Relevant bibliographies by topics / Mathematics Educational technology. Mathematics Mathematics teachers

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Academic literature on the topic 'Mathematics Educational technology. Mathematics Mathematics teachers'

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

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Journal articles on the topic "Mathematics Educational technology. Mathematics Mathematics teachers"

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Yıldırım, Bekir, and Sabri Sidekli. "STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES." Journal of Baltic Science Education 17, no. 2 (April 25, 2018): 200–214. http://dx.doi.org/10.33225/jbse/18.17.200.

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The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. Key words: science, technology, engineering, mathematics education, mathematics pre-service teacher.
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Rudik, Anna. "INNOVATIVE TECHNOLOGIES OF COMPETENCE ORIENTED TRAINING OF FUTURE TEACHERS OF MATHEMATICS FOR TECHNOLOGY IN THE CONDITIONS IN PROFILE SCHOOL." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 226–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-226-229.

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In the article the substantiation of selection of innovative pedagogical technologies and application for competence-oriented preparation of future teachers of mathematics for technologicalization of educational process in the conditions of profile school is carried out. Innovative educational and information technologies are analyzed, which comprehensively contribute to the formation of professional readiness of future mathematics teachers to the technologicalization of the educational process in the profile school in the system of professional training in higher education institutions. Promising innovative pedagogical, educational and information technologies that acquire further relevance in the educational environment are identified. It is proved that the introduction of training courses for future mathematics teachers on the use of innovative educational technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments and mathematical statistics. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologize the educational process in a specialized school. The introduction of training courses for future mathematics teachers on the use of innovative educational and information technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments in specialized schools. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologicalize the educational process in a specialized school.
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Shyshenko, Inna, Yaroslav Chkana, and Olena Martynenko. "PROSPECTS OF THE MOBILE APPLICATIONS USE IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 444–49. http://dx.doi.org/10.24144/2524-0609.2021.48.444-449.

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The relevance of the problem under consideration. The use of modern developments in the field of mobile digital technologies will intensify the process of teaching professional disciplines in the system of pedagogical education of future teachers of mathematics, which encourages the study of the specifics of using mobile applications in the training of future teachers of mathematics. The purpose of the study is to reveal the possibilities of introducing mobile applications in the process of teaching mathematical disciplines to future mathematics teachers. Research methods. Theoretical (analysis, systematization and generalization of pedagogical and psychological research, curricula for future teachers of mathematics) and empirical (pedagogical observation of the educational process, questionnaires) methods. Results of the research. By mobile learning we mean the process of creating a mobile educational environment with the use of mobile technologies for access to educational resources, implemented in face-to-face and distance forms. Active use of mobile educational applications leads to changes in the content of education, learning technology and in the relations between the participants of the educational process, allows to individualize learning, make it more adequate to the abilities of students. According to the survey results, the least attention in the study of mathematical disciplines is paid to applied mobile applications for mathematical calculations, but specialized programs and applications installed on mobile devices make them real assistants to teachers of mathematical disciplines and students of mathematical specialties. Our survey shows that the mobile application PhotoMath is the most popular among students when studying mathematical disciplines. We analyzed the possibilities of using the mobile application PhotoMath in the study of mathematical analysis by students of pedagogical universities.
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Hangül, Tuğba, and Ozlem Cezikturk. "A practice for using Geogebra of pre-service mathematics teachers’ mathematical thinking process." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (July 2, 2020): 102–16. http://dx.doi.org/10.18844/prosoc.v7i1.4872.

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We aim to examine the pre-service mathematics teachers' mathematical problem-solving processes by using dynamic geometry software and to determine their evaluations based on experiences in this process. The design is document analysis, one of the qualitative research approaches. In the fall semester of the 2019–2020 academic year, a three-problem task was carried out in a classroom environment where everyone could use geogebra individually. A total of 65 pre-service mathematics teachers enrolled in the course of educational technology. This task includes questions that they would use, their knowledge of basic geometric concepts to construct geometrical relations and evaluations related to this process. Besides the activity papers of the prospective teachers, geogebra files were also examined. The result is pre-service mathematics teachers who are thought to have a certain level of mathematical background are found to have incorrect/incomplete information even in the most basic geometric concepts and difficulties with regard to generalisation. Keywords: Dynamic geometry, geogebra, instructional technologies, mathematical thinking, teacher education.
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Mohamed, Siti Rosiah, Teoh Sian Hoon, Mohammad Mubarrak Mohd Yusof, Nor Syazwani Mohd Rasid, and Ainun Hafizah Mohd. "Mathematics Learning Community: A Case Study." Asian Journal of University Education 17, no. 2 (June 6, 2021): 252. http://dx.doi.org/10.24191/ajue.v17i2.13406.

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Abstract: The desire to equip students with 21st-century skills has prompted teachers to find alternative ways to promote real learning of mathematics. One of these ways includes building communities of best practices, with the collaborative efforts of parents. This study aims to investigate how mathematics teaching communities develop mathematical knowledge and skills in students. This study interviewed four teachers for insights into their teaching practices, specifically, how they built a learning community to foster the learning of mathematics. The findings showed that the teachers, working with parents, provided substantial support to develop students’ knowledge of mathematics and 21st-century skills, such as life skills. This study shows how mathematical knowledge and skills can be developed within a community with little access to advanced technology and how students can be supported to acquire life-long learning skills. Keywords: Community, Mathematics, Parents, Teachers.
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Bishara, Saied. "The cultivation of self-directed learning in teaching mathematics." World Journal on Educational Technology: Current Issues 13, no. 1 (January 30, 2021): 82–95. http://dx.doi.org/10.18844/wjet.v13i1.5401.

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This study examined students’ ability to learn mathematics in a self-directed teaching environment. One of the main goals of the educational system is to nurture independent learners who can grow up to be inquisitive, critical, creative, and capable of piloting their own learning. This implies making a change in the way the role of the mathematics teacher is perceived in that the teacher must now become a mentor who supports and mediates learning, enabling students to construct a knowledge base of rules and methods in mathematics and acquire and experience ways of thinking that enable them to construct this knowledge.This qualitative study is based on interviews with four ninth-grade mathematics teachers and on in-class observations of teaching styles and teacher-student interactions. Our findings show that applying self-directed learning methods in class based on a constructivist approach to teach mathematics is an important factor in developing students’ creativity and thinking. These findings suggest that developing this model of teaching should be recommended to teachers. Accordingly, this study also proposes a model for staff development programs that foster self-directed learning in mathematics. The model proposes that increasing teachers’ awareness of their teaching process and training them to prepare learners to cope effectively with unfamiliar mathematical problems are goals to include in teacher training. This model of teaching may have far-reaching effects in pedagogy, e.g.: reducing drop-out numbers, improving achievements, and improving social interactions.Key words: constructivist approach, fostering thinking, self-directed learning, teaching mathematics.
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Wilson, P. Holt, Hollylynne Stohl Lee, and Karen F. Hollebrands. "Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work With Technology." Journal for Research in Mathematics Education 42, no. 1 (January 2011): 39–64. http://dx.doi.org/10.5951/jresematheduc.42.1.0039.

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This study investigated the processes used by prospective mathematics teachers as they examined middle-school students' work solving statistical problems using a computer software program. Students' work on the tasks was captured in a videocase used by prospective teachers enrolled in a mathematics education course focused on teaching secondary mathematics with technology. The researchers developed a model for characterizing prospective teachers' attention to students' work and actions and interpretations of students' mathematical thinking. The model facilitated the identification of four categories: describing, comparing, inferring, and restructuring. Ways in which the model may be used by other researchers and implications for the design of pedagogical tasks for prospective teachers are discussed.
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Semenikhina, Olena, and Volodymyr Proshkin. "APPLICATION OF COMPUTER MATHEMATICAL TOOLS IN PROFESSIONAL PREPARATION OF FUTURE TEACHERS OF MATHEMATICS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 4 (2018): 60–73. http://dx.doi.org/10.28925/2414-0325.2018.4.6073.

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The article deals with the problem of improving the quality of the future teacher of mathematics by means of information technologies. There are two classes of software tools of mathematical direction such as 1) systems of computer mathematics which use traditional notation and methods of writing formulas (Maple, MatLab, Maxima, etc.), these systems are particularly effective in solving various applications, primarily mathematical modeling tasks in science and technology; 2) programs of dynamic mathematics which provide the possibility of dynamic changes of the original mathematical design, the study of the set of its numerical characteristics or their relations in dynamics (GeoGebra, Cabri, Mathkit, and the like). It is established that under the programs of dynamic mathematics it is necessary to understand the means of computer visualization of mathematical knowledge, which provide dynamic operation of various mathematical objects and the possibility of operative obtaining information about their properties. The term "computer mathematical tool" is specified as a virtual mechanism or algorithm of a computer program, or the program itself, which is used to create or study mathematical objects or their components through the numerical and geometric characteristics of the objects themselves. The methodical features of the use of computer mathematical tools have been distinguished: the possibility of dynamic changes in the drawing and observation of the trajectories of individual points opens the way for organizing the experimental and creative activity of all participants in the educational process; the ability to pre-install the tools or to expand the toolkit that simplifies the process of building or limiting tools; the computer frees the teacher from a debilitating check of the construction, and so on. The results of the experiment related to the study of the influence of the programs of dynamic mathematics on the level of academic students’ achievements have been presented. The positive influence of the use of dynamic mathematics programs and the corresponding mathematical tools on the level of mathematical preparation of schoolchildren has been proved. The necessity of preparing the future teacher of mathematics for using this tool in the process of professional activity has been indicated. The requirements of the standard of pedagogical education, the needs of school maths in the main school and the distribution of computer tools within the framework of training a modern mathematics teacher have been specified.
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Park, Mi-Hwa, Dimiter M. Dimitrov, Lynn G. Patterson, and Do-Yong Park. "Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics." Journal of Early Childhood Research 15, no. 3 (January 13, 2016): 275–91. http://dx.doi.org/10.1177/1476718x15614040.

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The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent classes of teachers, not known a priori, with significant differences in levels of teachers’ beliefs about readiness to teach science, technology, engineering, and mathematics. The teachers’ teaching experience and their awareness of the importance of science, technology, engineering, and mathematics and potential challenges in teaching science, technology, engineering, and mathematics played a differential role in the classification of teachers into latent classes. In addition, the analysis of two open-ended survey questions revealed several themes in the early childhood teachers’ opinions about early childhood science, technology, engineering, and mathematics education. Study findings support the necessity for professional development practices that will enhance teachers’ understanding of the importance of early childhood science, technology, engineering, and mathematics education, as well as their knowledge of science, technology, engineering, and mathematics disciplines and potential challenges of teaching science, technology, engineering, and mathematics.
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Ruthven, Kenneth. "Advanced calculators and advanced-level mathematics." Mathematical Gazette 75, no. 471 (March 1991): 48–54. http://dx.doi.org/10.2307/s0025557200230696.

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In July 1988, six small groups of teachers, from Bury, Essex, East Sussex, Leicestershire, Northamptonshire and Suffolk, met together to launch the Graphic Calculators in Mathematics project, sponsored by the National Council for Educational Technology. Each group was locally coordinated by an adviser or advisory teacher, while I was on 0.2 secondment to act as national coordinator of the project. Over the following two years, the project teachers worked with classes of students who had permanent access to graphic calculators throughout their advanced-level mathematics courses. Rather than following any prescribed programme of calculator activities, the teachers were free to plan the work of their classes within the normal syllabus constraints, meeting together from time to time to exchange ideas and review progress. In this article, I want to draw on experience from this project to discuss two major issues that new technology raises for advanced-level mathematics.
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Dissertations / Theses on the topic "Mathematics Educational technology. Mathematics Mathematics teachers"

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Burrell, Sandra Charlene. "Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.

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The problem at a local science, technology, engineering, mathematics (STEM) charter high school in this study, was that non-STEM teachers lacked the self-efficacy and background knowledge to integrate mathematics into their content-specific instructional activities. The goal of this study was to explore non-STEM teachers' self-efficacy for integrating mathematics across the STEM charter high school's curriculum. The conceptual framework of self-efficacy informed the study. A case study research design was chosen to develop an in-depth understanding of the problem. . Twelve of the 16 local school's non-STEM teachers agreed to participate in the study. Personal interviews were conducted to access non-STEM teachers' perspectives about mathematics integration, the challenges they encounter with meeting this requirement, and the strategies and resources needed to assist them with integrating mathematics into their disciplines. Data analysis consisted of coding and thematic analysis which revealed patterns related to the need for increasing teachers' self-efficacy for integrating mathematics into their instruction. Findings indicated a need for a professional development training project that provided course-specific examples of integrating mathematics into other content areas and increased collaboration between non-STEM and STEM teachers to plan and implement interdisciplinary lessons that include mathematics applications. Positive social change might occur as teachers who feel comfortable with STEM content across the curricula will be better able to meet the needs of all students and students who graduate with STEM capability will be well prepared for college and career paths.
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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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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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Uzan, Erol. "Secondary Mathematics Pre-Service Teachers' Processes of Selection and Integration of Technology." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690455.

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This study investigated secondary mathematics pre-service teachers’ (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods course. Data sources included technology portfolios submitted as a requirement in the methods course and semi-structured interviews. The types of digital technologies were classified either conveyance technologies which are used to convey information or cognitive technologies which enable users to perform mathematical actions and receive immediate feedback (Dick & Hollebrand, 2011). Each task in these lesson plans was evaluated by using the Task Analysis Guide (Stein, Smith, Henningsen, & Silver, 2009). Finally, the intended way of technology use was identified whether as amplifier which enables students to accomplish a task more efficiently and accurately or as recognizer which transforms students’ actions and enables them to reorganize their thinking (Pea, 1985).

The findings indicated that the PSTs’ technology knowledge was limited in terms of the content. It was clear that these PSTs’ technology knowledge, the capability of technology, ease of use, availability of technology in the context, students’ familiarity with technology, and appropriateness of technology to meet the learning objectives were the most important factors influencing their technology selection and integration. Furthermore, the findings exhibited that the PSTs preferred to build their lesson around with a high cognitive level tasks which were either doing mathematics or procedures with connections and their intended way of technology use in these tasks was identified as either an amplifier or a reorganizer. In general, the findings also revealed that when the level of cognitive demand of the selected task was doing mathematics, the intended way of the technology use in these tasks were as reorganizer.

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DeBiase, Kirstie. "Teacher preparation in science, technology, engineering, and mathematics instruction." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.

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The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.

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Terry, Candace Pearl. "Secondary Mathematics Teachers' Pedagogy through the Tool of Computer Algebra Systems." Thesis, Middle Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839220.

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Computer algebra systems (CAS) have been available for over 20 years and yet minimal CAS-rich opportunities present themselves formally to high school students. CAS tools have become readily accessible through free or inexpensive versions. Educators are emboldened to integrate essential mathematical tools in the reasoning and sense making of mathematical knowledge for students. It is the teacher that is at the heart of technology instruction, creating authentic environments for all learners.

This study investigated two secondary teachers pedagogy in classes that exploited CAS in the development of mathematical knowledge. A qualitative within-site case study design was used to explore each teacher’s instructional practices. Teachers that exemplified qualities of CAS-infused instruction were purposively selected. Rich descriptive lesson vignettes as captured from classroom observations, written reflections, and interviews revealed participants’ pedagogy. The pedagogical map framework guided the identification of participant pedagogical affordances of the utilization of CAS. Eight opportunities were observed as exploited by the participants that included subject level adjustments; classroom interpersonal dynamics with students; and mathematical tasks. Data revealed several emergent themes in operation as the teacher participants oriented their mathematics instruction: viewing CAS as a mathematical consultant, verifying answers, applying multiple representations, regulating access, providing guidance, and outsourcing procedures. The components interlock with one another to form a cohesive depiction of pedagogical decisions in the presence of CAS-rich classroom instruction. The schema of CAS-oriented instruction serves as a methodology for educators to create opportunities that enrich the development of mathematical content knowledge.

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Speller, Sandra. "Mathematics Teacher’s Experience with Flipped Learning: A Phenomenographic Approach." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449855833.

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Kautz, Jaime N. "A Study of Middle-School Mathematics Teachers’ Colloquial Evaluations of Digital Mathematics Resources: The Measures Used to Evaluate Digital Mathematics Resource Quality and the Influence of a Formal Evaluation Rubric." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587640460466024.

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Huzzie-Brown, Annette. "Beliefs vs Behavior of Elementary Teachers Integrating Technology in Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4733.

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Many elementary students struggle to meet expectations on mathematics assessments despite an increase in science, technology, engineering, and math instructional strategies. The purpose of this qualitative case study was to explore elementary math teachers' technology integration self-efficacy, their level of technology adoption, and their actual technology integration behavior. The conceptual framework used in this study included Bandura's social cognitive theory, which is often used in the investigation of self-efficacy. Additionally, the International Society for Technology Education Classroom Tool, which is in alignment with the National Educational Standards for Teachers, was used to gauge the level of technology integration in the classroom. Nine volunteer teachers in Grades 3-5 participated in surveys, observations, and follow-up interviews. Data were analyzed using open coding to identify themes and patterns. The findings from this study indicated that the teachers' perceptions were positive as they believed technology could have positive implications for the teaching and learning process. However, findings also indicated that not all the teachers in the study felt confident with using technology in their practice. These teachers indicated that there was a need for onsite support, peer mentoring and professional development geared towards effectively aligning content, pedagogy, and technology. The information from this study may add more to the body of knowledge on information and communications technologies adoption and integration. The social change potential in this study is that through confident teachers in mathematics, and technology integration, students may improve their skills to be competitive for employment and opportunities in a global marketplace.
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Player-Koro, Catarina. "Reproducing Traditional Discourses of Teaching and Learning Mathematics : Studies of Mathematics and ICT in Teaching and Teacher Education." Doctoral thesis, Högskolan i Borås, Institutionen för Pedagogik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3622.

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This thesis is primarily concerned with the effects of education for future teachers in the context of the Swedish teacher training (Government Bill 1999/2000:135 2000). It belongs to a theoretical tradition in which the education system is viewed as a key factor in cultural production and reproduction in educational practices through symbolic control (Apple 2009; Ball 2006; Bernstein 2000, 2003). Symbolic control defines how forms of social interaction affect what is possible to think, say and do in different situations. The thesis is focused specifically on student mathematics teachers learning to become teachers of mathematics. It has a particular focus on the materials used in this, the meanings given to these materials and the identities produced through the possible embodiment of these meanings. The use of different educational technologies, including in particular ICT, has been of special interest. It aims therefore to understand both how mathematical discourses are produced and reproduced in teacher education and how this colours student teachers’ views on mathematics and their professional identity (Bernstein 2000, 2003; Valero 2007). The main outcomes of my thesis are that through the way that mathematics is taught and learned, mathematics teacher education in practice reproduces traditional ways of teaching and learning. This in that mathematics instruction is built around a ritualized practice based on the ability to solve exercises related to an examined-textbook-based content. ICT use in this context is not transformative. Rather it seems as if teaching and learning with digital technology operate as a relay in the reproduction of traditional forms of education practice. This is contrary to the intentions to renew and revitalise mathematics education and the thesis thus suggests that there is a need to scrutinize the way new technology is formulated in official discourses and appropriated in educational work. Two other things are also noteworthy in the thesis findings. The first is an increased emphasis on formal subject content through recent policy developments. This re-emphasis reaffirms the value of authoritative subject studies content as the central and most important component in the professional knowledge base. On the basis of the finding from the thesis the logic of the reform may be questioned. Also important is the ICT discourse that is constituted in wider society by selected agents. In this discourse digital technology often in many ways defines (post)modern society and the position it and education have as a driving force toward economic competitiveness. An alternative, more reflexive and critical approach where questions about technology uses in education are emphasized is suggested as necessary.
Disputationen äger rum fredagen den 4 maj 2012, kl. 13.15, Sal Gamma, Hus Svea, IT Fakulteten, Forskningsgången 4, Lindholmen
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Adabor, James Kofi. "An Investigation into Elementary School Teachers' and High School Mathematics Teachers' Attitudes Towards the Use of Calculators in Mathematics Instruction and Learning: A Study of Selected Schools in Ghana." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210367584.

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Books on the topic "Mathematics Educational technology. Mathematics Mathematics teachers"

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Deters, Pasley Joan, ed. Mathematics and science for a change: How to design, implement, and sustain high-quality professional development. Portsmouth, NH: Heinemann, 2009.

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International Congress on Mathematical Education (6th 1988 Budapest, Hungary). The mathematics curriculum: Towards the year 2000, content, technology, teachers, dynamics : collected papers on this theme from the 6th International Congress on Mathematical Education, Budapest, Hungary, 1988. Perth, Western Australia: Curtin University of Technology, 1989.

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Ottevanger, Wout. Developing science, mathematics, and ICT education in Sub-Saharan Africa: Patterns and promising practices. Washington, D.C: World Bank, Africa Region, Human Development Dept., 2007.

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Audet, Richard H. Standards in the classroom: An implementation guide for teachers of science and mathematics. Thousand Oaks, Calif: Corwin Press, 2003.

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Audet, Richard H. Standards in the classroom: An implementation guide for teachers of science and mathematics. Thousand Oaks, Calif: Corwin Press, 2003.

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I︠A︡shchenko, I. V. Invitation to a mathematical festival. Berkeley, California: Mathematical Sciences Research Institute, 2013.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Education and Early Childhood Development. Protecting America's Competitive Edge Act (S. 2198): Helping K-12 students learn math and science better : hearing before the Subcommittee on Education and Early Childhood Development of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Ninth Congress, second session, on examining S. 2198, to ensure the United States successfully competes in the 21st century global economy, focusing on efforts to improve math and science and technology education, March 1, 2006. Washington: U.S. G.P.O., 2006.

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IFIP TC3/WG3.1 Working Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and the Curriculum (1997 Grenoble, France). Information and communication technologies in school mathematics: IFIP TC3 / WG3.1 Working Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and the Curriculum, 26-31 October 1997, Grenoble, France. London: Chapman & Hall, 1998.

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United States. Congress. House. Committee on Science, Space, and Technology (2011). Subcommittee on Research and Science Education. STEM in action: Transferring knowledge from the workplace to the classroom : hearing before the Subcommittee on Research and Science Education, Committee on Science, Space, and Technology, House of Representatives, One Hundred Twelfth Congress, first session, Thursday, November 3, 2011. Washington: U.S. G.P.O., 2011.

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William, Louden, ed. Teachers' learning: Stories of science education. Dordrecht: Kluwer Academic Publishers, 2000.

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Book chapters on the topic "Mathematics Educational technology. Mathematics Mathematics teachers"

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Portaankorva-Koivisto, Päivi. "Mathematics Student Teachers’ Metaphors for Technology in Teaching Mathematics." In Views and Beliefs in Mathematics Education, 145–57. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_12.

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Flores, Alfinio, Jungeun Park, and Stephen A. Bernhardt. "Interactive Technology to Foster Creativity in Future Mathematics Teachers." In Creativity and Technology in Mathematics Education, 149–80. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72381-5_6.

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Hodgson, Bernard R. "The roles and needs of mathematics teachers using IT." In Integrating Information Technology into Education, 27–37. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_4.

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Zazkis, Rina. "Technology in Mathematics Teacher Education on Trust and Pitfalls." In STEM Teachers and Teaching in the Digital Era, 243–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29396-3_13.

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Milner-Bolotin, Marina. "Nurturing Creativity in Future Mathematics Teachers Through Embracing Technology and Failure." In Creativity and Technology in Mathematics Education, 251–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72381-5_10.

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Yeo, Joseph B. W. "Use of Technology by Experienced and Competent Mathematics Teachers in Singapore Secondary Schools." In Mathematics Education – An Asian Perspective, 303–16. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_15.

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Erens, Ralf, and Andreas Eichler. "Role of Technology in Calculus Teaching: Beliefs of Novice Secondary Teachers." In Views and Beliefs in Mathematics Education, 221–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01273-1_20.

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Watson, Ginger S., and Mary C. Enderson. "Preparing Teachers to Use Excelets: Developing Creative Modeling Experiences for Secondary Mathematics Students." In Creativity and Technology in Mathematics Education, 203–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72381-5_8.

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Erens, Ralf, and Andreas Eichler. "The Use of Technology in Calculus Classrooms – Beliefs of High School Teachers." In Views and Beliefs in Mathematics Education, 133–44. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_11.

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Klinger, Marcel, Daniel Thurm, Christos Itsios, and Joyce Peters-Dasdemir. "Technology-Related Beliefs and the Mathematics Classroom: Development of a Measurement Instrument for Pre-Service and In-Service Teachers." In Views and Beliefs in Mathematics Education, 233–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01273-1_21.

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Conference papers on the topic "Mathematics Educational technology. Mathematics Mathematics teachers"

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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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Eugênio, Robson, Carlos Monteiro, Liliane Carvalho, José Roberto Costa Jr., and Karen François. "MATHEMATICS TEACHERS LEARNING ABOUT PROBABILITY LITERACY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0272.

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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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Ruan, Kapp, and Gert Stols. "MATHEMATICS TEACHERS’ INTEGRATION OF TECHNOLOGY IN THEIR CLASSROOMS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1734.

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Li, Shufeng. "Analysis on the Influence of High School Mathematics Course Reform on College Mathematics Teachers." In 2015 International Conference on Education Technology and Economic Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.34.

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Febrian, Febrian, and Puji Astuti. "Mathematics Teachers in Using Technology: Is It as Expected?" In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.185.

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Henriques, Ana, and Luis Gutiérrez-Fallas. "PROSPECTIVE MATHEMATICS TEACHERS’ BELIEFS AND TPACK FOR TEACHING STATISTICS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1666.

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Raveh, Ira, and Yael Furman Shaharabani. "FROM ENGINEERS TO MATHEMATICS TEACHERS: REASONS FOR CAREER CHANGE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1129.

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He, Ning, Xu Yang, Hai Zhang, Yining Wang, and Zhe Wang. "Structure of TKPCK of Mathematics Teachers in Junior Middle Schools in China." In 2017 International Conference of Educational Innovation through Technology (EITT). IEEE, 2017. http://dx.doi.org/10.1109/eitt.2017.70.

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Bártek, Květoslav, David Nocar, and Jan Wossala. "ICT TRAINING OF MATHEMATICS TEACHERS IN THE CONTEXT OF THEIR CURRENT EDUCATIONAL NEEDS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1081.

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Reports on the topic "Mathematics Educational technology. Mathematics Mathematics teachers"

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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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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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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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