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Journal articles on the topic 'Mathematics education|Elementary education|Teacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Haciomeroglu, Guney. "Mathematics Education Values Portrayed by Elementary Student Teacher." Educational Policy Analysis and Strategic Research 15, no. 2 (June 20, 2020): 259–70. http://dx.doi.org/10.29329/epasr.2020.251.14.

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Dobrick, Alison Asher, and Laura Fattal. "Exploring exemplars in elementary teacher education." Social Studies Research and Practice 13, no. 1 (May 21, 2018): 72–83. http://dx.doi.org/10.1108/ssrp-07-2017-0039.

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PurposeEducators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.Design/methodology/approachThis paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social justice. Teacher-candidates envisioned, planned and taught effective, engaging, standards-based learning experiences that began with children’s literature and led to artistic expression.FindingsThrough lessons like these, teacher-candidates learned to meet arts, social studies, and literacy standards while building the skills and attitudes their students need as “citizens of the world.”Research limitations/implicationsElementary teacher education programs can help teacher-candidates to prepare for the challenge of teaching for social justice by integrating the arts with core academic areas, including social studies.Practical implicationsThis integrated model suitably serves our current, mathematics- and literacy-focused, assessment-saturated school system. Pre-service teachers learn to plan and teach integrated learning activities. They learn practical ways to infuse the arts in both their field experience and future classrooms.Social implicationsWhen the arts are central in education, students benefit in numerous important ways, developing critical and creative thinking skills, empathy, self-awareness, and the ability to collaborate with others productively. The arts, essential to humanity since the dawn of civilization, thus serve as a natural focal point for education for social justice.Originality/valueThe innovative methods involved in this study, in which subject areas throughout the elementary teacher education program are integrated in one meaningful, practical, applied lesson on social justice, represent a practical, original, and valuable way to enhance teacher education programs’ focus on social justice.

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Jansen, Amanda, Dawn Berk, and Erin Meikle. "Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding." Harvard Educational Review 87, no. 2 (June 1, 2017): 225–50. http://dx.doi.org/10.17763/1943-5045-87.2.225.

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In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher teaching two lessons: one on a mathematics topic that was developed in their teacher education program (target topic) and one on a mathematics topic that was not addressed in their program (control topic). Based on their observations, the authors identified four instructional practices for teaching mathematics conceptually that the participants used in their classroom practice and found that these teachers were more likely to enact two of these instructional practices when teaching target topics: use of mathematical language to support students' sense making and use of visual representations. They also found that the teachers enacted two other instructional practices—use of story problems and pressing students for mathematical explanations—in both target and control topic lessons but did so with limitations in control topic lessons. For teacher education to influence teaching, the authors assert, it is important to develop content knowledge for teaching and pedagogical knowledge in tandem with developing beliefs.

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Mulvihill, Thalia M., and Linda E. Martin. "Voices in Education: Mathematics and Teacher Education." Teacher Educator 55, no. 1 (December 18, 2019): 1–5. http://dx.doi.org/10.1080/08878730.2020.1687184.

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Abramovich, Sergei, and Michael L. Connell. "Using Technology in Elementary Mathematics Teacher Education: A Sociocultural Perspective." ISRN Education 2014 (March 4, 2014): 1–9. http://dx.doi.org/10.1155/2014/345146.

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A central tenet of mathematics education reform is the integral role of technology at all grade levels. The current technological changes combined with the changes in the mathematics content and instructional method require elementary mathematics teachers to be able to design technology intensive lessons for exploration and discovery of these concepts through appropriate computer applications. In actual practice, however, most computer applications provided for mathematics education consist of software designed for a specific educational purpose: the solution in a can scenario. Furthermore, economic constraints often stand in the way of incorporating such special purpose software into an instructional setting. In this paper we will discuss an alternative to this traditional approach which shifts the instructional focus specific computer applications to more sophisticated uses of general purpose software. In particular educational uses of spreadsheets will be developed as an exemplar for this approach.

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Asrial, Syahrial, Dwi Agus Kurniawan, Faizal Chan, Putut Nugroho, Reza Aditya Pratama, and Retno Septiasari. "IDENTIFICATION: THE EFFECT OF MATHEMATICAL COMPETENCE ON PEDAGOGIC COMPETENCY OF PROSPECTIVE TEACHER." Humanities & Social Sciences Reviews 7, no. 4 (July 22, 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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Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.

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

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Brizuela, Bárbara M. "Variables in Elementary Mathematics Education." Elementary School Journal 117, no. 1 (September 2016): 46–71. http://dx.doi.org/10.1086/687810.

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Langrall, Cynthia W., Carol A. Thornton, Graham A. Jones, and John A. Malone. "Enhanced Pedagogical Knowledge and Reflective Analysis in Elementary Mathematics Teacher Education." Journal of Teacher Education 47, no. 4 (September 1996): 271–82. http://dx.doi.org/10.1177/0022487196474005.

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Bush, William S. "Mathematics Textbooks in Teacher Education." School Science and Mathematics 87, no. 7 (November 1987): 558–64. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11745.x.

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Ernest, Paul. "MATHEMATICS TEACHER EDUCATION AND QUALITY." Assessment & Evaluation in Higher Education 16, no. 1 (March 1991): 56–65. http://dx.doi.org/10.1080/0260293910160107.

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Krainer, Konrad. "Diversity in mathematics teacher education." Journal of Mathematics Teacher Education 10, no. 2 (May 24, 2007): 65–67. http://dx.doi.org/10.1007/s10857-007-9032-1.

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Chapman, Olive. "Challenges in mathematics teacher education." Journal of Mathematics Teacher Education 15, no. 4 (July 27, 2012): 263–70. http://dx.doi.org/10.1007/s10857-012-9223-2.

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Lloyd, Gwendolyn M. "Understanding elementary mathematics teacher education through the characteristics and activities of preservice teachers, elementary mathematics specialists, and mathematics teacher educators." Journal of Mathematics Teacher Education 21, no. 2 (March 8, 2018): 95–98. http://dx.doi.org/10.1007/s10857-018-9404-8.

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Maryati, I., T. S. Sumartini, and T. Sritresna. "Analysis of mathematics literacy ability of elementary school teacher education students." Journal of Physics: Conference Series 1987, no. 1 (July 1, 2021): 012036. http://dx.doi.org/10.1088/1742-6596/1987/1/012036.

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Richard Polis, A. "One Point of View: Computer Training for Elementary School Teachers and Elementary School Computer Specialists." Arithmetic Teacher 32, no. 8 (April 1985): 2–3. http://dx.doi.org/10.5951/at.32.8.0002.

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Many mathematics educators and specialists believe that computer education at the undergraduate level should be concentrated in the mathematics and mathematics/education courses. However, the content in these courses is already crowded, and the prospective elementary school teacher still needs more mathematics than is currently taught. To add the necessary knowledge of computers to this overcrowded curriculum is unwise for two reasons. First, it could dilute rather than enhance the mathematics training, and, second, computers should be applied to all disciplines. I believe that a general education in the use of the computer needs to be introduced first and that applications should then be integrated across the curriculum. This approach will allow and encourage teachers to use the computer as a tool in each of the elementary chool subjects. This article recommends a program of computer education at the undergraduate level for elementary school teacher and elementary school computer specialists.

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Mailani, Elvi, Akden Simanihuruk, and Imelda Free Unita Manurung. "THE DEVELOPMENT OF MATHEMATICS TEACHING MEDIA ‘OPUNG HANS’ BASED ON IAI." Journal of Community Research and Service 3, no. 2 (December 24, 2019): 82. http://dx.doi.org/10.24114/jcrs.v3i2.15955.

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The aim of this research is to develop a media for learning mathematics in "Opung HAN" elementary school based on Interactive Audio Instruction (IAI) for students majoring in UNIMED elementary school teacher education. The IAI-based "Opung HAN" fraction media was compiled based on observations during the learning and analysis conducted on the dictates of high-class mathematics education courses and interviews conducted with elementary school teacher education students, where teachers were very difficult to convey material related to fractions, The teacher does not know what media to use in teaching broken material. On the other hand, in the high school mathematics education textbook, there is also no media / teaching aids that can be used to teach fractional material. The specific purpose of this research is: developing IAI-based "Opung HAN" fraction media which will later be used by students majoring in primary school teacher education in teaching fraction material when they later become a teacher. This research uses development research (Developmental Research). The subjects of this study were students majoring in primary school teacher education at the State University of Medan. In the initial stage, observations were made during the learning process, analysis of the dictates of high-level mathematics education courses and continued with interviews with students. From the results of these observations and interviews, an initial draft of the IAI-based "Opung HAN" fraction was compiled. Furthermore, the initial design of the IAI-based "Opung HAN" fraction media was validated by a team that aimed to assess the quality of these elementary mathematics learning media fractions so that the fractional media became effective learning media which would later be used by lecturers and students in the lecture process.Keywords : IAI, Fraction media, math learning.

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Rahayu, Desti, Sutama ,, Sabar Narimo, and Achmad Fathoni. "The Character Education in Learning Mathematics at Elementary School." International Journal of Innovative Science and Research Technology 5, no. 7 (August 23, 2020): 1439–42. http://dx.doi.org/10.38124/ijisrt20jul843.

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Integration of character education in elementary schools is a movement to strengthen character education in shaping and developing student character. This research is a qualitative study that use normative qualitative descriptive approach. The data was collecting by doing interview, observation and study documentation. The result showed that the implementation of education in learning mathematics can be realized based on the target that want to be achieved by the researcher. The character education that was built through this learning was the values that taught based on the subject such as discipline, responsibility and teamwork. The character building was realized by integrating the character values in learning mathematics to make students able to implement the values in daily life. The integration was executed by combining the character values that exist in lesson plan and the students’ consistency in implementing these values outside the school. In measuring the result, the teacher gave the assessment book to the students.

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Putra, Zetra Hainul. "Didactic Transposition of Rational Numbers: a Case From a Textbook Analysis and Prospective Elementary Teachers’ Mathematical and Didactic Knowledge." Revija za elementarno izobraževanje 13, no. 4 (2020): 365–94. http://dx.doi.org/10.18690/rei.13.4.365-394.2020.

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This study aims to present a detailed analysis of didactic transposition of rational numbers from knowledge to be taught into taught knowledge occurring in a teacher education institution. The knowledge to be taught of rational numbers is analysed from the mathematics textbook used by prospective elementary teachers in a mathematics education course. The analysis focuses on mathematical praxeology, especially the type of task and technique. Then, the taught knowledge is investigated from 32 prospective elementary teachers’ collaborative work on two hypothetical teacher tasks (HTT) related to operations with rational numbers.

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Seo, Juyoung, Jakyoung Kim, and Hyejin Kang. "A Study on Attitude toward Mathematics and Mathematics Teaching Efficacy of Elementary Special Education Teacher and General Elementary Teacher." Journal of special education : theory and practice 17, no. 3 (July 30, 2016): 143–63. http://dx.doi.org/10.19049/jsped.2016.17.3.06.

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Sherard, Wade H. "Teacher Education: Mathematics Methods in a Laboratory Setting." Arithmetic Teacher 33, no. 1 (September 1985): 48–49. http://dx.doi.org/10.5951/at.33.1.0048.

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In our sequence of mathematics courses for th e elementary school teacher, mathematics content is integrated with discussion of teaching methods and materials. We have found that the methods portion of these courses, which concern the teaching of informal geometry, measurement, probability, and statistics, can be taught very effectively in a math lab setting, where the emphasis is on active involvement of the student and on the use of concrete, manipulative materials.

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22

Woo, Louis K. "The Shortage of Mathematics and Science Teachers: Lessons From Higher Education." Educational Evaluation and Policy Analysis 7, no. 4 (December 1985): 383–93. http://dx.doi.org/10.3102/01623737007004383.

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In higher education, shortages of faculty members in engineering and business schools are considered extremely serious. Similar conditions of shortage exist in elementary and secondary schools in the mathematics and science teacher market. This paper examines what strategies are employed by the higher education institutions and whether these strategies can provide some options for elementary-secondary schools. What we have found is that the basic parallel between elementary-secondary schools and higher education should not be overdrawn. More nonsalary options are available to address the market shortages at the university level than at the elementary-secondary level. Accordingly, the situation of elementary and secondary schools is considerably worse. Even so, it is interesting to see the degree to which all the adjustments at the university level still leave shortages that must be remedied through salary differentials and other benefits. Therefore, it is difficult to see how elementary and secondary schools, with fewer nonsalary options, can effectively deal with the shortage conditions without wage and benefit adjustments.

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Becker, Joanne Rossi. "Mathematics Attitudes of Elementary Education Majors." Arithmetic Teacher 33, no. 5 (January 1986): 50–51. http://dx.doi.org/10.5951/at.33.5.0050.

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A recent article by Bulmahn and Young (1982) in this journal discussed an important topic, the mathematics anxiety of future elementary school teachers. For a long time many mathematics educators have decried the poor attitudes toward the subject of those who will teach young children. Unfortunately, relatively little data have been published documenting these poor attitudes and anxieties (see NCTM 1982). Perhaps Bulmahn and Young have such data, but they did not present them in their paper. Instead, they discussed the results in rather broad generalities that make it difficult to compare results with those of other samples or to determine if the elementary education majors in their sample were substantially more anxious about mathematics than the non–education majors in their sample. The authors made the problem of mathematics anxiety seem more severe than I judged it to be from my experience teaching mathematics to students majoring in elementary education. I decided to gather data to substantiate or refute that judgment. This article presents data on the mathematics attitudes of elementary education majors and compares them to data obtained from other populations.

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Hughes, Janette, George Gadanidis, and Chris Yiu. "Digital Making in Elementary Mathematics Education." Digital Experiences in Mathematics Education 3, no. 2 (May 27, 2016): 139–53. http://dx.doi.org/10.1007/s40751-016-0020-x.

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Cavanna, Jillian M., Lauren Molloy Elreda, Peter Youngs, and James Pippin. "How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence." Journal of Teacher Education 72, no. 1 (November 11, 2020): 27–41. http://dx.doi.org/10.1177/0022487119897005.

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Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language arts methods course instructors at four large, public research universities, as well as survey data from 305 elementary teaching candidates at those universities. Using a coherence framework, we analyze differences across programs in the degree to which teaching candidates perceived their programs as having clear visions and high levels of program coherence. We also describe ways in which program directors, field placement coordinators, and methods instructors described and promoted shared visions across courses and between courses and field experiences. Implications for teacher education programs and research are discussed.

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Disseler, Shirley A., and Tawannah G. Allen. "Using Online Gaming as a Teacher Test Prep Model for Mathematics." International Journal of Strategic Information Technology and Applications 7, no. 3 (July 2016): 56–68. http://dx.doi.org/10.4018/ijsita.2016070104.

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In 2015, North Carolina's Division of Teacher Licensure instituted a new licensure examination modeled after the MTel for all elementary education majors. With the new examination came a new minimum passing score of 227. The importance of having a thorough understanding of the mathematics content is expected, yet teacher preparation programs struggle to help elementary pre-service teacher candidates who enter undergraduate programs without the solid mathematics foundations needed to be successful in passing the North Carolina General Curriculum Mathematics Licensure test. With this problem serving as the backdrop, the purpose of this quantitative study was to examine if utilizing Lost Functions, an online gaming program developed by ATLT Gaming (2010), could serve as an innovative methodology to prepare teacher education candidates for the General Curriculum Mathematics Licensure test in elementary mathematics, possibly resulting in improved performance outcomes.

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Ning-Chun Tan. "Direction of Mathematics Education in Elementary School: Viewpoints from a Taiwanese Mathematics Teacher Educator." Korean Journal of Elementary Education 19, no. 2 (January 2009): 153–62. http://dx.doi.org/10.20972/kjee.19.2.200901.153.

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WILSON, JANELLE L. "Elementary Education Majors’ Stories About Math: An Analysis of Students’ Mathematics Autobiographies." Issues and Ideas in Education 5, no. 1 (March 6, 2017): 25–37. http://dx.doi.org/10.15415/iie.2017.51002.

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Uhlirova, Martina. "Semantic space of elementary teacher attitudes towards computer teaching assistant." Global Journal of Information Technology: Emerging Technologies 8, no. 1 (April 27, 2018): 01–09. http://dx.doi.org/10.18844/gjit.v8i1.3334.

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Abstract This article is aimed at elementary teacher attitudes towards using educational technologies in education, especially in teaching elementary mathematics. The data used were collected by a questionnaire which was created on the principle of semantic differential. Basic statistical characteristics were calculated and a graph of the semantic space was plotted for all of the respondents participating in the study. In general, it is surprising that how differently teachers perceive the use of computers in education on the one hand, and the use of computers in teaching mathematics on the other. The results show that teachers are not convinced that it is meaningful to implement computers into primary mathematics education or that employing multimedia in teaching mathematics might bring educational benefits. Keywords: Mathematics, computer teaching assistant, education.

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Sanders, Susan E., Barbara Jaworski, Terry Wood, and Sandy Dawson. "Mathematics Teacher Education: Critical International Perspectives." Mathematical Gazette 84, no. 500 (July 2000): 337. http://dx.doi.org/10.2307/3621691.

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Harel, Guershon. "On teacher education programmes in mathematics." International Journal of Mathematical Education in Science and Technology 25, no. 1 (January 1994): 113–19. http://dx.doi.org/10.1080/0020739940250114.

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Artzt, Alice F. "Cooperative Learning in Mathematics Teacher Education." Mathematics Teacher 92, no. 1 (January 1999): 11–17. http://dx.doi.org/10.5951/mt.92.1.0011.

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How a cooperative–learning activity was used in a college mathematics–teacher–education course to enable preservice and in–service middle and high school mathematics teachers to experience, learn about, and reflect on the intricacies, complexities, and values of effective cooperative–learning strategies.

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Gumiero, Bárbara Silva, and Vinícius Pazuch. "Collaborative Work in Mathematics Teacher Education." Jornal Internacional de Estudos em Educação Matemática 12, no. 3 (March 4, 2020): 275–83. http://dx.doi.org/10.17921/2176-5634.2019v12n3p275-283.

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Collaborative work improves teacher education through the interaction between people, narrowing the distance between university and schools and between researchers and preservice or in-service teachers. This systematic literature review included works published in databases like Scielo, ERIC, PsycINFO, Web of Science, and MathEduc. In total, 12 papers were reviewed to identify which factors present in collaborative environments favor the formation of teaching processes in Mathematics Education. The results show that class planning, teaching practices, and knowledge production provide a contribution to mathematics teacher education. Keywords: Teacher Collaboration. Teacher Education. Mathematics Education. Systematic Review. Resumo O trabalho colaborativo potencializa a formação de professores por meio da interação entre pessoas, aproximando a universidade da escola e os pesquisadores dos professores em formação ou já atuantes. Esta revisão sistemática da literatura incluiu trabalhos publicados em bases de dados como Scielo, ERIC, PsycINFO, Web of Science e MathEduc. No total, 12 artigos foram revisados para identificar quais fatores presentes em ambientes colaborativos favorecem a constituição de processos formativos em Educação Matemática. Os resultados mostram que o planejamento de aulas, a prática docente e a produção de conhecimentos contribuem para a formação de professores de matemática. Palavras-chave: Colaboração entre Professores. Formação de Professores. Educação Matemática. Revisão Sistemática.

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Sullivan, Peter. "Publishing research on mathematics teacher education." Journal of Mathematics Teacher Education 11, no. 1 (December 28, 2007): 1–3. http://dx.doi.org/10.1007/s10857-007-9069-1.

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Strutchens, Marilyn, Jennifer Bay-Williams, Marta Civil, Kathryn Chval, Carol E. Malloy, Dorothy Y. White, Beatriz D’Ambrosio, and Robert Q. Berry. "Foregrounding equity in mathematics teacher education." Journal of Mathematics Teacher Education 15, no. 1 (December 24, 2011): 1–7. http://dx.doi.org/10.1007/s10857-011-9202-z.

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Kim, Min Kyeong, Janet M. Sharp, and Ann D. Thompson. "Effects of Integrating Problem Solving, Interactive Multimedia, and Constructivism in Teacher Education." Journal of Educational Computing Research 19, no. 1 (July 1998): 83–108. http://dx.doi.org/10.2190/tl44-5llg-wrfl-7ghk.

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Research on mathematics teacher education indicates that offering an appropriate constructivist-based teaching model of mathematics instruction to preservice elementary teachers enhances their teaching abilities and confidence in future teaching. The purpose of this study was to investigate preservice elementary teachers' decisions about teaching strategies and their attitudes toward mathematics and computer-related technologies in a constructivist-centered methods course which included the use of problem solving multimedia. The treatment consisted of six hours of multimedia-enhanced instruction over two weeks. This study focused on three mathematics education topics taught to each group of students: problem-solving, technology, and ratios/proportions. The results indicated that constructivist-based instruction using multimedia helped the participants develop more positive attitudes toward computer-related technologies and influenced their decisions to plan more constructivist-based teaching strategies than those participants in the comparison groups.

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Zaslavsky, Orit. "Mathematics-related tasks, teacher education, and teacher educators." Journal of Mathematics Teacher Education 10, no. 4-6 (December 2007): 433–40. http://dx.doi.org/10.1007/s10857-007-9060-x.

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Potari, Despina. "Mathematics teacher professional learning and teacher education practices." Journal of Mathematics Teacher Education 24, no. 3 (May 18, 2021): 227–30. http://dx.doi.org/10.1007/s10857-021-09501-8.

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Blank, Rolf K., and Pamela H. Espenshade. "50-State Analysis of Education Policies on Science and Mathematics." Educational Evaluation and Policy Analysis 10, no. 4 (December 1988): 315–24. http://dx.doi.org/10.3102/01623737010004315.

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The Council of Chief State School Officers began a project in 1986 to develop state indicators of the condition of science and mathematics education in elementary and secondary schools. Based on a 50-state survey, the following data summarize current state policies related to science and mathematics in three areas: (a) policies affecting the amount of instruction at elementary and secondary levels; (b) state requirements for the certification of science and math teachers and policy initiatives related to teacher certification; and (c) state testing programs in science and mathematics.

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Georges, Annie, Kathryn M. Borman, and Reginald S. Lee. "Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification." education policy analysis archives 18 (June 20, 2010): 13. http://dx.doi.org/10.14507/epaa.v18n13.2010.

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We analyzed the gap in mathematics standards, assessments and accountability, and teacher licensure and certification requirements in mathematics for elementary grades. We found states delineated mathematics academic standards in specific content areas. Licensure and certification requirements were weak indicators since they lacked the specificity of conceptual and procedural knowledge that could strengthen mathematics content knowledge and inform instructional practices. The most recent changes in licensure and certification requirements intended to affect teacher quality are not reaching a large proportion of elementary teachers; thus, their overall impact on teacher quality is likely to be limited. We discuss policy strategies for licensure and certification requirements likely to have a broader reach in addressing teacher quality at the elementary grades.

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Wijayanti, Rina, and Dyah Ayu Sulistyaning Cipta. "FACTORS THAT INFLUENCE THE SUCCESS OF CONCEPTUAL CHANGE MODEL (CCM) ON COURSE LEARNING OF MATHEMATICS ELEMENTARY." Mathematics Education Journal 2, no. 1 (May 14, 2018): 38. http://dx.doi.org/10.22219/mej.v2i1.5793.

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The Course of Mathematics Elementary School is a course intended toprepare university students to become a math teacher in elementary school.The material in Mathematics Study of Elementary School is Integer andFractional. This case study get in Institute of Teacher Education andEducational Science of Budi Utomo Malang. The author teach this materialwith the Conceptual Change Model. Next we want to know the factors thataffect Conceptual Change Model. The sample was taken from 45 students ofMathematics Education and obtained the conclusion of Process ofconceptual changes variable, Cognitive Conflict and Knowledge of the pasthave significant effect on CCM success in elementary mathematics study, itis proved from the value of p value of the three consecutive variables (0.00;0.001 ; 0.034) these three values are <0.05 (5% error rate / alpha).

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Blömeke, Sigrid, Anja Felbrich, Christiane Müller, Gabriele Kaiser, and Rainer Lehmann. "Effectiveness of teacher education." ZDM 40, no. 5 (June 24, 2008): 719–34. http://dx.doi.org/10.1007/s11858-008-0096-x.

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Trisniawati, Mahmudah Titi Muanifah, Nelly Rhosyida, Sri Adi Widodo, and Martalia Ardiyaningrum. "Exploration towards attitude of students in elementary school teacher education in mathematics learning." Journal of Physics: Conference Series 1315 (October 2019): 012033. http://dx.doi.org/10.1088/1742-6596/1315/1/012033.

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Jansen, Amanda, Heather R. Gallivan, and Emily Miller. "Early-career teachers’ instructional visions for mathematics teaching: impact of elementary teacher education." Journal of Mathematics Teacher Education 23, no. 2 (November 2, 2018): 183–207. http://dx.doi.org/10.1007/s10857-018-9419-1.

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Muanifah, M. T., N. Rhosyida, T. Trisniawati, R. Anggraheni, N. Maghfiroh, A. Kurniasih, and H. Sa’diyah. "Reciprocal teaching approach towards mathematics learning outcome of elementary school teacher education students." Journal of Physics: Conference Series 1987, no. 1 (July 1, 2021): 012028. http://dx.doi.org/10.1088/1742-6596/1987/1/012028.

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Ersanli, Ceylan Yangin. "Identifying the English language learning needs of prospective mathematics teachers in elementary education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 3 (October 15, 2017): 39–45. http://dx.doi.org/10.18844/prosoc.v4i3.2514.

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da Ponte, João Pedro. "Lesson studies in initial mathematics teacher education." International Journal for Lesson and Learning Studies 6, no. 2 (April 10, 2017): 169–81. http://dx.doi.org/10.1108/ijlls-08-2016-0021.

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Purpose The purpose of this paper is to review the research concerning the use of lesson studies in the education of secondary school prospective mathematics teachers. It discusses the adaptations made on the designs, the aims and outcomes established, the processes used, and the needed improvements in the experiences reported so far. Design/methodology/approach The scientific studies reviewed were identified in a Google search, using the key words “lesson study”, “mathematics”, and “secondary.” The identified material was recorded in a database and the themes for the analysis cover the planning, execution, and reflection phases of a formative process. Findings The paper identifies the several pending issues regarding the use of lesson studies in prospective teacher education such as defining the aims, establishing the relationships among participants, scaling, and adapting lesson studies for the particular purpose of educating future teachers. Research limitations/implications At a practical level, this review suggests that lesson studies in pre-service teacher education must have a clear formative aim. It also shows that many formats are possible and must be chosen according to the specific conditions. In addition, it suggests the need for research regarding the definition of the aims, the working relationships established among participants, the problem of scale, and the problem of adaptation or simplification. Originality/value The paper identifies the key issues in the design of lesson studies in initial teacher education. It argues that besides signaling the positive outcomes, more critical (or self-critical) investigations are needed, e.g. using external researchers as “critical friends”, which address their difficulties, limitations, and drawbacks in a more thorough way.

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Meneguete, Hemilyn da Silva, Nathália Hernandes Turke, and Marinez Meneghello Passos. "EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS." Revista Prática Docente 6, no. 2 (August 31, 2021): e051. http://dx.doi.org/10.23926/rpd.2021.v6.n2.e051.id1069.

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This research started from the guiding questions: What are the difficulties encountered by teachers of the initial years of Elementary School in the face of the subject of mathematics? How can these difficulties be overcome? Thus, the research aimed to identify the difficulties encountered by teachers in the initial years of Elementary School in relation to the discipline of mathematics, highlighting how they were overcome. The data was collected through the application of a questionnaire to 07 teachers working in the initial years of Elementary School, and was analyzed through Content Analysis. Three categories emerged: (C1) Reports of personal experiences in relation to the subject of mathematics; (C2) Overcoming difficulties in mathematics; (C3) Academic suggestions for teacher education. From the results found, it was noted that in-service education, the exchange of experiences and the availability of materials that address mathematical content are factors that directly affect overcoming the difficulties with the subject.

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Yaşar, Beril Nisa. "Teacher Candidates’ Gender Role Attitudes: Case of Adıyaman University." Kadın/Woman 2000, Journal for Women's Studies 19, no. 1 (May 10, 2017): 101–13. http://dx.doi.org/10.33831/jws.v19i1.272.

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The aim of this study is to determine gender role attitudes of fourth-grade students using descriptive and cross-sectional analysis by applying a questionnaire and Gender Roles Attitude Scale developed by Zeyneloglu and Terzioglu. Participants used in the study are made up of 187 fourthgrade students at the Department of Elementary Education (namely Primary School Teacher Education, Elementary Mathematics Teacher Education, Social Sciences Teacher Education, and Science Teacher Education). The results reveal the egalitarian attitudes among students for the sub-dimensions named egalitarian gender role (mean score: 29.05), female gender role (mean score: 24.37), marriage gender role (mean score: 19.67), traditional gender role (mean score: 23.41) and male gender role (mean score 17.24). Average and median Gender Roles Attitude Scale scores of respondent students were found to differ according to the type of department, the high school that they graduated from, and the person effective in choosing the department of students.

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Oliveira, Hélia, Irene Polo Blanco, and Ana Henriques. "EXPLORING PROSPECTIVE ELEMENTARY MATHEMATICS TEACHERS’ KNOWLEDGE: A FOCUS ON FUNCTIONAL THINKING." Journal on Mathematics Education 12, no. 2 (April 12, 2021): 257–78. http://dx.doi.org/10.22342/jme.12.2.13745.257-278.

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The importance of students being acquainted with algebraic ideas before secondary education has been revealed in the research literature. It is therefore essential that prospective elementary teachers (PTs) be prepared to instill an early algebra perspective in their teaching. However, PTs often show difficulties in algebra content knowledge, which need to be diagnosed aiming to assist them in developing the required knowledge to teach according to that perspective. This study aims to understand what aspects of functional thinking Spanish and Portuguese elementary PTs exhibit at the beginning of their teacher education program. The findings show that although PTs from both countries use different strategies to generalize functional relationships, the occurrence of successful strategies is low. Also, most participants provide local approaches in their interpretation of relationships between variables and reveal difficulties in understanding and connecting different representations of functions. These difficulties show that PTs lack important knowledge about functional thinking. By providing a framework concerning the functional thinking required for PTs to teach within an early algebra perspective, we shed light on a necessary step for teacher education programs to diagnose PTs’ functional thinking and to assist them in developing the needed mathematical knowledge to teach accordingly.

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