Relevant bibliographies by topics / Mathematics teachers In-service training Victoria

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Mathematics teachers In-service training Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Mathematics teachers In-service training Victoria"

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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques u
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Tran, Trung, Hung Anh Phan, Hong Van Le, and Hung Thanh Nguyen. "ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (2020): 19. http://dx.doi.org/10.3991/ijet.v15i14.14015.

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Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels.
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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.

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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intak
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.

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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the imp
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Popel, Maiia V. "USING COCALC AS A TRAINING TOOL FOR MATHEMATICS TEACHERS’ PRE-SERVICE TRAINING." Information Technologies and Learning Tools 68, no. 6 (2018): 251. http://dx.doi.org/10.33407/itlt.v68i6.2404.

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This paper deals with the problem of theoretical justification and development of scientific and methodological support for using the cloud service CoCalc as a tool for the formation of mathematics teachers’ professional competencies. The following contradictions exist concerning the processes of forming these competencies: between the level of abstraction of mathematical objects and the possibilities of providing their visualization by computer interpretation; between the expediency of widespread use of ICT services for mathematical purposes in the training of pre-service teachers of mathemat
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Ponomarova, Nataliia, Anna Boiarska-Khomenko, Olena Gulich, Oksana Zhernovnykova, Vitalii Masych, and Nadiia Olefirenko. "On pre-service STEM teachers' training in Ukraine." Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 14 (December 31, 2022): 201–6. http://dx.doi.org/10.24917/20809751.14.13.

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The essence, purpose, tasks, approaches, principles, content, forms and methods of methodical training of future teachers of Physics, Mathematics and Computer Science, as well as Masters in Educational and Pedagogical Sciences are revealed. Methodical training of future teachers is considered as one that should provide a synthesis of subject, psychological, pedagogical and methodological knowledge, skills, abilities and personal qualities of applicants for Higher Pedagogical Education. As the analysis of the experience of the Faculty of Physics and Mathematics of H.S. Skovoroda Kharkiv Nationa
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Gambini, Alessandro, and István Lénárt. "Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers." Education Sciences 11, no. 7 (2021): 350. http://dx.doi.org/10.3390/educsci11070350.

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This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be impleme
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Lailani, A. Pascual. "Competence Level of 21st Century Mathematics Teachers: Basis for In-Service Training Program." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 09 (2024): 4484–504. https://doi.org/10.5281/zenodo.13831930.

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Teaching competence plays a vital role in the learning process. Teachers must possess high level of competence to ensure academic achievement. This study determined the teaching competence of 54 Mathematics Teachers in Unit III of Ilocos Sur Division during the School Year 2023-2024 as basis for an in-service training program. It answered the sub-problems: the profile of teachers in terms of age, gender, civil status, educational attainment, years in service, and number of related seminars in Mathematics for the last 3 years; the level of teaching competence of Mathematics teachers along dedic
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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 6, no. 1 (2023): 4. http://dx.doi.org/10.14426/jovacet.v6i1.319.

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Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’.
 Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psych
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Pradhan, Jaya Bishnu. "Integrating ethnomathematics approach in teaching school mathematics." Prometeica - Revista de Filosofía y Ciencias, no. 27 (July 27, 2023): 400–409. http://dx.doi.org/10.34024/prometeica.2023.27.15321.

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The teacher is one of the key factors in the transmission of curricular objectives to their students. Their knowledge and positive attitude toward students' ethnomathematics and its pedagogical approach play an important role to make classroom teaching culture friendly. This paper is intended to explore the in-service teachers’ knowledge of ethnomathematics and perception on the integration of the ethnomathematics approach in their teaching with respect to the demographic factors of in-service teachers such as gender, academic status, teaching experience, teacher training, and nature of instit
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Dissertations / Theses on the topic "Mathematics teachers In-service training Victoria"

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Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo<br>beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash<br>2003
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Aydogan, Yenmez Arzu. "An Investigation Of In-service Secondary Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614991/index.pdf.

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Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers&rsquo<br>evolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study incl
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Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.

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There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontologic
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Moreira, Cândida Maria de Almeida Paupério Queiroz. "Primary teachers' attitudes towards mathematics and mathematics teaching with special reference to a Logo-based in-service course." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006571/.

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This thesis investigates primary teachers' attitudes towards mathematics and mathematics teaching, and whether or not they are amenable to change. As used in the study, the term focuses on people, objects and issues, and brings together thought, action and emotion. The purpose of the research was threefold: • to investigate primary teachers' attitudes towards mathematics and towards mathematics teaching, and as a subsidiary aim to examine factors that might account for these attitudes; • to examine ways in which primary teachers' attitudes towards mathematics and mathematics teaching, along wi
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Armstrong, Peter K. "In-Service Education and Training for teachers of mathematics with limited qualifications and experience." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/31996.

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The author has been working in the field of Mathematical Education, with special interest in In-Service Education and Training, for many years. This work, which is described in this thesis, has been used to develop a particular philosophy of Mathematical Education and strategies and techniques related to the provision of INSET for special groups of teachers.
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Sparrow, Robert Leonard. "The professional development of beginning teachers of primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1372.

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Recent documents have recommended a style of teaching for primary classrooms that favours a constructivist viewpoint of learning. The actuality of mathematics classrooms is different from this vision. Newly trained teachers while exposed to, and expounding, a constructivist philosophy are, in many cases, implementing a more traditional, teacher-centred approach to classroom practice. The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms and secondly to evaluate a professiona
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Monteiro, Maria Cecilia Soares de Morais. "The impact of an in-service teacher training programme on teachers involved with computers in education." Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/the-impact-of-an-inservice-teacher-training-programme-on-teachers-involved-with-computers-in-education(6e9f5948-aa49-405d-a39a-869b0c573be3).html.

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Rakumako, Angeline Mosenya. "Demographic profile and perceived in-service education and training needs of secondary Mathematics teachers in the Limpopo Province." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/11031.

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Bibliography: leaves 146-152.<br>It is now generally acknowledged that effective and sustainable in-service education and training (INSET) programmes require, first, adequate information to be available on teachers' demographics and, second, for teachers' views on professional development to be taken into consideration. Neither kind of information is currently available for Mathematics teachers in the Limpopo Province of South Africa in a reliable manner. Consequently, this study has as its objectives 1) to determine the demographic profile of secondary Mathematics teachers in the Limpopo Prov
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Ding, Lin, and 丁琳. "Changes in pedagogical content knowledge of secondary mathematics student teachers in Hangzhou during their pre-service teacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197110.

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The competence of mathematics teachers and how to prepare competent future mathematics teachers have been hotly debated in recent years; pedagogical content knowledge (PCK) is a critical indictor of that competency (e.g., Ball & Bass, 2000; Ferrini-Mundy & Findell, 2010). This explorative study examines PCK and PCK change and the factors contributing to both among a group of secondary school mathematics student teachers in Hangzhou (the capital of and largest city in Zhejiang Province, China). Changes in PCK are investigated across the final two years of a pre-service secondary mathematics tea
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Sevis, Serife. "The Effects Of A Mathematics Teaching Methods Course On Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609644/index.pdf.

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The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers&rsquo<br>content knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers&rsquo<br>understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusual solution methods were examined with the help of a multiple choice test
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Books on the topic "Mathematics teachers In-service training Victoria"

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Hilary, Shuard, ed. In-service education in primary mathematics. Open University Press, 1985.

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Pinner, Mary Timothy. In-service education in primary mathematics. Open University Press, 1985.

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Roesken, Bettina. Hidden dimensions in the professional development of mathematics teachers: In-service education for and with teachers. Sense Publishers, 2011.

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Susan, Loucks-Horsley, ed. Designing professional development for teachers of science and mathematics. 3rd ed. Corwin Press, 2010.

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R, Nesbit Catherine, and Educational Resources Information Center (U.S.), eds. Developing teacher leaders: Professional development in science and mathematics. ERIC Clearinghouse for Science, Mathematics and Environmental Education, 2001.

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Sigrid, Blömeke, and Tatto Maria Teresa, eds. Teacher education matters: A study of middle school mathematics teacher preparation in six countries. Teachers College Press, Columbia University, 2011.

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Woleck, Kristine Reed. Moments in mathematics coaching: Improving K-5 instruction. Corwin Press, 2010.

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Froelich, Gary W. HiMAP inservice leaders handbook. COMAP, 1988.

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Carey, Nancy Lane. Best practice in action: Followup survey on teacher enhancement programs. National Science Foundation, Directorate for Education and Human Resources, Division of Research, Evaluation, and Communication, 1997.

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Dario, Fiorentini, and Nacarato Adair Mendes, eds. Cultura, formação e desenvolvimento profissional de professores que ensinam matemática: Investigando e teorizando a partir da prática. Musa Editora, 2005.

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Book chapters on the topic "Mathematics teachers In-service training Victoria"

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Miller, Dave. "Teachers and technology: pre-service training for mathematics." In Information and Communications Technologies in School Mathematics. Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_19.

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Thiel, Oliver. "How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics." In Early Childhood Teachers' Professional Competence in Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-4.

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Serpe, Annarosa. "Online Resources for Training Pre-service Primary School Teachers in Mathematics." In Communications in Computer and Information Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-67351-1_18.

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Santagata, Rossella, Janette Jovel, and Cathery Yeh. "Learning to Unpack Standards-Based Mathematics Teaching through Video-Based Group Conversations." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch006.

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Research that focuses on understanding pre-service teachers' learning processes as they engage in video-based activities is still limited. This study investigates pre-service teachers' group conversations around videos of mathematics teaching. Conversations of two groups attending a ten-week video-based course introducing standards-based instruction were videotaped, transcribed, and analyzed. Pre-service teachers' discussions included elements of an analysis framework used to guide their viewing: mathematics content, analysis of teaching and of student thinking and learning, and suggestions fo
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Bolondi, Giorgio, Federica Ferretti, Alessandro Gimigliano, Stefania Lovece, and Ira Vannini. "The Use of Videos in the Training of Math Teachers." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch007.

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The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&amp;L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indicati
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Toker, Zerrin. "Effective Training of the Teachers in Teaching of Mathematics." In Developing Mathematical Literacy in the Context of the Fourth Industrial Revolution. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3868-5.ch002.

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This chapter aims to provide an in-service teaching model, which is named as a “reflective teachers-as-designers professional development model” based on the literature, designed to give teachers an understanding of teaching that focuses on developing real-life contexts and developing global competencies. First, the conceptual framework for the learning of teachers and their capacity as designers are discussed. Then, content components and process components of the model are presented by providing the rationale behind each element.
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Meletiou-Mavrotheris, Maria. "Integrating Game-Enhanced Mathematics Learning into the Pre-Service Training of Teachers." In New Pedagogical Approaches in Game Enhanced Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3950-8.ch009.

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Mathematical literacy is a core literacy that functions as a critical gatekeeper for participation in many aspects of modern society. Research has shown that the way mathematics is taught at school is highly associated with students’ achievement and interest levels. Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Digital games hold a lot of promise as tools for improving mathematics instruction at the school level. This chapter reports the main insights gained from a s
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Meletiou-Mavrotheris, Maria, and Katerina Mavrou. "Web-Based Simulations for the Training of Mathematics Teachers." In Cases on Educational Technology Implementation for Facilitating Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3676-7.ch018.

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A crucial step in learning to fly an airplane is to use a simulator, where the risks are minimized or even eliminated, and similar problems and hazards can be replayed and reflected upon time after time. A key aspect of this case study is to exploit such techniques by adopting the latest technological developments in simulating teaching practice to give pre-service teachers more “teaching” experience than would otherwise be practical or possible in typical student teaching placements. The case study explores the affordances offered by digital simulations for contextualizing pre-service teacher
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Piñeiro, Juan Luis, and Elena Castro-Rodríguez. "Primary teachers’ knowledge for teaching mathematical problem solving." In Elementary Mathematics Teaching. Oxford University PressOxford, 2024. https://doi.org/10.1093/oso/9780192869647.003.0002.

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Abstract Teaching mathematical problem solving calls for knowledge of a series of specific skills. Nonetheless, research on teachers’ role in problem-solving instruction is both scarce and scarcely systematized. This presentation reviews the studies submitted to the Symposium on Elementary Mathematics Teaching (SEMT) over the last 30 years. It focuses on presentations addressing teachers’ knowledge of mathematical problem solving, and identifying the contributions made to the area by SEMT participants. In addition to providing an overview of research on the subject, the review describes the go
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Orado, Grace N., John Mungai Njoroge, and Jacinta L. Akatsa. "Professional Development of Mathematics and Science Teachers in Kenya." In Practices and Perspectives of Teaching and Teacher Education in Africa. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7722-9.ch009.

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The Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) provides continuous teacher professional development (TPD) to mathematics and science teachers to upgrade their pedagogical skills. This happens through the Strengthening Mathematics and Science Education (SMASE) program. The program, which started with in-service education and training (INSET) as the only TPD activity at its inception in 1998, expanded over the years to include other TPD activities. This chapter provides a description of SMASE program including the implementation of its TPD activities for teach
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Conference papers on the topic "Mathematics teachers In-service training Victoria"

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Dofkova, Radka, and Martina Uhlirova. "TEACHING METHODS USING IN MATHEMATICS PRIMARY PRE-SERVICE TEACHERS TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0410.

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Owusu Mensah, James. "NATURE AND QUALITY OF IN-SERVICE TRAINING FOR MATHEMATICS TEACHERS IN TAUNG AREA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0161.

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Fernández, Nicolás, Jaime García-García, Elizabeth Arredondo, and Isaac Imilpán. "Knowledge of Binomial Distribution in Pre-service 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.t8b2.

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The binomial distribution is one of the most important discrete distributions in probability and statistics; however, research identifies weaknesses in teachers’ and students’ application of binomial distributions for solving tasks beyond the direct use of the formula. Based on historical epistemological study and notions from the onto-semiotic approach to mathematical knowledge and instruction, we designed and administered a questionnaire to secondary school mathematics teachers in training. In our results, we identify and describe a lack of articulation among historical epistemological eleme
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Scheuerer, Sarah, Frank Reinhold, and Kristina Reiss. "Relationship Between In-Service Mathematics Teachers’ Motivational and Emotional Orientations and Knowledge in Statistics." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.gmgli.

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Teachers’ professional competence is understood to include both cognitive and affective aspects. In the field of statistics, however, studies that address the relationship between in-service teachers’ orientations (affective aspect) and their knowledge (cognitive aspect) are scarce, and studies with prospective teachers yielded contradictory results in this regard. Accordingly, we surveyed 88 in-service mathematics teachers about their motivational and emotional orientations regarding teaching statistics, tested their basic statistical knowledge, and used linear mixed-effects models to analyze
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North, Delia, and Jackie Scheiber. "Introducing statistics at school level in south Africa the crucial role played by the national statistics office in training in-service teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08704.

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A new school curriculum, with substantial statistics content at all levels, is currently being phased in throughout South Africa. This paper focuses on a government roll-out plan that aims to upgrade the knowledge of in-service teachers in order to empower them to successfully engage with the statistics content of the new school syllabus.
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Ramaila, Sam, and Philemon Seloane. "EXPLORING SOUTH AFRICAN IN-SERVICE TEACHERS’ BASELINE KNOWLEDGE OF MATHEMATICS: A CASE OF FURTHER EDUCATION AND TRAINING PHASE." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end019.

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Ardıç, Mehmet Alper, and Tevfik İşleyen. "Development process of in-service training intended for teachers to perform teaching of mathematics with computer algebra systems." In 6TH INTERNATIONAL EURASIAN CONFERENCE ON MATHEMATICAL SCIENCES AND APPLICATIONS (IECMSA-2017). Author(s), 2018. http://dx.doi.org/10.1063/1.5020454.

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Borim da Silva, Cláudia, and Cileda de Queiroz e Silva Coutinho. "Reasoning about variation of a univariate distribution: a study with secondary mathematics teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08312.

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Variation is a fundamental concept in statistics literacy; standard deviation is part of compulsory school curriculum in Brazil. The objective of this study is to explore reasoning about variability by teachers, using the model proposed by Garfield (2002). The sample was composed of nine in-service mathematics teachers who took part in a teacher-training course on statistics. An experimental focus made it possible for them to experience all the steps of a statistics research project in which the course content was designed to expose the reasoning about variability employed by these teachers. W
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Fukuda, Hiroto, and Ippo Ishibashi. "A Survey on the Use of Context for Teacher Training in Probability and Statistics: Focusing on the Tuesday Birthday Problem." 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.t6f2.

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Context plays a significant role in teaching probability and statistics; although its importance has been contended in previous studies, there is not sufficient research on the role of context. Therefore, this study aimed to clarify the actual use of context in problem solving through pre-service mathematics teachers. We focussed on the Tuesday Birthday Problem, which requires awareness of context. Data were obtained from surveys involving 98 teachers and analysed by classifying answers based on the answer types related to context. Results revealed that there are three hurdles related to conte
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"Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4289.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematic
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Reports on the topic "Mathematics teachers In-service training Victoria"

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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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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.

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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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Sharpe, Pamela, Susan Wright, Sirene May Yin Lim, et al. Early intervention of Malay preschool teachers in promoting children’s mathematics learning. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22766.

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The study focused on improving kindergarten teachers’ ability to nurture early numeracy development and learning in K2 children. An intervention involving the experimental group included teachers who had already attended in-service training, as part of the initial pilot project, to assist them to understand pedagogical principles, practices and strategies to assist children’s development of numeracy skills, problem solving and reasoning. Further teacher guidelines, detailed lesson plans and mentorship were also provided on how to implement this in the classroom. The research adopted a pre-test
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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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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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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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