMPETENCY OF PROSPECTIVE TEACHER." Humanities & Social Sciences Reviews 7, no. 4 (2019): 85–92. http://dx.doi.org/10.18510/hssr.2019.7413.

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Purpose of Study: The aim of this study was to determine the mathematics competencies and pedagogical competencies of prospective teachers and to determine the effect of mathematical competencies on pedagogical prospective teacher competencies in Elementary School Teacher Education.
 Methodology: Quantitative research on this type of survey uses a sample of 540 prospective teachers.
 Findings and Results: The results of this study were that prospective teachers mathematics competencies tended to be predominantly or less dominant with a percentage of men of 34.5% and 34.4% of women and pre-service pedagogic competencies in primary school education study programs classified as tend to be more or less dominant with the percentage of men 36.8% and women 33.3%, and there is an influence between mathematical competencies on pedagogic competence of prospective teachers in Primary School Teacher Education at Jambi University.
 Implication/Application : Research conducted by researchers is useful to provide input and motivation to prospective elementary school teachers regarding the improvement of the competence of an elementary school teacher candidate teacher to implement his pedagogic science in elementary school.
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Taley, Isaac Bengre, and Matilda Sarpong Adusei. "Junior high school mathematics teachers’ knowledge in calculators." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 1 (2020): 80–93. http://dx.doi.org/10.23917/jramathedu.v5i1.9523.

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Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.
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Dissertations / Theses on the topic "Mathematics competency"

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Wong, Tak Wah Terry. "Competency in mathematics teaching : subject content knowledge, pedagogical content knowledge and attitudes toward teaching mathematics." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31010.

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This study investigated pre-service primary mathematics teachers' teaching practice (TP) performance in the context of their subject content knowledge (SCK), pedagogical content knowledge (PCK) and attitude towards mathematics teaching (AMT). The interrelationships among these variables are analyzed too. Attitudes toward mathematics teaching and previous SCK achievement were elicited using twenty Likert-item statements and their previous highest public mathematics examination results respectively whilst information on student teachers' PCK achievement and TP performance were obtained through direct teaching observation. The sample consisted of 104 student teachers drawn from two different training programmes, 2-Year Certificate of Education (CE) Course and 4-Year Bachelor of Education (BEd) Programme, at the first stage. Hence 52 student teachers were invited to participate in the second stage, TP supervision. Differences across programmes, year groups and gender were investigated. This study found that AMT has a positive effect on TP performance and it is also positively correlated with PCK achievement. However, it is surprising that subject content knowledge (SCK) has no statistically significant relationships with AMT, PCK achievement and TP performance. There were no substantial gender-related differences on AMT and SCK achievement however, female student teachers performed better than male student teachers on tasks requiring patience on preparation of lesson plans and teaching aids, explanations of mathematical concepts and making discussion with pupils. Besides, and surprisingly, CE student teachers had better PCK than BEd student teachers and CE student teachers also improved more than BEd student teachers in AMT by comparing their Pre- and Pro-TP AMT scores. These findings have important implications for the design of teacher training programmes and teaching effectiveness in mathematics. It is recommended that similar research be replicated for secondary student teachers, full time kindergarten, primary and secondary teachers and with questionnaires written in Chinese if necessary.
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Louw, Cecilia Jacomina. "Die aard, doel en effektiwiteit van assessering in tersiere wiskunde." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-144523/.

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Brocklebank, Ruth Rollins. "Factors affecting implementation of a performance-based model in high school mathematics a teacher change study /." Online access for everyone, 2004. http://www.dissertations.wsu.edu/Dissertations/Summer2004/r%5Fbrocklebank%5F072004.pdf.

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Williams, Marcia Wright. "Comparison of fifth-grade students' mathematics achievement as evidenced by Georgia's Criterion-Referenced Competency Test traditional and departmentalized settings /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Monger, Carol Thompson. "Effects of a mastery learning strategy on elementary and middle school mathematics students' achievement and subject related affect /." Access abstract and link to full text, 1989. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8913881.

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Palmberg, Björn. "The influence of national curricula and national assessments on teachers’ beliefs about the goals of school mathematics." Doctoral thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88067.

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What students should learn in school and therefore also what teachers should teach is an important issue worldwide. Mathematics teaching (and teaching in other subjects) is often regulated by some form of governing text in a written curriculum communcating a set of standards. Another common mean through which policy is communicated is assessments, which for example can convey policy by communicating desirable outcomes in student learning. A common problem with regulating what teachers do through policy means is that it often is difficult to achieve intended changes. This study investigates the impact of a national reform in Sweden initiated in 1994, introducing mathematical competency goals by communicating them through the national curriculum and national assessments. The study is based on analysis of data obtained from the Swedish Schools Inspectorate (SSI), which conducted a quality review of upper secondary school mathematics teaching. During this quality review, the SSI collected data on a representative sample of 145 upper secondary mathematics teachers through interviews, observations, and surveys. This was done in 2009 and 2010, which means that the reform from a time perspective has had ample time to exert influence on teachers. In the study the data obtained from the SSI was analyzed in order to answer two questions:  have teachers changed their beliefs about the goals of upper secondary school mathematics in line with the intentions of the reform, and why have, or have they not, changed their beliefs about the goals of upper secondary school mathematics in line with the intentions of the reform? In research on teachers’ reception of policy messages, similar to the one introduced in Sweden, it has been found that a common response to these messages is that teachers are positive to the message. However, although positive, teachers have often been found to only adopt superficial properties of the reform while still maintaining a highly traditional view of teaching and the goals of teaching, not consistent with the intentions of the reform. Therefore, the questions in this study were examined by using a model that can explain why teachers, when confronted with a reform message, change their beliefs in profound or superficial ways, or not at all. Through analysis of the SSI-data, measures on constructs of the model were obtained, and with statistical means it was examined whether the model can account for the changes in teachers’ beliefs about the goals of upper secondary school mathematics. The results of the study suggest that the Swedish reform has had a relatively small impact, and that the model can give an explanation to why some Swedish upper secondary teachers of mathematics have changed their beliefs in line with the reform, some have changed them in superficial ways, and some have not changed them in any discernable way. Whether teachers perceive the reform as entailing an important and non-trivial change for them seems to be of utmost importance. The results of this study suggest that if teachers do not perceive this, they will not process the message deeply, which by the results of this study suggest that there is little chance for them to change their beliefs in a profound way. If they however do perceive the message as entailing an important and non-trivial change, this study suggests that chances are greater that teachers will change their beliefs in line with the reform. Teachers’ interest in the subject and their perceptions of the usefulness of the documents communicating the message are then in this study suggested to be important factors influencing whether teachers will process the reform message systematically, which in turn heavily influences whether they will change their beliefs in a profound way. One practical implication, suggested by this study is that when policy communicates a new and non-trivial message with the intention of influencing teachers, it is important that the message is communicated clearly. Such clarity makes it more difficult for a teacher to superficially interpret the message as being in accordance with the teacher’s earlier beliefs, and thus not entail any need for change. However, to attain such clarity of a complex message is not an easy task to accomplish.
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Velupillai, Vasanthy. "An investigation into how mathematics educators teach the outcomes-based curriculum." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-02152007-105629.

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Liu, Jinghua. "The effect of performance-based assessment on eighth grade students mathematics achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974655.

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Wardlaw, Carole, and n/a. "An investigation of preservice teachers' relational understanding of mathematics." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.145921.

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This study investigates the nature of the mathematical understanding possessed by preservice teachers as they enter Early Childhood and Primary Teacher Education Programmes. The subjects comprised thirty students divided into groups of ten to represent three levels of mathematics competency as measured on a mathematics competency test. Evidence of mathematical understanding was gathered from videotaped interviews in which students were required to provide solutions for a set of six tasks. The analysis of student performance included monitoring students' ability to provide multiple representations for tasks as well as the students' demonstration of connections between mathematical ideas. The results show that preservice teachers entering the Early Childhood and Primary Teacher Education Programmes at the University of Canberra do so with weak understanding of many of the mathematical concepts that are fundamental to primary level mathematics curricula. The type of understanding demonstrated by these students was predominantly instrumental in nature. Differences between groups were found with reference to the amount of confidence and interest displayed during tasks. The implications of these results on mathematics teacher education are discussed. The study identifies the need for alternative assessment protocol for mathematics screening of preservice teachers. Discussion of appropriate techniques for the reconstruction of mathematical understanding is also considered.
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Kyriakidou-Christofidou, Athina. "Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency." Thesis, Saint Louis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109214.

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<p> The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and represent Hindu-Arabic numerals and how these number representations affect their arithmetic competency. This was achieved by comparing an intervention group (n=16) and a control group (n=17) before and after the 2-week intervention. </p><p> It is concluded that the use of the place-value learning aids facilitates numeration system conceptual understanding , reading, writing and representing numbers (in canonical and non-canonical form) by thinking in terms of "100s", "10s" and "1s" (or in terms of color-coded cards). Students visually relate the face-value of the digits (e.g. "3" and "5") of the number (e.g. "35") with the number of flash-cards to be used for the canonical representation (three orange cards and five blue cards). Children also understand how "53" differs from "35" or "503". It is further concluded that the use of the learning aids facilitates addition and subtraction performance in terms of "hundreds", "tens" and "ones" (rather than just "ones") either mentally or by constructing canonical and non-canonical representations with the use of the flash-cards and grids or by constructing abstract representations on paper. Students realize that ten cards of one color can be exchanged with one card of another color (or vice versa). Students further understand how "35-2" differs from "35-20" and how "51-32" differs from "52-31". </p><p> Quantitative data are in agreement with qualitative data, suggesting that children's arithmetic competency is enhanced when taught how to represent numbers, additions and subtractions with the use of the learning aids. The control group mean score increase from before to after intervention was 1,24 marks, compared to an increase of 11,06 marks for the intervention class. The medium to large Cohen's d effect sizes of 0,51 (comparing the intervention group score increase to the control group score increase) or 0,57 (comparing the intervention group score from before to after) indicate strong practical significance.</p>
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Books on the topic "Mathematics competency"

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Vernon, P. E. Mathematics competency test. Hodder & Stoughton Educational, 1995.

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Vernon, P. E. Mathematics competency test. Hodder & Stoughton Educational, 1995.

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Robert, Blitzer, ed. Competency in college mathematics. 5th ed. H&H Pub. Co., 1992.

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Gloria, DeBease, ed. Regents competency test in mathematics. Arco Pub., 1985.

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Hereford, Jane. Passing the NCCTM: North Carolina Competency Test in mathematics. Contemporary Pub. Co. of Raleigh, 1997.

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Baur, Gregory R. Helping teachers learn mathematics: A competency-based content approach. Kendall/Hunt Pub. Co., 1985.

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Baur, Gregory R. Helping children learn mathematics: A competency-based laboratory approach. 2nd ed. Kendall/Hunt Pub. Co., 1985.

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Kit, Marshall, ed. Performance-based curriculum for mathematics: From knowing to showing. Corwin Press, 1996.

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Arkansas. Dept. of Education. Item specifications: Mathematics / Arkansas Department of Education. Dept. of Education, 1985.

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Ronis, Diane L. Brain-compatible mathematics. SkyLight Training and Pub., 1999.

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Book chapters on the topic "Mathematics competency"

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Kilpatrick, Jeremy. "Competency Frameworks in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_27.

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Kilpatrick, Jeremy. "Competency Frameworks in Mathematics Education." In Encyclopedia of Mathematics Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_27.

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Haught-Tromp, Catrinel, and Patricia D. Stokes. "Constraints, Competency and Creativity in the Classroom." In Advances in Mathematics Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38840-3_7.

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Wang, Yangyu. "Investigation of the Mathematics Modelling Competency of Mathematics Undergraduate Student Teachers." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66996-6_20.

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Hiebert, James, Anne K. Morris, and Sandy M. Spitzer. "Diagnosing Learning Goals: An Often-Overlooked Teaching Competency." In Diagnostic Competence of Mathematics Teachers. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66327-2_10.

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Chorney, Sean. "Digital Technology in Teaching Mathematical Competency: A Paradigm Shift." In Teaching and Learning Secondary School Mathematics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_24.

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Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.
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Gocheva-Ilieva, Snezhana, Marta Teofilova, Anton Iliev, et al. "Data Mining for Statistical Evaluation of Summative and Competency-Based Assessments in Mathematics." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20005-3_21.

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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Professional Competence for Teaching Mathematical Modelling." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_2.

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AbstractProfessional competence is a widely discussed topic (see, e.g. Cochran-Smith &amp; Fries, 2001; Darling-Hammond &amp; Bransford, 2005) and was measured globally in various large-scale studies (see, e.g. Blömeke et al., 2014; Kunter et al., 2013). The dimensions for the subject of mathematics range from knowledge to mathematical content to pedagogical and didactic knowledge of teachers with the aim of bringing them together.
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Dunekacke, Simone, and Sigrid Blömeke. "Early mathematics education." In Early Childhood Teachers' Professional Competence in Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-7.

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Conference papers on the topic "Mathematics competency"

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Li, Yushun, Chunlan Qian, and Mengyingx Han. "Exploring Mathematics Teachers’ TPACK Competency Development." In 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00027.

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Awi, Awi, Syahrullah Asyari, Muhammad M., Sahlan Sidjara, and Ikhbariaty Qadry. "Developing a Test for Testing Students’ Mathematics Competency as Prospective Secondary School Mathematics Teachers." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296533.

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Juandi, Dadang. "Achievement of Pedagogical Competency, Professional Competency, and Self-Efficacy In-service Mathematics Teachers, Through Pedagogical Problem Solving Cycle." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296281.

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Farlina, Ehda, Wati Susilawati, Asep Jihad, and Rahayu Kariadinata. "The Competency of Pedagogic and Professional Mathematics Teachers Relevant with Curriculum." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007099003920394.

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Muharam, Dimas, Sri Wuryanti, Rumondang Purwati, and Fahmi. "The Competency of Elementary School Teachers in Solving TIMSS Mathematics Problems." In International Conference on Educational Assessment and Policy (ICEAP 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.056.

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Armiati, Roli Maizendra, and Armiati. "Professional Competency-Based Mathematics Learning Devices In The Mechanical And Automotive Engineering Program High School." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.77.

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Rif'at, Mohamad. "Building Up Pre-Service Mathematics Education Students' Geometry Competency Based On Visual." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.35.

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Yang, Zhaoxi. "Students' Social-Emotional Competency And Mathematics Academic Development: A Clustering Analysis On China." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.1.

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Antonenkova, Olga Evgenyevna, and Natalya Aleksandrovna Chasova. "Implementing the competency-based approach in teaching mathematics to students of ecological specialties." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111579.

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Enri, Ultach, Jajam Jaman, and Muhammad Ananda. "Student's Skills Competency Test Prediction Using C4.5 Algorithm." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296548.

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