Relevant bibliographies by topics / Mathematics teachers

Contents

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

Academic literature on the topic 'Mathematics teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Mathematics teachers"

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

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

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

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This paper describes how mathematic teacher’s content knowledge informs teachers’ pedagogical content knowledge in the use learner-centred approaches and decision when teaching mathematics. Two trained mathematics teachers in the use of learner-centred approaches who were teaching mathematics at ordinary secondary school level in Tanzania were involved. Data was collected through classroom observation, video recording of classroom events and teacher’s self-reflections. Thematic analysis procedure both at conceptual and manifest level was employed. The findings indicated that, teacher’s weak kn
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ÜNVEREN BİLGİÇ, Emine Nur, and Ayşe Zeynep AZAK. "Mathematics Teachers’ Views on Mathematical Thinking." Journal of Computer and Education Research 7, no. 13 (2019): 109–19. http://dx.doi.org/10.18009/jcer.531911.

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

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

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

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The study was aimed at comparison mathematics teacher’s dispositions at secondary level. The research was conducted to distinguish the difference of disposition among teachers on male and female basis as well as on their academic qualification base. One hundred and twenty teachers who were teaching mathematics at secondary level were selected. Data were gathered through stratified sampling technique by administering the questionnaire. The results indicated a statistical difference exist among mathematics teachers on gender basis and also with respect to their qualifications as well within grou
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Growney, JoAnne. "Mathematics Teachers." Mathematics Magazine 70, no. 4 (1997): 272. http://dx.doi.org/10.2307/2690863.

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

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Indriyani, Liza, Rahmah Johar, Cut Morina Zubainur, and Hannah-Charis O. Walker. "Characteristic of Video Clips of Preservice Mathematics Teachers’ Ability to Notice." Jurnal Didaktik Matematika 11, no. 1 (2024): 88–103. http://dx.doi.org/10.24815/jdm.v11i1.34138.

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Noticing is the teacher's ability to pay attention to critical moments during learning. The noticing ability of preservice mathematics teachers can be trained by watching video recordings of teaching practices. However, there are limited video clips that can be used as teaching materials to develop the noticing abilities of preservice mathematics teachers. Therefore, this study aims to identify the characteristic of preservice mathematics teacher’s ability to notice. Video clips consist of a series of significant moments to observe. This research used a survey of moments in video recordings of
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Dissertations / Theses on the topic "Mathematics teachers"

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Lehmann, Jane Nedine. "Reading mathematics: Mathematics teachers' beliefs and practices." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186198.

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This study explores the relationship between university mathematics teachers' beliefs about the nature of reading mathematics and their practices regarding reading mathematics. It is a response to the calls for reform in mathematics education, particularly to the assertion made by the National Council of Teachers of Mathematics in 1989 that not all students can read mathematical exposition effectively and that all students need instruction in how to read mathematics textbooks. It presupposes a collaboration between reading and mathematics teachers to help students learn to read mathematics. Th
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Bickmore-Brand, Jennie. "Teachers of mathematics teach mathematics differently : a case study of two teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/893.

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This thesis investigates the different approaches adopted by two teachers for teaching mathematical content at the upper primary level of education. Questions have been raised by researchers about the impact teachers' philosophical background may have on their perception of how mathematics should be taught. Similarly questions have been asked about the role of content in mathematics education in relation to the process of education. The two teachers held different beliefs about what they were doing when they were teaching mathematics and why they were teaching that way. Their methodological em
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Bakkaloglu, Ezgi. "Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608937/index.pdf.

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This study analyzes the preservice elementary mathematics teachers&rsquo<br>self efficacy beliefs and outcome expectancies about using manipulatives and investigates whether, or not, university and gender differences have any significant effect on their self efficacy and outcome expectancies. In mathematics education, students&rsquo<br>conceptions about abstract mathematical ideas and being able to convert them into concrete ideas are very important. For this reason, it is very beneficial to use manipulative materials in the mathematics lessons. However, most of the preservice mathematics teac
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Ozgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.

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The current study aimed to explore middle school mathematics teachers&rsquo<br>use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Pr
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Kunz, Emily Ann Hales. "Secondary Mathematics Teachers' Mindsets." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8691.

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Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathemati
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Sweeting, Kylie. "Early years teachers’ attitudes towards mathematics." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46123/1/Kylie_Sweeting_Thesis.pdf.

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Worldwide, there is considerable attention to providing a supportive mathematics learning environment for young children because attitude formation and achievement in these early years of schooling have a lifelong impact. Key influences on young children during these early years are their teachers. Practising early years teachers‟ attitudes towards mathematics influence the teaching methods they employ, which in turn, affects young students‟ attitudes towards mathematics, and ultimately, their achievement. However, little is known about practising early years teachers‟ attitudes to mathematics
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Segarra, Escandón Jaime Rodrigo. "Pre-service teachers' mathematics teaching beliefs and mathematical content knowledge." Doctoral thesis, Universitat Rovira i Virgili, 2021. http://hdl.handle.net/10803/671686.

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L’estudi del coneixement matemàtic i les creences de l’eficàcia de l’ensenyament de les matemàtiques en la formació inicial dels futurs mestres és fonamental, ja que influencia el rendiment acadèmic dels seus estudiants. L’objectiu d’aquesta tesi és estudiar tant el coneixement matemàtic inicial dels futurs mestres com també les seves creences sobre l’eficàcia matemàtica i la seva actitud envers les matemàtiques. Per a complir amb l’objectiu, es realitzen vàries investigacions. Primer, s’estudien els coneixements inicials de nombres i geometria dels estudiants del primer curs del Grau d’Educac
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Verwey, Johanna Cornelia (Hanlie). "Investigating the interaction of mathematics teachers with learners' mathematical errors." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24743.

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This study investigated the interaction of mathematics teachers with learners’ mathematical errors. The teachers’ verbal interaction with learners’ errors during learning periods and their written interaction in assessment tasks were explored. The study was contextualized in grade 9 secondary school classrooms in the Gauteng province of South Africa. The investigation was epistemologically underpinned by constructivism/socio-constructivism. The investigation was qualitatively approached through four case studies. Structured and semi-structured interviews, classroom observations and learners’ w
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Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
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Bucci, Terri Teal. "Expert mathematics teachers' parallels to worldviews : investigating pedagogical responses to novice mathematics teachers' concerns /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329503314.

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Books on the topic "Mathematics teachers"

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Elizabeth, Fennema, and Nelson Barbara Scott, eds. Mathematics teachers in transition. Lawrence Erlbaum Associates, 1997.

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1945-, Koshy Valsa, Ernest Paul, and Casey Ron, eds. Mathematics for primary teachers. Routledge, 2000.

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Devine, Donald F. Elementary mathematics for teachers. 2nd ed. Wiley, 1991.

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Packel, Edward W. Mathematica for mathematics teachers: Notes from an introductory course. Front Range Press, 1996.

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Lu, Xiaoli. Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1.

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Leuders, Timo, Kathleen Philipp, and Juliane Leuders, eds. Diagnostic Competence of Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66327-2.

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Strutchens, Marilyn E., Rongjin Huang, Despina Potari, and Leticia Losano, eds. Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8.

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Kaur, Berinderjeet, Oh Nam Kwon, and Yew Hoong Leong, eds. Professional Development of Mathematics Teachers. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2598-3.

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G, O'Daffer Phares, ed. Mathematics for elementary school teachers. Addison-Wesley, 1998.

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G, O'Daffer Phares, ed. Mathematics for elementary school teachers. 2nd ed. Addison-Wesley, 2002.

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Book chapters on the topic "Mathematics teachers"

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Voss, Thamar, Thilo Kleickmann, Mareike Kunter, and Axinja Hachfeld. "Mathematics Teachers’ Beliefs." In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-5149-5_12.

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Miao, Zhenzhen, Christian Bokhove, and David Reynolds. "Achievement in mathematics." In Master Mathematics Teachers. Routledge, 2023. http://dx.doi.org/10.4324/9781003127925-7.

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Fan, Lianghuo, Sicheng Xie, Jietong Luo, Yisu Wang, and Jing Cheng. "Investigating Teachers’ Interactions with Textbooks: Findings from Secondary Mathematics Teachers in Shanghai, China." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_29.

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AbstractWe conducted a study on how Shanghai secondary mathematics teachers interact with textbooks. A conceptual framework was established for the study. Data were collected from 133 teachers in 13 randomly selected schools through a questionnaire survey and follow-up interviews with 24 of them. Results show that Shanghai mathematics teachers interacted with textbooks to a varying extent, and they adapted most frequently on mathematical thinking and methods, and least frequently on affects, attitudes and values. Meanwhile, mathematics teachers in high-performing schools and private schools ad
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Torbeyns, Joke, Sandy Verbruggen, and Fien Depaepe. "ECE Teachers’ Use of Educational Technology in Early Mathematics Education and Its Association with Teacher and School Characteristics." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_11.

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AbstractRecent studies point to the potential of using educational technology (ET) to stimulate preschoolers’ mathematical development. Despite the potential of ET for fostering early mathematics there is still limited insight into the extent to which ET is actually used in daily classrooms. We aimed to complement current insights into early childhood education (ECE) teachers’ use of ET in mathematics education and its association with school and teacher characteristics via an interview study with 342 ECE teachers in Flanders (Belgium). Our results indicated that about 1/3 of them did not adop
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Chapman, Olive. "Mathematics Teacher Educator Knowledge for Teaching Teachers." In Research in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62408-8_21.

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White, Allan Leslie, Barbara Jaworski, Cecilia Agudelo-Valderrama, and Zahra Gooya. "Teachers Learning from Teachers." In Third International Handbook of Mathematics Education. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4684-2_13.

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Park, Han Shick. "Mathematics for Mathematics Teachers -On Statistics-." In Proceedings of the Ninth International Congress on Mathematical Education. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_45.

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Miao, Zhenzhen, Christian Bokhove, and David Reynolds. "The master mathematics teachers project." In Master Mathematics Teachers. Routledge, 2023. http://dx.doi.org/10.4324/9781003127925-1.

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Miao, Zhenzhen, Christian Bokhove, and David Reynolds. "Growing into master mathematics teachers." In Master Mathematics Teachers. Routledge, 2023. http://dx.doi.org/10.4324/9781003127925-9.

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Chapman, Olive. "Mathematics Teachers as Learners." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_242-1.

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Conference papers on the topic "Mathematics teachers"

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Hartono, Yusuf, Elika Kurniadi, and Weni Dwi Pratiwi. "Mathematics teachers’ perception on mathematical proof." In THE 2ND NATIONAL CONFERENCE ON MATHEMATICS EDUCATION (NACOME) 2021: Mathematical Proof as a Tool for Learning Mathematics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142291.

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Ruz, Felipe, Beth Chance, and Elsa Medina. "Stochastic Knowledge of Future Chilean Mathematics Teachers." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4c1.

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Mathematics teachers are key agents in teaching stochastic at school, so we are interested in analyzing their knowledge of the content after completing their initial training. We conceptualized the knowledge of the content from the Teacher's Didactic-Mathematical Knowledge Model and following a quantitative methodology, we analyzed a sample of 269 future Chilean mathematics teachers. The results were generally low, although higher in terms of stochastic knowledge promoted at school level (common knowledge) compared to the skills developed during initial teacher training (extended knowledge). W
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Montenegro, Helena. "Mathematics Teacher Education Classrooms: Discursive Practices Among Mathematics Teacher Educators and Prospective Teachers." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1692581.

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Buliņa, Elīna, and Andrejs Cibulis. "Fostering Teachers’ Mathematical Competence in Problem Solving." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.44.

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The problem of a growing shortage of qualified mathematics teachers, which is emerging in many countries today, is also quite acute in Latvia. Moreover, there are only few students in Latvia who want to study mathematics at a serious level and become mathematics teachers. A shortage of students and teachers is one of the reasons for the decline in the quality of mathematics teaching. Teaching and learning mathematics is impossible without understanding and problem solving, which, as noted by the famous mathematician Paul Halmos, is ‘the heart of mathematics’. It is a well-known idea that by de
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McClain, Kay. "The evolution of teachers’ understandings of distribution." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08313.

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This paper provides an analysis of the evolution of the statistical understandings related to exploratory data analysis of a cohort of middle-school mathematics teachers. The analysis is grounded in a design experiment in the context of teacher development where the teachers’ understandings of statistical data analysis, in particular distribution, were the mathematical endpoint. Activities from an instructional sequence designed to support ways to reason statistically about data were the basis of the engagement. Analyses of the episodes in this paper document the teachers’ learning that occurr
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Morales López, Yuri, Marianela Alpízar Vargas, Ana Lucía Alfaro Arce, and Vicenç Font-Moll. "Noticing and analysis of pedagogical practices in mathematics." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.88.

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The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to
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Shriki, Atara, and Ilana Lavy. "QUALIFYING MATHEMATICS TEACHERS TO DESIGN INTERDISCIPLINARY LEARNING ACTIVITIES OF MATHEMATICS AND MUSIC." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end099.

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"Interdisciplinary learning of mathematics and arts is often acknowledged as supporting the development of students' problem-solving skills, encouraging student involvement in learning, and fostering students' creativity. However, for teachers to acknowledge the benefits of interdisciplinary learning of mathematics and arts, and express willingness to apply it in their classrooms, they must first experience such learning for themselves. To that end, they have to take part in dedicated training courses. The study described in this paper followed the experience of twenty-seven elementary school
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Molnar, Adam. "High school mathematics teachers’ reading of tables." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16403.

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People frequently do not use numeric information as providers intended. Some lapses arise from psychological issues, but more errors (even among educated professionals) come from lack of mathematical skill. Lack of training is a cause; for instance, finding probabilities from tables appears in current US school standards, but not many earlier versions. To investigate teacher knowledge, 25 US high school mathematics teachers were interviewed on tasks related to tables and conditional probability. Although participants made mistakes, their content knowledge compared favorably to the general popu
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Ndhlovu, Zanzini. "Does Importing of Everyday Mathematics to the Classroom Guarantee better Mathematics Learning? Lessons from a Study of Ngoni/Tumbuka Learners in Zambia." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/babf7955.

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The present research paper comprises of two parts. Part I discusses the difference between the epistemic basis of everyday practices of Ngoni/Tumbuka children and the school mathematics practices in Zambia and the embedded nature of everyday and school mathematics concepts in the respective discursive practices. The second part looks at the mathematics pedagogy of Grade I and VI. The analyses show that the teachers in Grade I brought in a lot of everyday examples, materials and ideas to teach the young children the number concept, place value, concept of zero etc. In contrast, the teachers in
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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.

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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners
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Reports on the topic "Mathematics teachers"

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Chua, Boon Liang. Justification in Mathematics (JiM). National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22628.

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This JiM project set out to research the current state of understanding of mathematical justification by both Singapore secondary school students and Mathematics teachers across the different content strands in the Singapore secondary Mathematics curriculum. This timely and relevant project was started to complement the current goal of the Ministry of Education (MOE) on fostering reasoning in the learning of Mathematics in schools. While MOE focuses on the reasoning process, our study examined the outcomes of this reasoning process. For many years, mathematical reasoning and communication have
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Sitabkhan, Yasmin, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, and Jonathan Stern. Understanding Primary School Teachers’ Mathematical Knowledge for Teaching. RTI Press, 2024. http://dx.doi.org/10.3768/rtipress.2024.rr.0052.2409.

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We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and
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De Bortoli, Lisa, and Catherine Underwood. PISA 2022. A closer look at mathematics in Australia. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-786-1.

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The Programme for International Student Assessment (PISA) is an international comparative study that assesses how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, can use their knowledge and skills to meet real-world opportunities and challenges. In each cycle of PISA, students are assessed in the domains of reading, mathematics and science. Each cycle has a domain that is the major focus and for which there is a higher proportion of questions than from the others. Mathematics was the major focus in the 2022 cycle. The mathematics ass
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Author, Not Given. The Teachers Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/7181866.

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

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and
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Schoen, Robert, Xiaotong Yang, and Gizem Solmaz. Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test. Florida State University Libraries, 2021. http://dx.doi.org/10.33009/lsi.1620243057.

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The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of meas
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3897.

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Abstract:
The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essen
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR d
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Olga V. Bondarenko. The support of the process of training pre-service mathematics teachers by means of cloud services. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4454.

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The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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10

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

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