Relevant bibliographies by topics / Mathematics Training of mathematics teacher

Contents

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

Academic literature on the topic 'Mathematics Training of mathematics teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Mathematics Training of mathematics teacher.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Mathematics Training of mathematics teacher"

1

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 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shkerina, L. V. "PROFESSIONAL DEFICITS AMONG MATHEMATICS TEACHERS AND THEIR CAUSES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 56, no. 2 (June 30, 2021): 82–92. http://dx.doi.org/10.25146/1995-0861-2021-56-2-274.

Full text
Abstract:
Statement of the problem. The reform of Russian education, which is in demand by the rapid technical development of all branches of production, is associated with the search for opportunities for appropriate changes in its content and methodological aspects. The general education school requires more and more from a teacher, thus creating a certain tension in terms of the growth of professional deficits among teachers. The purpose of the article is to determine the main approaches to identifying professional deficiencies among mathematics teachers, their structure and causes. Methodology (materials and methods). The research methodology consisted of a competence-based approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as a basis for diagnosing professional deficiencies of a mathematics teacher; Federal State Educational Standard of Higher Education in the direction of training “Pedagogical education”, professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education)”; module “Discipline training. Mathematics”, the requirements of the Federal State Educational Standard for the mathematical training of secondary school students. Research results. The composition of professional deficits among mathematics teachers was revealed and substantiated: discipline-wise, methodological and general pedagogical competencies. The main causes for the emergence of professional deficits among mathematics teachers are formulated: shortcomings of professional training at the university; inconsistency of terms in the requirements for professional competence in the Federal State Educational Standards and the Professional Teacher Standard; overestimated requirements of the employer in terms of the workload; insufficient dissemination of experience obtained from individual advanced training of a mathematics teacher. Conclusion. The approach proposed in the article to structuring the professional deficits among mathematics teachers and describing the complex of causes for their occurrence can be extended to the study of professional teacher deficits in other subject areas.
APA, Harvard, Vancouver, ISO, and other styles
3

Semenikhina, Olena, Volodymyr Proshkin, and Olha Naboka. "Application of Computer Mathematical Tools in University Training of Computer Science and Mathematics Pre-service Teachers." International Journal of Research in E-learning 6, no. 2 (December 29, 2020): 1–23. http://dx.doi.org/10.31261/ijrel.2020.6.2.06.

Full text
Abstract:
The requirements for the training of mathematics and computer science teachers to use specialized mathematical software in professional activities are substantiated in the article. Among them: the ability to creatively choose the forms and methods of teaching for the use of specialized software; ability to find non-standard or creative mathematical problems; ability to make an informed choice of specialized software; ability to see possible ways to check the result obtained by the pupil; the ability to eliminate common mistakes when pupils use computer tools, etc. The specialized mathematical software, which is used today in mathematical training of mathematics and computer science teachers in Ukraine, has been specified. The specialized mathematical software which is used today for teaching mathematics in schools of Ukraine is given. The analysis of computer tools used by the teacher in the most common mathematical software is carried out. The most urgent problems faced by mathematics teachers in their professional activities are highlighted. The experiment with ninth-grade pupils proved the positive impact of using dynamic geometry software and appropriate mathematical tools on the level of pupils’ mathematical training, which is reason to talk about the importance of computer science and mathematics pre-service teacher training to involve such tools in professional activities. Prospects for further research in the direction of developing methods for using computer mathematical tools in a research-based learning environment are presented.
APA, Harvard, Vancouver, ISO, and other styles
4

Podkhodova, Nataliya, Viktoria Snegurova, Natalia Stefanova, Alla Triapitsyna, and Svetlana Pisareva. "ASSESSMENT OF MATHEMATICS TEACHERS’ PROFESSIONAL COMPETENCE." Journal on Mathematics Education 11, no. 3 (September 6, 2020): 477–500. http://dx.doi.org/10.22342/jme.11.3.11848.477-500.

Full text
Abstract:
Development of students’ mathematical skills is associated with quality teaching, which means that mathematics teachers should be able to successfully solve mathematical, teaching, and professional problems. The article aims to describe the assessment system of mathematics school teachers’ professional competence, which helps identify gaps in their training and design tailor-made retraining courses. 2,359 mathematics teachers from 13 regions of Russia participated in the research on 05–29 September 2017. Foremost, we conducted a survey and collected data about their teacher category and teacher expertise. Next, we provided a preliminary diagnostic test to enable the participants to self-assess their subject matter and teaching competencies. After that, they completed a three-part diagnostic test to assess their abilities to solve mathematical, teaching, and professional problems. Finally, the participants conducted video lessons. The three-part diagnostic test and video lessons allowed determining the professional competence level for every mathematics teacher. 24% participants showed level I of professional competence, 44% – level II, 9% – level II; 23% participants did not pass the basic level of professional competence. The results show that the mathematics teachers have difficulties in solving mathematical, teaching, or professional problems so tailor-made retraining courses are required. The developed assessment system underlies designing the courses.
APA, Harvard, Vancouver, ISO, and other styles
5

Bharata, Haninda, and Sugeng Sutiarso. "Improving Teachers’ Self-Efficacy through Training: An Impact for the Freedom of Students’ Mathematical Thinking." Jurnal Didaktik Matematika 8, no. 1 (May 8, 2021): 119–33. http://dx.doi.org/10.24815/jdm.v8i1.19861.

Full text
Abstract:
Teacher self-efficacy is an important component of teacher competence. At present, efforts to improve teacher competencies have not been carried out simultaneously for teacher activities in the classroom (open class) and outside the classroom (training). This quasi-experimental study aimed to examine the effectiveness of soft skills training and the practice of lesson study on improving mathematics teacher self-efficacy and describe the impact of teacher self-efficacy on the freedom of students' mathematical thinking. The study involved three mathematics teachers and 90 students from three different junior high school regions in Bandar Lampung, Indonesia (city center, semi-urban, and suburban). Data was collected through questionnaire, observation, and interview. The data were then analyzed descriptively. The effectiveness of soft skills training and the practice of lesson study on improving mathematics teachers’ self-efficacy was examined using Wilcoxon Test. The results showed the differences in the average teachers’ self-efficacy before and after participating in soft skills training and the practice of lesson study (with an increase of 0.82/high). The increase in teachers’ self-efficacy also positively affected the freedom of students’ mathematical thinking.
APA, Harvard, Vancouver, ISO, and other styles
6

Thaqi, Xhevdet, Ana Isabel Rodríguez Valladares, and Ekrem Aljimi. "Different Ways of Conceptualizing Mathematical Content for Prospective Primary School Teachers." International Journal of Smart Education and Urban Society 12, no. 1 (January 2021): 61–68. http://dx.doi.org/10.4018/ijseus.2021010105.

Full text
Abstract:
Changes in today society and in the development of technology demand a greater interest in mathematical knowledge in education and didactic research on professional work. Recent research seems to confirm that mathematics is still under-worked. This is the starting point from which the interest in studying the mathematical knowledge is necessary for the professional development of perspective primary school mathematics teachers arises. The study of mathematics curricula for the training of prospective teachers in different universities and their historical evolution will provide those with necessary criteria to organize, formulate, and develop the mathematical content of this didactic point of view and to establish the diagnosis of the systematic and the subsequent intervention in the teacher training institutions. According to the recommendations of the researches and other scientific events, the basic concepts and properties of mathematics should be included in the curricula of study programs for primary school teacher training.
APA, Harvard, Vancouver, ISO, and other styles
7

GAVRILOVA, Yekaterina N., Sabyrkul M. SEITOVA, Gulnar O. KOZHASHEVA, Aigul O. ALDABERGENOVA, and Galiya T. KYDYRBAEVA. "STUDY RESULTS FOR METHODOLOGICAL TRAINING OF TEACHERS OF MATHEMATICS IN CONDITIONS OF INNOVATION." Periódico Tchê Química 17, no. 35 (July 20, 2020): 391–403. http://dx.doi.org/10.52571/ptq.v17.n35.2020.35_gavrilova_pgs_391_403.pdf.

Full text
Abstract:
The contemporary stage of education reform puts high demands on teacher training and on mastering the newest teaching techniques and technologies. All over the globe, there is a search for new education systems that are more democratic, diversified and effective from the standpoint of the interests of the individual and society. This requires, on the one hand, new, more efficient ways of organizing the educational process at the university, in particular, reviewing the structure and content of the methodological training of students. On the other hand, the very concept of “professional pedagogical activity of a teacher” is currently undergoing certain changes. This study aimed to identify how effectively will the methodological training of future mathematics teachers increase based on the introduction of innovative techniques and teaching methods and how the methodology of teaching mathematical disciplines in the conditions of innovation may be improved. Two hundred thirteen people took part in the experimental work, including teachers of mathematics and full-time students, undergraduates, doctoral students, as well as young teachers of the university. The results of the ascertaining experiment became the basis for revising the purposes of the methodological and professional training of future mathematics teachers and made it possible conclude on the necessity of improvement of the system-methodological support for teaching mathematical disciplines in higher education. Because of this, the training of a mathematics teacher should form them as a knowledgeable mathematician, as a person with a high pedagogical and general culture, who, by teaching, would educate the younger generation in the spirit of modernity. It can be assumed that the content of courses in a pedagogical university in mathematical disciplines should, for instance, at a modern academic level, cover those matters that the teacher communicates at school.
APA, Harvard, Vancouver, ISO, and other styles
8

Shkerina, Lyudmila Vasilyevna, Natalia Alexandrovna Zhuravleva, and Maria Anatolievna Keiv. "Methodology for Identifying Subject Professional Deficits of Mathematics Teachers." Siberian Pedagogical Journal, no. 4 (September 8, 2021): 43–54. http://dx.doi.org/10.15293/1813-4718.2104.05.

Full text
Abstract:
Modern challenges of the system of mathematical training of schoolchildren lead to an increase in subject professional deficits of a mathematics teacher. Monitoring the teacher’s professional deficits allows them to be leveled in a timely manner, thereby improving the quality of the educational process. However, the theory and method of identifying them has not been studied much. This makes it possible to state the problem of research, which consists in determining the conceptual basis of the methodology for identifying subject professional deficits of a mathematics teacher. The purpose of the article is to develop a methodology for identifying subject professional deficits of a mathematics teacher. Methodology. The methodological basis of the study was a competent approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as the basis for diagnosing professional deficits of a mathematics teacher; federal state educational standard for higher education in the field of training “Pedagogical education”; professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education. Module “Subject training. Mathematics”, the requirements of the federal state educational standard for the mathematical training of students in a general education school). The study used methods of analyzing special literature and normative documents, pedagogical modeling and design, mathematical processing of information. Results of the study. The basic principles of the methodology for identifying subject professional deficits are formulated and substantiated: expediency, diagnosticity, systemicity and advance. Based on these principles, the authors developed a methodology for identifying subject professional deficits of a mathematics teacher. The example shows the main stages and results of diagnosing subject deficits of a mathematics teacher in the field of combinatorics and probability theory.
APA, Harvard, Vancouver, ISO, and other styles
9

Haryanto, Loeky, Andi Galsan Mahie, Amir Kamal Amir, Naimah Aris, and Kasbawati Kasbawati. "Pembelajaran Matematika Berbasis Komputer Untuk MGMP Matematika SMP Di Kabupaten Pangkajene dan Kepulauan." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 3, no. 1 (March 27, 2019): 100. http://dx.doi.org/10.36339/je.v3i1.194.

Full text
Abstract:
Computers as learning media have become mandatory in the teaching and learning process. Mathematical learning in which the field of study is abstract and requires logical thinking is also inseparable from computer learning media. Many software made to facilitate mathematics learning activities, among others: Geogebra, Microsoft Mathematic, Maple, Matlab, SAS, SPSS etc. The dedication activities have been carried out by the Mathematics Department of FMIPA in collaboration with the Hasanuddin University Research and Community Service Institute (Lp2M) in Mathematics Subject Teacher (MGMP) at the junior high School in Pangkajene and Kepulauan District (Pangkep) held in the Junior High School 4 hall with a number of participants as many as 30 teachers from 23 various junior high schools in Pangkep Regency who are members of the MGMP. The purpose of this activity is to improve the ability of junior high school mathematics teachers in Pangkep Regency to use computer-based learning media such as Maple and Matlab. The material provided was training on Maple and Matlab software to support mathematics learning. The results of this activity can improve the ability of mathematics teachers to master mathematical material assisted by software.
APA, Harvard, Vancouver, ISO, and other styles
10

Ansori, Hidayah, I. Ketut Budayasa, and St Suwarsono. "Mathematical communication profile of female student who is mathematics teacher candidate in implementing teaching practice program." Math Didactic: Jurnal Pendidikan Matematika 5, no. 2 (August 30, 2019): 145–53. http://dx.doi.org/10.33654/math.v5i2.605.

Full text
Abstract:
Students who are mathematics teacher candidates have different mathematical communication skills. They carry out mathematics learning when doing teaching practice. Their mathematical communication skills greatly influence the communication that is implemented into mathematics learning in the classroom. This study aims to describe the mathematical communication profile of female students who are mathematics teacher candidates. The participant of this study was a female teacher candidate who was carrying out teaching practice (PPL) at the training school. Data collection was done by recording the implementation of learning, which was presented through learning video transcripts and analyzed by data reduction, data displaying, and interpretation-verification. The results of this study are prospective female teachers always ask students to repeat their answers, to ensure the answers mentioned. This has resulted in the fact that female mathematics teacher candidates are not strict in making decisions, seem rambling in making decisions. The nonverbal communication of female teacher candidates is a clear voice heard throughout the class; ways/gestures, movements of appearance and facial expressions show calmness and smile to students, so learning flows smoothly.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Mathematics Training of mathematics teacher"

1

Cronk, Carol Elizabeth. "Effects of mathematics professional development on growth in teacher mathematical content knowledge." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/139.

Full text
Abstract:
The purpose of this project was to determine if there was a correlation between teachers' scores on fractions items on project assessments and the percentage of participation time in professional development activities.
APA, Harvard, Vancouver, ISO, and other styles
2

Wakhungu, Henry K. "Pre-service elementary teachers' beliefs and conceptions about the nature of mathematics and mathematics learning." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3159910.

Full text
Abstract:
Thesis (Ph.D.)--Indiana University, School of Education, 2005.
Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0123. Adviser: Peter W. Kloosterman. Title from dissertation home page (viewed Oct. 11, 2006)
APA, Harvard, Vancouver, ISO, and other styles
3

Chung, Chih-Hung. "Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799534/.

Full text
Abstract:
In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been published. However, the most important role we should consider is not only students, but also teachers. A good teaching training program could help teachers improve their teaching expertise and student’s math achievement. Moreover, most studies only focused on explained predictions of the effect between potential factors. Therefore, the purpose of this study is to implement a hierarchical linear model and cluster analysis techniques to re-examine the Trends in International Mathematics and Science Study (TIMSS) 2011 among eighth grade students in the United States (U.S.), South Korea, Singapore, and Taiwan. These techniques were applied to provide a teacher characteristics and student math achievement model and identify a new institutional typology based on the pattern of teacher characteristic types and countries. Based on these patterns and model, this study presented the findings, as well as suggestions for improving educational policies and teaching training program in, South Korea, Singapore, Taiwan, and the U.S.
APA, Harvard, Vancouver, ISO, and other styles
4

Young, Gerald. "The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668811.

Full text
Abstract:

The purpose of this research study is to describe and analyze the self-reported experiences of exemplary high school mathematics teachers who underwent personal and professional transformations in order to develop and use a standards-based, constructivist (SBC) teaching paradigm in their classrooms. These teachers were all past recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), an award that required them to demonstrate that their mathematics instruction was rigorous in the manner described by the NCTM standards.

The following research questions are addressed: (a) What are the paths SBC secondary mathematics teachers who received the PAEMST pursued to become highly effective?, (b) What obstacles and challenges did they encounter and how were these obstacles overcome?, and (c) What sustained them on their journeys? The research methodology used to be a narrative inquiry. Following a wide survey of PAEMST recipients, five volunteer participants were chosen for the study. Data were collected from each participant using a one-to-one interview and the written section of each participant's PAEMST application. A narrative was written for each participant describing the path they had followed to become a highly effective high school mathematics teacher. The narrative was sent to each participant, and a follow-up interview was conducted via telephone amending the narrative to reflect the participant's additions and deletions. From the five amended narratives, eight themes were identified: (a) influences; (b) education; (c) professional development; (d) NCTM standards; (e) teaching style: beginning, current, or end of a career; (f) obstacles; (g) personality traits and personal beliefs; and (h) student influence.

Several of the themes were supported by previous research. However, this research study discovered two new findings. First, the five participants had common characteristics and beliefs: (a) belief in their students, (b) persistence, (c) belief that professional development is vital for teacher growth, and (d) passion about mathematics and about conveying that passion to their students. The second research finding pertained to the influence that their own students had on all of the five participants. All the participants purposely sought out their students' thoughts about the classroom curriculum and about the instruction they received. The teachers considered their students part of the classroom learning community, and they honored and acted on their input.

Finally, in addition to describing the trajectory of five PAEMST winning teachers, this study offers recommendations for students studying to become high school mathematics teachers, teacher educators, and educational researchers. For these students, their teaching preparation courses need to be taught adhering to the four principles of learning: activity, reflection, collaboration and community. According to this research, the model of teacher preparation courses that emphasize the teaching of the above four principles using a traditional teacher-directed method does not prepare future mathematics teachers for the use of SBC teaching in their classrooms. Suggestions about further research are addressed.

APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers&rsquo
content knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers&rsquo
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. The data were collected from 43 senior pre-service mathematics teachers from a teacher education program at a large public university in Ankara. The participants were given an 83-item test to measure their content knowledge for mathematics teaching at the beginning and after the methods course. The purpose of the pre- and post-test assessment was to measure the amount of change in the participants'
knowledge for mathematics teaching. The test was developed and piloted at the University of Michigan in the USA for Learning Mathematics for Teaching (LMT) Project. Quantitative data analysis techniques were used to answer the research questions. The results indicated that there was a significant effect of the mathematics teaching methods course on pre-service teachers&rsquo
content knowledge for teaching mathematics. Moreover, the findings showed that there is no significant mean difference between male and female pre-service teachers, and between the pre-service teachers who have taken at least one mathematics teaching elective course and the ones who have not taken any elective course related to mathematics teaching in terms of their CKTM. Also, the study showed that there is a significant positive relationship between pre-service teachers&rsquo
CKTM and their academic achievement on undergraduate mathematics content courses. The study is expected to make important contributions to the literature by providing information about whether the methods courses significantly contribute to pre-service teachers&rsquo
understanding of knowledge for mathematics teaching. Moreover, the findings of the study is hoped to inform teacher educators and policy makers about the needs and improvements in teacher preparation programs.
APA, Harvard, Vancouver, ISO, and other styles
6

Ensor, Margaret Paula. "A study of the recontextualising of pedagogic practices from a South African university preservice mathematics teacher education course by seven beginning secondary mathematics teachers." Thesis, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322518.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rawane, Mosima Gladys. "Exploring the embodiment of a secondary mathematics teacher." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1989.

Full text
Abstract:
Thesis (M. Ed. (Mathematics Education)) --University of Limpopo, 2017
Sarton (1936) stated that mathematics has grown so large for a single mind to grasp. Mack (1961) attributes that phenomenon by claiming that mathematics differs from science in that it keeps on adding new concepts to existing ones, whereas in science there is reduction of concepts. This continuing growth makes it impossible for an individual to study mathematics as a whole (Krantz, 2010). Van Bendegem (2009, p. 137) calls the mathematics world a “mad world”. Recently, Ellerton (2014) compared mathematics to a growing tree. A number of challenges arise out of the observations made above. Is the mathematics that is taught in secondary schools an appropriate reflection of the mathematics that is out there today? Is an individual an appropriate embodiment of a secondary mathematics teacher? In the mist of these and many other questions, this study locates itself in the second question and investigated the notion of an embodiment of a secondary mathematics teacher. The main research question that was pursued was ‘How adequate is an individual as an embodiment of a secondary mathematics teacher?’ This question should be understood and interrogated in the context of Festinger’s (1962) dissonance cognitive theory that also serves as the theoretical framework for the study. The expectations of a secondary mathematics teacher do not fit in with an individual’s capacity to embody those. Grounded theory (Glaser, Strauss & Beer, 1967) was used to generate and develop what Elliot and Higgins (2012) called a substantive theory. This was a desktop grounded theory study and data was collected from existing literature of published journals and books. Since the use of documents is recommended as one of the qualitative data collection methods in grounded theory (Strauss & Corbin, 1990), the documents served as primary data where only a few that were relevant to the issues discussed were selected (Breckenridge & Jones, 2009). Content and thematic analyses procedures were used. Content analysis assisted to organise data according to various eras, tracing the growth in mathematics education and mathematics content, comparing them to a mathematics teacher of different eras, which assisted in bringing the answer to the research question posed (Bowen, 2009). Thematic analysis was used to identify commonalities and differences with regard to the notion of a teacher in various eras (Fereday & Muir-Cochrane, 2006). The findings revealed that the notion of a secondary mathematics teacher of the current era is completely not a suitable embodiment of a secondary mathematics teacher. The current notion of an embodiment of a secondary mathematics teacher is seriously challenged by this ever growing subject. Secondary mathematics is so large for an individual to acclimatise with (Sarton, 1936), and there seems to be a need for more than an individual to ensure that mathematics is well taught and learned by learners. It is recommended that other studies should be undertaken to determine as to how many individuals can constitute a composite suitable to embody the requirements of an ideal secondary mathematics teacher.
APA, Harvard, Vancouver, ISO, and other styles
8

Van, Putten Sonja. "Professional mathematics teacher identity in the context of pre-service training." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/28755.

Full text
Abstract:
This study investigates the development and nature of Professional Mathematics Teacher Identity (PMTI) in pre-service teachers. It is an explanatory, interpretive case study in which six Fourth Year mathematics education students participated. PMTI is examined in terms of three aspects: Mathematics Specialisation; Teaching-and-Learning Specialisation and Caring, and the actualisation of these aspects is analysed in the context of the teaching practicum classroom. The effect of each student‘s personal history, their view of the subject mathematics as well as their experiences during tertiary training and teaching practica is probed. Of these, their experiences as learners in school were found to be the most influential factor, both on their initial career choice and who they are as mathematics teachers. Main findings of this study are firstly that personal histories and perceptions lead to different PMTI‘s and different retentions of what is taught at university; that PMTI is observed in interaction with the learners, and that the students‘ self-perceptions are not congruent with those aspects as actualised in the classroom. For example, all six espouse the theory of learner-centred classrooms, but only two of them truly put this theory into practice in their own teaching, thus demonstrating that espoused theory and theory in action are not necessarily the same. It was also found that the mathematics methodology modules completed by these students were unable to shake entrenched beliefs with which the students enrolled at university. Factors determining career choice were key to understanding PMTI, as were the beliefs with which these students began their tertiary training.
Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
Abstract:
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
evolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study included a cyclical process. Lasting a month, each cycle consisted of meeting before the implementation of the model eliciting activity, implementation of the activity and meeting after the implementation. The study took five months and was conducted in two public schools. The participants were four in-service mathematics teachers where two teachers were selected from each school by purposive sampling. The study was designed as case study. Data analyses were conducted during and after data collection and with two approaches as with-in case and cross-case analysis. As the professional development activities created learning environments for the teachers to develop their models for teaching mathematics from a modeling perspective, the results of this study showed that the professional development program used in the study had a positive effect on teachers&rsquo
evolving pedagogical content knowledge and pedagogical knowledge based on the theoretical and empirical backgrounds in the literature. Besides, implications, suggestions for professional development, for teachers and for further research are provided.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo
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
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Mathematics Training of mathematics teacher"

1

1953-, Jones Sonia, ed. Becoming a successful teacher of mathematics. London: Routledge/Falmer, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Jones, Sonia. Becoming a Successful Teacher of Mathematics. London: Taylor & Francis Inc, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Haggarty, Linda. New ideas for teacher education: Mathematics framework. London: Cassell, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Binde, Andrew L. Conceptions of mathematics teacher education: Thoughts among teacher educators in Tanzania. Åbo: Åbo akademis förlag, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Haggarty, Linda. New ideas for teacher education: A mathematics framework. London: Cassell, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Larry, Sowder, and Nickerson Susan Denise, eds. Reconceptualizing mathematics. New York, N.Y: W.H. Freeman, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

The mathematics teacher's handbook. New York, NY: Continuum International Pub. Group, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Carroll, Catherine. Learning to lead mathematics professional development. Thousand Oaks, Calif: Corwin Press, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

C, Leitzel James R., ed. A call for change: Recommendations for the mathematical preparation of teachers of mathematics. [Washington, D.C.]: The Committee, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Mathematics Training of mathematics teacher"

1

Liljedahl, Peter, V. Durand-Guerrier, C. Winsløw, I. Bloch, P. Huckstep, T. Rowland, A. Thwaites, et al. "Components of Mathematics Teacher Training." In The Professional Education and Development of Teachers of Mathematics, 25–33. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09601-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wittmann, Erich Christian. "The Mathematical Training of Teachers from the Point of View of Education." In Connecting Mathematics and Mathematics Education, 49–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_4.

Full text
Abstract:
AbstractThe paper describes an approach to integrating the mathematical and educational components in teacher training which is based on elaborating educational and psychological aspects inherent in “good mathematics”.
APA, Harvard, Vancouver, ISO, and other styles
3

Kajoro, Peter. "Mathematics Teacher Training in East Africa." In Mathematics Education in East Africa, 53–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wittmann, Erich Christian. "The Alpha and Omega of Teacher Education: Organizing Mathematical Activities." In Connecting Mathematics and Mathematics Education, 209–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_10.

Full text
Abstract:
AbstractThe aim of this paper is to describe an introductory mathematics course for primary student teachers and to explain the philosophy behind it. The paper is structured as follows: It starts with a general plea for placing the mathematical training of any category of students into their professional context. Then the context of primary education in Germany, with its strong emphasis on the principle of learning by discovery, is sketched.
APA, Harvard, Vancouver, ISO, and other styles
5

Abboud-Blanchard, Maha, and Aline Robert. "Strategies for Training Mathematics Teachers." In Mathematics Classrooms, 229–45. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-281-5_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wittmann, Erich Christian. "Teaching Units as the Integrating Core of Mathematics Education." In Connecting Mathematics and Mathematics Education, 25–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.

Full text
Abstract:
AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
APA, Harvard, Vancouver, ISO, and other styles
7

Chassapis, Dimitris. "Integrating the Philosophy of Mathematics in Teacher Training Courses." In Philosophical Dimensions in Mathematics Education, 61–79. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-71575-9_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Heilio, Matti. "Mathematics in Industry and Teachers’ Training." In New ICMI Study Series, 223–28. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02270-3_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jean-Jacques, Salone. "The Cooperative Works, a Teacher Training System Open to the Local Social Network." In Trends in Mathematics, 89–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76413-5_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Millman, Richard, Paola Iannone, and Peter Johnston-Wilder. "Educators and the Teacher Training Context." In The Professional Education and Development of Teachers of Mathematics, 127–33. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09601-8_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Mathematics Training of mathematics teacher"

1

Rahmawati, Ratih, Mardiyana Mardiana, and Triyanto Triyanto. "Analysis of Studentsr Mathematical Reasoning Ability in Solving Mathematics Problem." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.57.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hodaňová, Jitka, and Jitka Laitochová. "GEOMETRIC CONSTRUCTIONS AT MATHEMATICS TEACHER TRAINING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0479.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dofková, Radka. "MATHEMATICAL AND DIGITAL LITERACY IN PROSPECTIVE MATHEMATICS TEACHERS TRAINING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1207.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Floris, Francesco, Alice Barana, Anna Brancaccio, Alberto Conte, Cecilia Fissore, Marina Marchisio, and Claudio Pardini. "Immersive teacher training experience on the methodology of problem posing and solving in Mathematics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9489.

Full text
Abstract:
In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&S - Problem Posing & Solving - Project of the Italian Ministry of Education, which aims at enhancing the teaching and learning of Mathematics by using new methodologies and technologies. In particular, the focus will be on the work and considerations of the 50 teachers who took part in the project, from both primary and secondary school. They were guided through the individual step-by-step creation of a contextualized problem, following a process guided through stimulus-based questions. This immersive experience brought about the production of valid problems and was full of very stimulating teachers' considerations on the various phases of the problem posing and solving.
APA, Harvard, Vancouver, ISO, and other styles
5

Morales López, Yuri, Marianela Alpízar Vargas, Ana Lucía Alfaro Arce, and Vicenç Font-Moll. "Noticing and analysis of pedagogical practices in mathematics." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.88.

Full text
Abstract:
The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?
APA, Harvard, Vancouver, ISO, and other styles
6

Friedman, Edward A., and M. P. Jurkat. "Computers in mathematics: teacher-inservice training at a distance." In Fibers '92, edited by Jacek Maitan. SPIE, 1993. http://dx.doi.org/10.1117/12.139270.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Barana, Alice, Michele Fioravera, and Marina Marchisio. "Teacher training: a model for introducing innovative digital methodologies for learning Mathematics." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5303.

Full text
Abstract:
This paper shows a model of teacher training developed by the XXX of the ZZZ, aimed at introducing teachers to the use of innovative methodologies for learning Mathematics and for developing disciplinary and cross-cutting competences. The learning methodologies proposed are mainly based on Problem Posing and Problem Solving, the use of an Advanced Computing Environment, of a Virtual Learning Environment and of an Automated Assessment System. The training model, designed in blended modality, mainly relies on the creation of an online community of practice, where teachers, supported by tutors, collaborate in the creation of interactive learning materials for their classes. They acquire competences not only in the use of learning technologies, but also on sharing and collaborating in virtual environments; they learn how to develop self-tailored didactic methodologies. The key strengths of this model are highlighted and the results, achieved after the experimentation in several projects, are discussed, showing the effectiveness of the model.
APA, Harvard, Vancouver, ISO, and other styles
8

Umbara, Tria, Muhammad R. Fananta, and Saktiana D. Hastuti. "Design Development of Inquiry-Based Teacher Training to Support Primary Teacher's Pedagogical Content Knowledge." In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sunawan, Mr, Halen Dwistia, Kusnarto Kurniawan, Sri Hartati, and Afriyadi Sofyan. "Classroom Engagement and Mathematics Achievement of Senior and Junior High School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wijayanti, Septiana, and Joko Sungkono. "Need Analysis on Developing Teaching Instruments of Mathematics for Senior High School." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.71.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Mathematics Training of mathematics teacher"

1

Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

Full text
Abstract:
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 content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
APA, Harvard, Vancouver, ISO, and other styles
2

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

Full text
Abstract:
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
APA, Harvard, Vancouver, ISO, and other styles
3

Ingersoll, Richard, and David Perda. The Mathematics and Science Teacher Shortage: Fact and Myth. Consortium for Policy Research in Education, March 2009. http://dx.doi.org/10.12698/cpre.2009.rr62.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Young, Gerald. The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2064.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ingersoll, Richard, and Henry May. The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover. Consortium for Policy Research in Education, October 2010. http://dx.doi.org/10.12698/cpre.2010.rr66.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1097.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Khrunichev, R. V. Distance learning course "Financial mathematics", training direction 38.03.05 " Business Informatics". OFERNIO, June 2018. http://dx.doi.org/10.12731/ofernio.2018.23678.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Fasteen, Jodi. An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2311.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Khrunichev, R. V. The distance learning course «Mathematics (pre-University training of foreign students). Part 2». OFERNIO, December 2018. http://dx.doi.org/10.12731/ofernio.2018.23532.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Schoen, Robert, Xiaotong Yang, and Gizem Solmaz. Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test. Florida State University Libraries, May 2021. http://dx.doi.org/10.33009/lsi.1620243057.

Full text
Abstract:
The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of measurement, and marginal reliability. The intended use of the data from the 2019 K-TEEM test is to serve as a measure of teacher knowledge that will be used in a randomized controlled trial to investigate the impact—and variation in impact—of a teacher professional-development program for early elementary teachers.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Mathematics Training of mathematics teacher' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography