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Journal articles on the topic 'Mathematics teachers'

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

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1

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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3

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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10

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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Gürefe, Nejla. "Mathematical Language Skills of Mathematics Prospective Teachers." Universal Journal of Educational Research 6, no. 4 (2018): 661–71. http://dx.doi.org/10.13189/ujer.2018.060410.

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Kim, Yeon, and Mimi Park. "Teacher Community for Mathematics Teachers : its Challenges." School Mathematics 21, no. 4 (2019): 687–713. http://dx.doi.org/10.29275/sm.2019.12.21.4.687.

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13

Wright, David. "Mathematics teacher noticing: seeing through teachers’ eyes." Research in Mathematics Education 14, no. 1 (2012): 98–104. http://dx.doi.org/10.1080/14794802.2012.657444.

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14

Lee, Jihyun. "Mathematics Preservice Teachers’ Conception of Teacher Discourse." Korean School Mathematics Society 20, no. 4 (2017): 465–94. http://dx.doi.org/10.30807/ksms.2017.20.4.007.

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Teachers’ conceptions about teaching are important driving and also interfering forces which might affect their actual practice and training. This research explores preservice mathematics teachers’ conceptions of teacher discourse, through tasks analyzing and evaluating teachers’ moment-to-moment discourse moves which occur in authoritative and dialogical classroom discourse. Some facets of the preservice teachers’ conceptions were congruent with dialogical discourse: they criticized teacher’s one-way communication and ignoring students’ voices; they supported teacher’s questions probing stude
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Kanandjebo, Leena N. "Mathematics as a driver for sustainable development: Pre-service teachers’ perspectives on awareness, challenges, and implications for teacher training." Interdisciplinary Journal of Education Research 6 (August 8, 2024): 1–17. http://dx.doi.org/10.38140/ijer-2024.vol6.26.

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Despite mathematics being multidisciplinary, sustainability and mathematics education are largely under-researched and in an infant stage. In the Namibian context, previous research has investigated in-service teachers' per­ceptions of education for sustainable development and teach­ing practices. Little is known about pre-service teachers' per­spectives on mathematics for sustainable development in terms of awareness, challenges, and how pedagogical mod­ules can be enhanced to develop students' pedagogical knowledge to integrate sustainability concepts in mathemat­ics. The study uses a qualit
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Ratnayake, Iresha Gayani, and Eugenia Taranto. "Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks." Trends in Higher Education 2, no. 4 (2023): 546–69. http://dx.doi.org/10.3390/higheredu2040033.

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Since teachers have the greatest impact on student learning, it is crucial to consider how professional development programs (PDP) for teachers can enhance their contribution, especially in designing mathematical tasks for teaching. This paper focuses on identifying patterns of practices of mathematics teacher educators related to crucial aspects of two teacher PDPs: one conducted face-to-face and the other using a Massive Open Online Course (MOOC). The Meta-Didactical Transposition is employed as the theoretical framework for comparing the two PDPs and for identifying patterns of practices. T
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Austin, Jathan. "Prospective Teachers’ Personal Mathematics Teacher Efficacy Beliefs and Mathematical Knowledge for Teaching." International Electronic Journal of Mathematics Education 10, no. 1 (2015): 17–36. http://dx.doi.org/10.29333/iejme/289.

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Ritu, Bala. "Mathematics Content Knowledge and Pedagogical Content Knowledge." Education India Journal 2, no. 1 (2013): 71–78. https://doi.org/10.5281/zenodo.14384015.

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Teachers’ knowledge is a key factor to students’ achievement. One could question what this teachers’ knowledge comprises of content knowledge or pedagogical content knowledge or both. Whether acquiring Mathematics content knowledge alone adequately prepares prospective Mathematics teachers for teaching mathematics. Specifically, does the mastery in arithmetic, algebra, geometry, trigonometry, calculus etc. prepare future teachers to be highly competent to teach students or just acquiring pedagogical knowledge alone adequately prepares prospective Mathematics teachers for teac
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Ferretti, Federica. "Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study." PNA. Revista de Investigación en Didáctica de la Matemática 14, no. 3 (2020): 226–40. http://dx.doi.org/10.30827/pna.v14i3.10272.

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The importance of good mastery of specialised mathematics knowledge for mathematics teachers and prospective teachers is now recognised internationally. This paper presents an exploratory study aimed at investigating how mathematics education courses affect the Mathematics Teachers’ Specialised Knowledge (MTSK) of prospective primary teachers. A questionnaire was administered to a sample of 118 future teachers, and an analysis of their answers was carried out with the MTSK model. The research highlights positive feedback on the effectiveness of the mathematics education laboratory that was sta
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Mosothwane, Modise. "Teachers’ Perceptions of Essential Mathematics Concepts in Teacher Education Mathematics Courses." JOURNAL OF SOCIAL SCIENCE RESEARCH 10, no. 4 (2016): 2241–47. http://dx.doi.org/10.24297/jssr.v10i4.4708.

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This study investigates pre-service teachers’ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachers’ responses .The results of the study suggest that student teachers perceived ‘history of mathematics, modelling,
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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 certif
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22

Lee, Heonsoo, Sol Kim, and Sungmo Kang. "The Effects of Mathematics Learning Mentoring on Mathematical Knowledge for Teaching of Pre-service Mathematics Teachers." Korean School Mathematics Society 24, no. 4 (2021): 327–48. http://dx.doi.org/10.30807/ksms.2021.24.4.001.

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This study examines the effects of mathematics learning mentoring activities on mathematical knowledge for teaching (MKT) of pre-service mathematics teachers. We choose six pre-service mathematics teachers in the department of mathematics education at M University. The pre-service mathematics teachers conducted 1:1 mathematics learning mentoring for two hours at a times and twice a week for 15 weeks. The pre-service mathematics teachers submitted the mentor log, which recorded weekly learning and emotional observations. We collected the mentor log and the reflection log of pre-service mathemat
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23

Gresham, Gina. "Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers." Teaching Education 19, no. 3 (2008): 171–84. http://dx.doi.org/10.1080/10476210802250133.

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KRASNOZHON, O. B., та V. V. MATSIUK. "КОМП’ЮТЕРНО-ОРІЄНТОВАНІ ЕЛЕМЕНТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (2021): 255–62. http://dx.doi.org/10.31494/2412-9208-2021-1-2-255-262.

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The article is devoted to the issues of constructing effective computer-oriented components of the methodological system of teaching the disciplines «Linear Algebra» and «Probability Theory with Elements of Mathematical Statistics» provided for in the educational and professional program «Secondary Education (Mathematics)» of the first level of higher education in the specialty 014 Secondary Education (Mathematics). The article analyzes the methodological aspects of the effective organization of computations when finding the angle between a given vector and a nonzero subspace of Euclidean spac
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Kulm, Gerald. "Teachers' Mathematics Knowledge." School Science and Mathematics 108, no. 1 (2008): 2–3. http://dx.doi.org/10.1111/j.1949-8594.2008.tb17933.x.

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26

Ancheta, Winicel May C. "Mathematics Teachers’ Competencies." International Journal of Religion 5, no. 10 (2024): 434–43. http://dx.doi.org/10.61707/21z76q84.

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This study was conducted to mathematics teachers’ competencies in reading instruction. Specifically, this study sought to describe mathematics teachers’ knowledge of reading and their extent of implementation of reading strategies. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implemen
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Richit, Adriana, and Mauri Luís Tomkelski. "Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study." Acta Scientiae 22, no. 3 (2020): 2–27. http://dx.doi.org/10.17648/acta.scientiae.5067.

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Background: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes p
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ÖZAYDIN, Zeynep, Menekşe Seden TAPAN BROUTIN, and Çiğdem ARSLAN. "An Examination of Mathematics Teachers’ Mathematical Language Usage." Participatory Educational Research 10, no. 6 (2023): 41–57. http://dx.doi.org/10.17275/per.23.88.10.6.

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The aim of this research is to examine the mathematical language use of mathematics teachers in detail within the framework of the theoretical approach of “Three Worlds of Mathematics” put forward by Tall (2007). The research was carried out in the case study pattern, which is one of the qualitative research methods. The study group of the research consists of 27 math teachers. In the research, “Worksheet for the Use of Mathematical Language”, which includes four mathematical situations, was used as a data collection tool. In the analysis of the data collected within the scope of the research,
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Mat Nang, Abdul Fattah, Siti Mistima Maat, and Muhammad Sofwan Mahmud. "Research of mathematics teachers in the Scopus database between 2012 and 2022: A bibliometric analysis." Cypriot Journal of Educational Sciences 17, no. 11 (2022): 4299–317. http://dx.doi.org/10.18844/cjes.v17i11.8510.

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Mathematics teachers are vital in helping students understand math better. This crucial aspect of the responsibility of mathematics teachers is gaining recognition all across the world. So, we use bibliometric analysis to assist academics and researchers in comprehending the relevant research on mathematics teachers. The purpose of this bibliometric study was to investigate and depict the evolution of 1,145 Scopus-registered mathematics teacher articles published in various international journals between 2012 and 2022. Obtained results were exported to Microsoft Excel, and Harzing's Publish or
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Hendrayana, A., and Wahyudin. "Mobile learning to improve mathematics teachers mathematical competencies." Journal of Physics: Conference Series 948 (January 2018): 012049. http://dx.doi.org/10.1088/1742-6596/948/1/012049.

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Alkhozayem, Mohammed Hamad. "Epistemological Perceptions among Mathematics Teachers about Mathematical Concepts." International Journal of research in Educational Sciences 3, no. 2 (2020): 104–456. http://dx.doi.org/10.29009/ijres.3.2.9.

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Tan, Shiwei, and Wenrong Jiang. "An Exploration into Teachers’ Technological Mathematics Knowledge: Changling Xiwang Elementary School as A Case Study." Journal on Education 3, no. 4 (2021): 340–51. http://dx.doi.org/10.31004/joe.v3i4.398.

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The role of teachers in educational institutions in this era must at least know the duties of teachers as professional educators, namely educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education. The main purpose of this study is to find out how the teacher's ability to explore technological mathematical knowledge is in teaching mathematics in the classroom. The research paradigm adopted in this study is qualitative research. The main sample in this study were 24 teachers who teach at Changling Xiwang Elementary School. This research was
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Khadka, Jaya Bahadur. "Role of Mathematical Communication for Learning Mathematics." Journal of Educational Research and Innovation 4, no. 1 (2024): 68–76. https://doi.org/10.3126/jeri.v4i1.75791.

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Mathematical communication is increasingly recognized as a crucial component of effective mathematics learning. This research paper examines the role of mathematical communication in enhancing students' understanding and proficiency in mathematics. The objectives of the study are to explore how communication supports learning in mathematics, identify strategies that teachers can employ to improve students' mathematical communication skills, and assess the impact of these skills on overall student achievement. The research employs a mixed-methods approach, combining quantitative and qualitative
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Kanes, Clive, and Steven Nisbet. "Mathematics‐teachers’ Knowledge Bases: implications for teacher education." Asia-Pacific Journal of Teacher Education 24, no. 2 (1996): 159–71. http://dx.doi.org/10.1080/1359866960240205.

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Adhikari, Krishna Prasad. "SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL." International Journal of Research -GRANTHAALAYAH 8, no. 7 (2020): 192–204. http://dx.doi.org/10.29121/granthaalayah.v8.i7.2020.694.

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Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using ex
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Al-Abed, Adnan S. "Student-Teachers’ Beliefs towards Learning Mathematics and Beliefs of Mathematics Teaching Efficacy and their Relation to their Perception of the Development of Pupils’ Understanding of Mathematics." Journal of Educational and Psychological Studies [JEPS] 14, no. 3 (2020): 572–83. http://dx.doi.org/10.53543/jeps.vol14iss3pp572-583.

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The present study aimed at investigating the student-teachers’ beliefs towards learning mathematics, and beliefs of mathematics teaching efficacy and their relation to their perception of the development of pupils’ understanding of mathematics. Three measures were used in this study: The beliefs towards learning mathematics, the mathematics teaching efficacy beliefs, and the mathematics teacher's perception of the development of pupils’ understanding. Validity and reliability were established. A sample of student-teachers participated in the study. The results of the study showed that the more
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Al-Abed, Adnan S. "Student-Teachers’ Beliefs towards Learning Mathematics and Beliefs of Mathematics Teaching Efficacy and their Relation to their Perception of the Development of Pupils’ Understanding of Mathematics." Journal of Educational and Psychological Studies [JEPS] 14, no. 3 (2020): 572. http://dx.doi.org/10.24200/jeps.vol14iss3pp572-583.

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The present study aimed at investigating the student-teachers’ beliefs towards learning mathematics, and beliefs of mathematics teaching efficacy and their relation to their perception of the development of pupils’ understanding of mathematics. Three measures were used in this study: The beliefs towards learning mathematics, the mathematics teaching efficacy beliefs, and the mathematics teacher's perception of the development of pupils’ understanding. Validity and reliability were established. A sample of student-teachers participated in the study. The results of the study showed that the more
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Curtis, Carol. "Keeping Our Nation's Mathematics Teachers." ISRN Education 2012 (December 17, 2012): 1–11. http://dx.doi.org/10.5402/2012/424715.

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Teacher retention has been an issue that has influenced education for many years. The purpose of this research was to uncover the factors that influence a mathematics teacher’s decision to leave the teaching profession. This study compared teachers’ responses by regions of the country, as well as responses between middle school and high school mathematics teachers. Findings from the study indicate an alarmingly high rate of teachers who will be leaving the teaching field for reasons other than retirement. The role of administrators in teacher retention is significant, and implications from the
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Widodo, Suryo, Yuni Katminingsih, and Bambang Agus Sulistyono. "Characteristics of Creative Mathematics Teachers in Posing Contextual Mathematics Problems." International Journal of Research and Review 10, no. 2 (2023): 41–48. http://dx.doi.org/10.52403/ijrr.20230208.

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Both teachers and students have carried out various studies on creativity. In general, creativity research is associated with solving mathematical problems. In this research, we want to reveal the characteristics of the creative mathematics teacher subject as another finding in uncovering the stages of the teacher's creative thinking. The results of this study found that creative teachers can observe, ask questions, reason, make analogies and try. Keywords: [observing, asking, reasoning, analogizing, and trying]
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Akyıldız, Pınar, Fatma Nur Aktaş, Yüksel Dede, and Güney Hacıömeroğlu. "Mathematics teachers’ values about teaching mathematics." Studies in Educational Evaluation 68 (March 2021): 100954. http://dx.doi.org/10.1016/j.stueduc.2020.100954.

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Bednarz, Nadine, and Jérôme Proulx. "Teachers’ mathematics as mathematics-at-work." Research in Mathematics Education 19, no. 1 (2017): 42–65. http://dx.doi.org/10.1080/14794802.2017.1287000.

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Kim, Jihyun, Kenneth Frank, Peter Youngs, Serena Salloum, and Kristen Bieda. "Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers." Journal for Research in Mathematics Education 53, no. 3 (2022): 181–203. http://dx.doi.org/10.5951/jresematheduc-2020-0093.

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Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers’ perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitiou
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Purnomo, Yoppy Wahyu. "Examining Indonesian Pre-Service Teachers’ Beliefs on the Nature of Mathematics." Integration of Education 27, no. 1 (2023): 146–54. http://dx.doi.org/10.15507/1991-9468.110.027.202301.146-154.

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Introduction. Beliefs about the nature of mathematics influence a teacherʼs mindset and, as a result, the way he or she teaches in the classroom. Several studies have been conducted in this area, but they have rarely focused on pre-service teachers. The implication is that the instruments used to measure these beliefs must be modified. This study aims to refine and validate a scale to measure pre-service teachersʼ beliefs about the nature of mathematics and to determine the demographic analysis results that influence these beliefs. Materials and Methods. A scale development study was adopted t
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H Tan, Jameson. "Model of an Outstanding Mathematics Teachers." International Journal of Scientific Engineering and Research 6, no. 9 (2018): 9–11. https://doi.org/10.70729/ijser18181.

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Leikin, Roza, Rina Zazkis, and Michal Meller. "Research mathematicians as teacher educators: focusing on mathematics for secondary mathematics teachers." Journal of Mathematics Teacher Education 21, no. 5 (2017): 451–73. http://dx.doi.org/10.1007/s10857-017-9388-9.

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Suryanti, Sri, Toto Nusantara, I. Nengah Parta, and Santi Irawati. "Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices." Journal on Mathematics Education 13, no. 2 (2022): 257–74. http://dx.doi.org/10.22342/jme.v13i2.pp257-274.

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Research on mathematics teacher professional development has emphasized primarily teaching quality enhancement. Mathematics task as one of the vital components in mathematics teacher education has been sparsely investigated. The purpose of this research is to explore mathematics teachers’ beliefs and practices in applying a problem-based task after attending one-semester online teacher professional training funded by the Ministry of Education. This is a mixed-method research design with data collected by distributing questionnaires to 105 mathematics teachers from 24 provinces in Indonesia aft
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Būdienė, Virginija. "Mathematics teachers' and student teachers' attitudes towards mathematics teaching in comparison." Lietuvos matematikos rinkinys, no. III (December 17, 1999): 252–58. http://dx.doi.org/10.15388/lmd.1999.35577.

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This article deals with the study on attitudes of Lithuanian mathematics teachers and student teachers towards math education. The objective of the study is to determine the level and differences of basic concep­tions of Lithuanian math teachers and students, and to compare with conceptions of Estonian and Finnish mathematics teachers. The research is based upon the typology of concepts introduced by J. Dionne (1984). The common math education culture of teachers and student teachers is discovered. The discussion on revealed similarities and differences is presented.
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Handayanto, Agung, Puji Rahayu, Supandi IKIP PGRI Semarang, FM Dewanto, and Rina DS. "PELATIHAN MENGGUNAKAN CD ANIMASI PEMBELAJARAN DAN MEMBUAT SOAL-SOAL INTERAKTIF SEBAGAI MEDIA SOSIALISASI CINTA ANAK TERHADAP PEMBELAJARAN MATEMATIKA DI TINGKAT TK DAN SD." E-DIMAS 2, no. 1 (2012): 1. http://dx.doi.org/10.26877/e-dimas.v2i1.91.

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Abstract ?é?á Teaching mathematics for kindergarten and elementary students will be successful if the teaching learning process has a lot of interesting and exciting activities towards to students. Team of community service tries to give them the alternative method in order to make students more interested in joining the lesson. Using visual aids is the best way in transferring knowledge to understand mathematics easily. This training was given to the mathematics teachers of kindergarten and elementary in how to design some materials using animation and how to make interactive tests. The aim o
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Hande Gülbağcı Dede, Emine Gülen Ulusoy, Mahmut Kertil,. "Skill-based Mathematics Questions: What Do Middle School Mathematics Teachers Think about and How Do They Implement Them?" Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 1 (2021): 151–86. http://dx.doi.org/10.17762/turcomat.v12i1.277.

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This study aims to investigate middle school mathematics teachers’ opinions about PISA-like skill-based mathematics questions, ways of implementing these questions during their in-class practices, and needs for a professional support. Adopting a mixed-method approach, at first, we collected the qualitative data through semi-structured interviews with 10 middle school mathematics teachers. Later, a questionnaire was developed depending on the qualitative data, and by using a survey method we collected the quantitative data from 217 middle school mathematics teachers working in Istanbul. The q
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50

Šorgo, Andrej. "Connecting Biology and Mathematics: First Prepare the Teachers." CBE—Life Sciences Education 9, no. 3 (2010): 196–200. http://dx.doi.org/10.1187/cbe.10-03-0014.

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Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational proce
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