Relevant bibliographies by topics / Mathematics teachers – Certification

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

Academic literature on the topic 'Mathematics teachers – Certification'

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Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Mathematics teachers – Certification"

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Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, et al. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.

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This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.
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Darling-Hammond, Linda, Barnett Berry, and Amy Thoreson. "Does Teacher Certification Matter? Evaluating the Evidence." Educational Evaluation and Policy Analysis 23, no. 1 (2001): 57–77. http://dx.doi.org/10.3102/01623737023001057.

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The authors respond to Dan Goldhaber and Dominic Brewer’s article in the Summer 2000 issue of Educational Evaluation and Policy Analysis that claimed from an analysis of NELS teacher and student data that teacher certification has little bearing on student achievement. Goldhaber and Brewer found strong and consistent evidence that, as compared with students whose teachers are uncertified, students achieve at higher levels in mathematics when they have teachers who hold standard certification in mathematics. (The same was true to a somewhat lesser extent in science.) However, they emphasized their finding that, "Contrary to conventional wisdom, mathematics and science [students] who have teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials " and suggested that certification be abandoned. This article critiques the methodological grounding for this finding and presents additional data on the characteristics of the small sub-sample of teachers in NELS data base who held temporary and emergency credentials. It finds that most of these teachers have qualifications resembling those of teachers with standard certification, and that those who have more education training appear to do better in producing student achievement. It also reviews the literature on teacher education and certification as the basis for evaluating Goldhaber and Brewer’s claim that states should eliminate certification requirements and proposes additional research that would illuminate how teacher education and certification operate-and could better operate-to enable teachers to succeed in their work.
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Anderson, Kenneth Alonzo. "A National Study of the Differential Impact of Novice Teacher Certification on Teacher Traits and Race-Based Mathematics Achievement." Journal of Teacher Education 71, no. 2 (2019): 247–60. http://dx.doi.org/10.1177/0022487119849564.

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In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard certificates. The most conservative estimates show that findings are equivalent to approximately 8 months of additional instruction for students who were taught by teachers with standard certificates. However, the benefits of being taught by a teacher with standard certification did not translate to underrepresented racial groups. Overall, there were several differences in dispositions across certification conditions. With respect to underrepresented racial groups, only one disposition was significantly different across conditions. Teachers with nonstandard certificates reported higher emphasis on increasing mathematics interests. For underrepresented racial groups, relationships between both certification conditions and achievement were underwhelming. Recommendations to improve teacher effectiveness are provided.
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Ekstam, Ulrika, Karin Linnanmäki, and Pirjo Aunio. "The Impact of Teacher Characteristics on Educational Differentiation Practices in Lower Secondary Mathematics Instruction." Lumat: International Journal of Math, Science and Technology Education 5, no. 1 (2017): 41–60. http://dx.doi.org/10.31129/lumat.5.1.253.

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This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, homework support, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs as well as implementing a strong collaboration between different teacher groups.
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Reys, Barbara J., and Robert E. Reys. "Recruiting Mathematics Teachers: Strategies to Consider." Mathematics Teacher 97, no. 2 (2004): 92–95. http://dx.doi.org/10.5951/mt.97.2.0092.

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The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.
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Georges, Annie, Kathryn M. Borman, and Reginald S. Lee. "Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification." education policy analysis archives 18 (June 20, 2010): 13. http://dx.doi.org/10.14507/epaa.v18n13.2010.

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We analyzed the gap in mathematics standards, assessments and accountability, and teacher licensure and certification requirements in mathematics for elementary grades. We found states delineated mathematics academic standards in specific content areas. Licensure and certification requirements were weak indicators since they lacked the specificity of conceptual and procedural knowledge that could strengthen mathematics content knowledge and inform instructional practices. The most recent changes in licensure and certification requirements intended to affect teacher quality are not reaching a large proportion of elementary teachers; thus, their overall impact on teacher quality is likely to be limited. We discuss policy strategies for licensure and certification requirements likely to have a broader reach in addressing teacher quality at the elementary grades.
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Brown, Ph.D, Troy T., and Enid F. McLymont, Ph.D. "Teacher Qualification Characteristics and Secondary School Students’ Mathematics Achievement: A Quantitative Study." Journal of Education and Culture Studies 3, no. 3 (2019): p339. http://dx.doi.org/10.22158/jecs.v3n3p339.

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Many Grade 12 Caribbean Secondary Education Certificate (CSEC) Mathematics examination registrants are consistently underperforming due to their inability to grasp basic mathematical concepts (Caribbean Examinations Council, 2006-2016). The purpose of this research was to examine the relation and association between five Teacher Qualification Characteristics (TQCs) and students’ 2016 CSEC Mathematics achievement at two secondary schools in the British Virgin Islands (BVI). A sample size of 113 participants were incorporated in this research (N=105 students and N=8 teachers). These teachers taught these students CSEC Mathematics during the year of examination, 2015-2016. The Spearman’s rho correlation revealed that there was a statistically significant positive relationship between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [r=.416; p=.000 < ?=.001], [r=.235; p=.016 < ?=.05], and [r=.20; p=.041 < ?=.05] respectively. Similarly, the chi-square output showed a statistically significant association between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [p=.000 < ? =.001], [p=.010< ? =.05], and [p=.003< ? =.05] respectively. On two occasions, the Bonferroni adjustment was used. For both tests, professional development and academic coaching were not statistically significant.
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Willoughby, Stephen S. "Soundoff: Master Teacher Certification." Mathematics Teacher 79, no. 3 (1986): 160–61. http://dx.doi.org/10.5951/mt.79.3.0160.

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A documented shortage of certified teachers of mathematics exists in the United States today. Although the shortage of numbers is easily documented, the quality of our teachers is a far more serious issue. Several states have such low standards that a person can be newly certified to teach mathematics courses that are more advanced than any that the person has ever taken. In response to the shortage, some states and local school districts have lowered or ignored standards and encouraged people with insufficient preparation in pedagogy and content to teach mathematics.
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Blank, Rolf K., and Pamela H. Espenshade. "50-State Analysis of Education Policies on Science and Mathematics." Educational Evaluation and Policy Analysis 10, no. 4 (1988): 315–24. http://dx.doi.org/10.3102/01623737010004315.

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The Council of Chief State School Officers began a project in 1986 to develop state indicators of the condition of science and mathematics education in elementary and secondary schools. Based on a 50-state survey, the following data summarize current state policies related to science and mathematics in three areas: (a) policies affecting the amount of instruction at elementary and secondary levels; (b) state requirements for the certification of science and math teachers and policy initiatives related to teacher certification; and (c) state testing programs in science and mathematics.
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Reys, Robert E. "Sound Off!: A Highly Qualified Mathematics Teacher in Every Classroom by 2005–2006: Blueprint or Fantasy?" Mathematics Teacher 97, no. 1 (2004): 4–5. http://dx.doi.org/10.5951/mt.97.1.0004.

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The no child left behind act (P.L. No.107-110, H.R. 1, 2001) mandates a highly qualified teacher in every classroom by the 2005–2006 school year. It sounds great, but what does it mean and can it be achieved? The No Child Left Behind Act (NCLB) calls for all teachers to hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification; thus, their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate.
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Dissertations / Theses on the topic "Mathematics teachers – Certification"

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Mogill, Alexis Timothy Otto Albert D. "Assessing the pedagogical content knowledge and teaching/learning paradigms of potential candidates for alternative certification in Illinois." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604378.

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Thesis (Ph. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 25, 2006. Dissertation Committee: Albert Otto (chair), John Dossey, Robert Fisher, Barbara Heyl, Beverly Rich. Includes bibliographical references (leaves 139-146) and abstract. Also available in print.
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Kerstyn, Christine. "Teachers' mathematics preparation and eighth grade student mathematics achievement can an integrated learning system provide support when teachers' professional preparation is limited? /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000233.

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Johnson, Teresa. "An examination of the relationship between the type of teacher certification of middle school teachers and student math, reading, and writing achievement /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3164080.

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Thesis (D.Ed.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 91-100). Also available for download via the World Wide Web; free to University of Oregon users.
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Washburn, Jr Mickey Newman. "Effects of an Advanced Mathematics Education Graduate Program on Teacher Practice." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/40.

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Public concern over the mathematical incompetence of students and adults is longstanding and justified. The No Child Left Behind act has affected the nation’s teachers, their school systems, and their communities. The act required all classrooms have a “highly-qualified teacher” by June, 2006 (United States Department of Education, 2002). Thus, the purpose of this evaluative case study was to understand if the unique National Board Certification (NBC) focused Educational Specialist (EdS) program was effective in creating change in teacher practice of six high school mathematics teachers in a suburban Georgia county. The learning outcomes of the program and perceptions of self-efficacy were evaluated and used as guidelines for the effectiveness of the program. The study was grounded in theories of metacognition, social constructivism, and self-efficacy. Metacognition provided the basis for “thinking about thinking” (McApline, Weston, et al, 1999) but reflection expanded the thought process to thinking about thinking or actions. Reflections were an integral for each of the constructs of the EdS program and this dissertation. Data for the study included written teacher reflections, action research projects, and mentoring manuals; in addition to interviews three years after the program. Data were coded and analyzed through a process of constant comparison using the NVivo 7 software. The findings at each stage of analysis, which were halfway through the program, end of the program, and three years after the program, indicate the five constructs metacognition, social constructivism, self-efficacy, community of learners, and action research were common across data sets. Four of the five constructs became more prevalent at each stage of analysis with only action research peaking prior to the third stage. The patterns developed during the study indicated long-term change in teacher practice and these constructs solidified as part of their teaching philosophy.
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Nyankori, Richard J. "Does certification of elementary school teachers matter? the effects of certification status on instructional practices and on the mathematics and reading achievement of first grade public school students /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3135.

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Thesis (Ph. D) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Swan, Bonnie. "MIDDLE SCHOOL MATHEMATICS TEACHER CERTIFICATION, DEGREE LEVEL, AND EXPERIENCE, AND THE EFFECTS ON TEACHERATTRITION AND STUDENT M." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3630.

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The purpose of this study was to examine the backgrounds and experiences of middle school mathematics teachers that often distinguish "quality" teachers, including certification, experience, degree type, and degree level and how those demographics and others vary for different types of schools. The emphasis was on profiling teachers in a large urban district by describing their basic features and distributions, as well as how middle school mathematics teachers, according to those differences, relate to student mathematics achievement, teacher attrition and teacher mobility. Student achievement was measured by test results from the Norm Reference Test-Normal Curve Equivalent (NRT-NCE) mathematics portion of the Florida Comprehensive Assessment Test (FCAT) for two school years (2003-04 and 2004-05). A variety of analytic approaches and methods were used to examine how different teacher characteristics relate to teacher employment patterns and student achievement, including chi-square, Kruskal-Wallace, Mann-Whitney U, ANOVA, and t tests, together with simple descriptives and graphical analysis. Standard multiple regression was used to evaluate whether students' previous test scores and teacher- and school-level predictors could affect the results of students' mathematics achievement. A short survey was administered, which provided some insight to ascertain whether and why teachers choose among schools when seeking employment. A total of 282 teachers and 24,766 students were included for the final analysis. This research revealed high rates of teacher turnover and deficient numbers of well qualified mathematics teachers for this particular demographic. For example, one in three middle school mathematics teachers was in their first year, and over half (55%) had less than three years seniority. It was also apparent that, because of a shortage of well-qualified mathematics teachers, many new teachers were being hired out-of-field--of those first-year teachers, only about half had certification in their content area and most (67%) did not have a degree in mathematics or mathematics education. Middle schools in this district had lost 29% of the mathematics teacher workforce employed the previous year due to mathematics teacher attrition. Of those many resigned, some came back to teach another subject at the same or different middle school, and others transferred to high schools. An additional 5% transferred to other middle schools within the same district bringing the total turnover to 34%. Findings revealed no significant differences in turnover rates in high-poverty versus low-poverty schools, but there were significant differences in the proportions of movers, leavers, and stayers in schools according to whether or not a school was achieving high-standards in mathematics. Although inequities did exist in favor of schools with less at-risk students, in this district--for the most part--teachers were fairly distributed according to the "quality" of their backgrounds and experiences. The only significant gap was in that students in wealthier schools were more likely to have a mathematics teacher with a higher degree. This study also offers results that further understanding on the debate about which attributes of teachers are most likely to translate into effective-classroom performance. When analysis was performed at the student level, the findings revealed that students of middle school mathematics teachers with higher seniority, advanced degrees, or certification in the content area that they taught, performed significantly higher than students in other classrooms. Yet the magnitude of those differences was either modest or very small. When controlling for students' socio-economics status at the classroom level, differences were not significant for seniority or advanced degrees but the results were significant for certification.<br>Ph.D.<br>Department of Teaching and Learning Principles<br>Education<br>Education: Ph.D.
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Antunez, Fernando. "The Effectiveness of the National Board Certification as it Relates to the Advanced Placement Calculus AB Exam." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154930.

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<p> This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards&rsquo; Beliefs Instrument (SBI) (Zollman &amp; Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction.</p><p> A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen&rsquo;s <i>d</i> (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores.</p><p> Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. </p><p> With a reliability estimate using Cronbach&rsquo;s alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. </p><p> The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher&rsquo;s professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.</p>
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Cooley, Laurel A. "An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows Program." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79604.

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The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this paper examines the retention of a recent cohort of approximately 300 Mathematics Teaching Fellows (MTFs) in the NYCTF program, examining MTF’s early attrition, movements from school to school in the NYC system, and professional plans for the future. We also include findings on teacher induction, school leadership, and school context that affect MTF retention.
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Kyriakou, Raeann. "New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century." Thesis, 2014. https://doi.org/10.7916/D8K07GVZ.

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This dissertation is devoted to a history of the New York State elementary school teacher certification requirements, specifically in mathematics, during the nineteenth century. In the last half of nineteenth century, teacher education and uniform certification procedures were beginning to become the norm in the educational systems throughout the United States. The purpose of this study was to determine the ways an individual could obtain a elementary school teachers' certificate in New York State at the genesis of teacher certification examinations and to establish an understanding of what mathematical knowledge was required for elementary school teachers in order to obtain a State Certificate. This study analyzes multiple primary sources, including annual reports from New York State and New York City, along with the State Certificate examinations. The examinations in arithmetic, algebra and geometry are analyzed for the mathematics topic of the questions, the number of steps needed to complete the question and the categorizing of the questions according to Bloom's taxonomy (CBT). Five examinations of each subject, arithmetic, algebra and geometry, are analyzed, from the years 1875 to 1898. The topics addressed on the examinations, the number of steps to complete the questions and the CBT of each question are determined and used to establish the required mathematical knowledge of the elementary school teacher. The analysis of the mathematics examinations for State Certificates showed that the content required for elementary school teachers were comparative to the high school mathematics curriculum at the time. The content on the examinations for mathematics was more than the course of study they were going to be teaching in the elementary schools. They were required to have a broad and sophisticated mathematical education, however, less sophisticated than offered in the University. Also on the mathematics examinations, teachers were not assessed in what is now called pedagogical content knowledge.
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Ham, Edward. "Beginning mathematics teachers from alternative certification programs : their success in the classroom and how they achieved it." Thesis, 2011. https://doi.org/10.7916/D83B6622.

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This dissertation focuses on beginning mathematics teachers from alternative certification programs and their perceptions of what is required to be successful. A mixed - methods research study was completed with several goals in mind: (1) identifying how beginning mathematics teachers define success in the classroom during their earliest years, (2) identifying what important factors, attributes, or experiences helped them achieve this success, and (3) determining where these beginning mathematics teachers learned the necessary attributes, or experiences to become successful in the classroom. A sample of beginning mathematics teachers (n = 28) was selected from an alternative certification program in California for a quantitative survey. A subsample of teachers (n = 7) was then selected to participate further in a qualitative semi-structured interview. The results of the study revealed that beginning teachers defined success in their beginning years by their classroom learning environment, creating and implementing engaging lessons, and a belief in their own ability to grow professionally as educators. Mathematics content knowledge, classroom management, collaboration with colleagues and coaches, reflection, a belief in one's ability to grow professionally as a teacher, a belief in the ability to have a positive impact on students, personality, and previous leadership experiences were several of the factors, attributes, or experiences identified as most important by the participating teachers. The participating teachers also felt that before and after, but not during, their teacher preparation program were the stages of teacher development that best instilled the necessary factors, attributes, or experiences to become successful in a mathematics classroom.
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Books on the topic "Mathematics teachers – Certification"

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Inc, XAMonline, ed. Foundation-level mathematics: Teacher certification exam. 2nd ed. XAMonline, 2007.

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Inc, XAMonline, ed. Foundational-level mathematics: Teacher certification exam. XAMonline, Inc., 2008.

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System, Illinois Certification Testing, ed. ICTS Mathematics 115: Teacher certification exam. 2nd ed. XAMonline, INC., 2007.

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Association, Research and Education. WEST-B: Reading (095), writing (096), mathematics (097). Research & Education Association, 2011.

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NMTA 14 Mathematics: Teacher certification exam. 2nd ed. XAMonline, 2007.

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(Firm), XAM, ed. MTEL Mathematics 09: Teacher certification exam. 2nd ed. XAMonline, 2008.

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Inc, XAMonline, ed. GACE 013: Middle grades mathematics : teacher certification exam. 2nd ed. XAMonline, Inc., 2008.

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FTCE: Middle grades mathematics 5-9 : teacher certification exam. XAMonline, 2008.

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CSET mathematics 110, 111, 112: Practice test 2 : teacher certification. XAM online, Inc., 2011.

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CSET mathematics 110, 111, 112: Practice test 1 : teacher certification. XAM online, Inc., 2011.

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Book chapters on the topic "Mathematics teachers – Certification"

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Ekmekci, Adem, Anne Papakonstantinou, Richard Parr, and Miten Shah. "Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching." In Handbook of Research on TPACK in the Digital Age. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7001-1.ch001.

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Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.
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Polly, Drew. "Developing an Online Mathematics Methods Course for Preservice Teachers." In Handbook of Research on Emerging Priorities and Trends in Distance Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5162-3.ch021.

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This chapter presents the theoretical background and overview of the design of an asynchronous online mathematics pedagogy course taken by graduate students who are seeking their initial teacher certification. The authors provide the theoretical underpinnings for the design of the course, and then using design-based research, describe the refinement of the course over three iterations of designing and implementing the course. Lastly, implications for the design and delivery of asynchronous online courses are discussed.
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Marshall, Jill A., Tim Erickson, and Kumaridevi Sivam. "Preservice Teachers Exploring the Nature of Science in Simulated Worlds." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch024.

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This article reports an investigation of preservice teachers' interactions with a computer simulation designed to allow them to explore the nature and practices of science. Participants included 188 preservice, secondary-level, science and mathematics teachers who were enrolled in one of seven consecutive semesters in a professional development course as part of the teacher certification program at a large research university. Artifacts, including articles published in an online journal, responses to focus questions, reflections on the activity, as well as audio and video recordings of the activities themselves, were analyzed following a grounded approach. The simulation activities qualified in many respects as authentic science as identified by . Further, what these activities revealed about student beliefs in regard to the nature and practice of science correlated with their reactions toward the simulation and their views of how it might be used in high school classes.
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Wright Brown, Cecelia. "Homeland Security Information Technology and Engineering (ITE) Professional Development Training for Educators in Urban High Schools." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch010.

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This chapter focuses on an Information Technology and Engineering (ITE) professional development training project designed to increase the number of teachers in an urban school district with proficient skills, tools, and content knowledge in computer/information technology, engineering technology, and technical certifications that will support students in Science, Technology, Engineering, and Mathematics (STEM) fields. Through this process, high school teachers will use tools, resources, and training to understand homeland security issues and career opportunities for students in their schools. A cohort of STEM teachers from an urban school district located in Baltimore City participated in a professional development workshop that included information technology, engineering, and homeland defense education to support students pursuing technical careers in these areas. The training addressed deficiencies in content knowledge of homeland security issues and research linked to the high school STEM curriculum homeland security career opportunities available to high school students. The overall goal of the ITE profession development training was designed to increase the technical proficiency of STEM teachers in urban high schools serving historically underserved students to support students in Information Technology (IT), engineering, and homeland security careers, thus nurturing a homeland security science and engineering workforce.
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Conference papers on the topic "Mathematics teachers – Certification"

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Cao, Peng, and Ziqiang Luo. "Research on the Training Mode Reform of Mathematical Education Professionals in Higher Vocational College under the Background of National Teacher Certification Examination." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.311.

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