Dissertations / Theses on the topic 'Mathematics Training of mathematics teacher'
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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 textWakhungu, 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 textSource: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0123. Adviser: Peter W. Kloosterman. Title from dissertation home page (viewed Oct. 11, 2006)
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 textYoung, 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 textThe 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.
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 textcontent 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.
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 textRawane, Mosima Gladys. "Exploring the embodiment of a secondary mathematics teacher." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1989.
Full textSarton (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.
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 textThesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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 textevolving 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.
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 textbeliefs 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.
Miranda, Martins Dominique. "The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107875.
Full textCette étude a cherché à comprendre comment un groupe d'enseignants en formation qui suivaient un cours sur les méthodes d'enseignement combiné de science et de mathématique au secondaire conceptualisaient les démarches d'enseignement interdisciplinaire et en faisaient l'expérience. Même s'ils savent que le fait de planifier des activités interdisciplinaires est une pratique d'enseignement essentielle au Québec, ces futurs enseignants faisaient face à nombre de défis pendant le processus d'apprentissage de cette démarche d'enseignement. À l'aide de deux structures interdisciplinaires (Nikitina, 2005; Boix Mansilla & Duraising, 2007), j'ai réalisé une analyse qualitative de la progression des concepts antérieurs et émergents des enseignants en formation à l'égard de l'interdisciplinarité et de leur capacité à planifier des activités d'enseignement interdisciplinaire. Le cursus provincial et les enjeux relatifs au temps ont permis de donner une structure solide aux conceptions des étudiants quant à l'interdisciplinarité dans la classe, et ont freiné leur capacité de planifier et d'imaginer la réalisation de cours interdisciplinaires en science et en mathématique au secondaire. En outre, leur perception d'eux-mêmes à titre de spécialistes de contenu, le sentiment d'efficacité personnelle en lien avec l'enseignement interdisciplinaire et l'acquisition des connaissances des étudiants comme source de motivation pour l'enseignant ont émergé comme les facteurs clés faisant la promotion ou interrompant le développement de démarches d'enseignement interdisciplinaire. L'examen de ces facteurs met en lumière le besoin de programmes d'éducation qui offriraient aux futurs enseignants l'occasion d'explorer la façon dont ils se perçoivent en tant qu'éducateurs, d'augmenter leur sentiment d'efficacité personnelle et de les motiver à enseigner dans un mode interdisciplinaire. Mots clés : enseignement interdisciplinaire, étudiant-enseignants, cursus, programme d'éducation à l'intention des enseignants, sentiment d'efficacité personnelle, motivation
Ilgun, Munevver. "An Investigation Of Prospective Elementary Mathematics Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615447/index.pdf.
Full textPuteh, Marzita. "Factors associated with mathematics anxiety and its impact on primary teacher trainees in Malaysia." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267728.
Full textHaggarty, Linda. "Investigating a new approach to mathematics teacher education : an action research study." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356987.
Full textBelnap, Jason Knight. "Putting TAs into Context: Understanding the graduate mathematics teaching assistant." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1238%5F1%5Fm.pdf&type=application/pdf.
Full textOzaytabak, Emel. "Factors Affecting Preservice Mathematics Teachers'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605232/index.pdf.
Full textdecisions on probability teaching. The sample of the study was 248 preservice mathematics teachers from Gazi University, Hacettepe University, and Middle East Technical University. According to the gender the number of females and males were 170 and 78 respectively. To obtain necessary data for the study, the following measuring instruments were used: (1) Probability Achievement Test (PAT)
(2) Probability Misconception Test (PMT)
(3) Attitude toward Probability Teaching Scale (APTS)
(4) Attitude toward Probability Scale (APS). Only the third measuring instrument was developed and its reliability and validity was tested by the researcher. An interview was done with 12 preservice mathematics teachers from Gazi University, Hacettepe University, and Middle East Technical University. The data of the study were analyzed by using SPSS and with qualitative techniques. The results of the study demonstrated that there are some factors affecting preservice mathematics teachers&rsquo
decisions on probability teaching. These factors were their attitude toward probability, probability achievement and misconceptions. Subjects thought that gender would have no affect on their decision on probability teaching.
Young, Gerald E. "The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2065.
Full textAlpaslan, Mustafa. "Prospective Elementary Mathematics Teachers'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613610/index.pdf.
Full textknowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers&rsquo
knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtained from 1593 prospective teachers who were enrolled in first, second, third, and fourth years of Elementary Mathematics Education undergraduate program of nine universities located in seven geographical regions of Turkey through clustered random sampling. The scales used in the data collection were Knowledge of History of Mathematics (KHM) Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education (ABHME) Questionnaire. The two-way ANOVA results clarified that prospective teachers&rsquo
knowledge of history of mathematics improved as the years enrolled in the program increased. Results also revealed that males had significantly higher mean scores on KHM Test than females in the first two years of the program. In the third and fourth years, this situation reversed such that females had higher KHM mean scores, but this difference was not statistically significant. Results also showed that prospective teachers&rsquo
ABHME mean scores increased as years of enrollment in the program increased. More clearly, senior prospective teachers&rsquo
relevant mean scores were significantly higher than that of freshmen and sophomores, and juniors&rsquo
attitudes and beliefs were significantly higher than that of freshmen. In addition, females&rsquo
ABHME mean scores were significantly higher than that of males for all years. Lastly, a positive correlation between prospective elementary mathematics teachers&rsquo
KHM mean scores and ABHME mean scores was found through Pearson product-moment correlation analysis.
Kayan, Fatma. "A Study On Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608104/index.pdf.
Full textbeliefs showed significant difference when the universities attended was concerned.
Eroglu, Deniz. "Examining Prospective Elementary Mathematics Teachers'." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614005/index.pdf.
Full textknowledge of mistakes held by elementary students in fractions and their proposed strategies to overcome those mistakes. The data were collected from 149 prospective elementary mathematics teachers enrolled in the elementary mathematics education programs from a public university in Central Anatolian Region. Fraction Knowledge Questionnaire was used to accomplish the purpose of the study. The data collection tool included nine open ended questions, and each question had two sub-tasks. In this study, the items in the &ldquo
Fraction Knowledge Questionnaire&rdquo
were analyzed in-depth in order to reach a detailed description of prospective teachers&rsquo
knowledge about students&rsquo
mistakes on fractions. The results of this study revealed that prospective elementary mathematics teachers mostly could identify the students&rsquo
mistakes. However, although prospective teachers could notice the students&rsquo
mistakes, they could give superficial reasons for these mistakes. Furthermore, verbal explanations, using area representation, using real life model, reviewing prior knowledge, teaching standard algorithm, asking guided questions, using simple examples, using counter examples, using drill and practice, making students aware of their mistakes, and increasing students&rsquo
motivation were the suggested strategies by prospective teachers in order to overcome students&rsquo
mistakes in fractions.
Ilukena, Alex Mbonabi. "A needs analysis for the implementation of a complementary course in mathematics education for teachers of mathematics in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003560.
Full textWheeldon, Debra. "DEVELOPING MATHEMATICAL PRACTICES IN A SOCIAL CONTEXT:AN INSTRUCTIONAL SEQUENCE TO SUPPORT PROSPECTIVE ELEMENTARY TEACHERS'." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2863.
Full textEd.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction EdD
Bakkaloglu, Ezgi. "Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608937/index.pdf.
Full textself efficacy beliefs and outcome expectancies about using manipulatives and investigates whether, or not, university and gender differences have any significant effect on their self efficacy and outcome expectancies. In mathematics education, students&rsquo
conceptions about abstract mathematical ideas and being able to convert them into concrete ideas are very important. For this reason, it is very beneficial to use manipulative materials in the mathematics lessons. However, most of the preservice mathematics teachers in Turkey lack knowledge about using manipulatives. The sample of present study consisted of 77 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 2 different universities located in Ankara and Izmir. Data were collected in spring term of 2006-2007 academic years. The survey items were adopted from previously developed teacher efficacy instrument, which partly ensures the items to be parallel with the existing theory about the construct. The survey consisted of three parts
demographic information, knowledge about the manipulatives, and &lsquo
The Instrument of Preservice Mathematics Teachers&rsquo
Efficacy Beliefs about Using Manipulatives&rsquo
(EBMU). The present study demonstrated that the gender differences did not effect preservice elementary mathematics teachers&rsquo
personal manipulative use teaching efficacy whereas the university differences had a significant effect on their personal manipulative use teaching efficacy. In addition, the gender and university attended produced statistically significant main effect on preservice elementary mathematics teachers&rsquo
outcome expectancies.
Taylor, Carol A. "The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/22535.
Full textEd.D.
The purpose of this study was to determine whether a one-semester combined mathematics content/methods course based on Simon's (1994) Learning Cycle framework for the mathematical preparation of preservice elementary teachers was more effective at aligning preservice teachers' beliefs with the philosophy of the Standards documents (NCTM, 1989, 1991, 1995, 2000) and other reform literature than another content/methods course. While the six-cycled Learning Cycles framework has been used in separate content and methods courses (Simon, 1995), it has not been used in a combined content/methods setting. The preservice teachers enrolled in two sections of the course Teaching Math to Children: N-6 were involved in the study with one section investigating the topics measurement, geometry and fractions using the Learning Cycles framework while the other section used a different framework to investigate number concepts and place value; addition and subtraction strategies; multiplication and division strategies; geometry and spatial sense; ratio, proportion, percent, similarity and scale; and probability, counting techniques and statistics. Beliefs about the nature, teaching and learning of mathematics were measured both quantitatively and qualitatively. All participants' beliefs were assessed quantitatively at the beginning and the end of the course using a beliefs instrument with three subscales that measured beliefs about the nature, teaching and learning of mathematics. Five preservice teachers from the Learning Cycles course served as case studies and provided qualitative data through interviews and journal prompts. Analyses of Covariance were calculated for course of enrollment and each of the three beliefs subscales. For beliefs about the nature of mathematics, there was a significant difference between the adjusted post-test scores of the Learning Cycles group and the comparison group favoring the Learning Cycles group. Similar results were found regarding beliefs about the teaching of mathematics. While significant differences were found between the groups with regards to beliefs about the learning of mathematics, the scores on the corresponding subscale changed only slightly. Qualitative analyses confirmed the findings regarding the beliefs about the nature and teaching of mathematics. Differences were also found in the preservice teachers' beliefs about learning mathematics. The case study participants attributed certain characteristics of the course with their changing beliefs. These results indicate that the Learning Cycles course was somewhat successful at aligning preservice teachers' beliefs with those of the reform movement.
Temple University--Theses
Fransman, Johanna Sandra. "Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4357.
Full textEsterly, Elizabeth. "A multimethod exploration of the mathematics teaching efficacy and epistemological beliefs of preservice and novice elementary teachers." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070405222.
Full textNg, Swee Fong. "Malaysian pre-service primary mathematics teachers and their lecturers : practice and beliefs about mathematics, teaching and learning." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365276.
Full textDing, Lin, and 丁琳. "Changes in pedagogical content knowledge of secondary mathematics student teachers in Hangzhou during their pre-service teacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197110.
Full textpublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Andrews, P. R. "Computers in secondary mathematics : factors influencing teachers' actions." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361565.
Full textMoreira, Cândida Maria de Almeida Paupério Queiroz. "Primary teachers' attitudes towards mathematics and mathematics teaching with special reference to a Logo-based in-service course." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006571/.
Full textLarsen, Peter Devon. "Teacher clarity as a critical variable in the training and evaluation of mathematics teachers, and as a variable associated with student achievement /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399024931.
Full textMonteiro, Maria Cecilia Soares de Morais. "The impact of an in-service teacher training programme on teachers involved with computers in education." Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/the-impact-of-an-inservice-teacher-training-programme-on-teachers-involved-with-computers-in-education(6e9f5948-aa49-405d-a39a-869b0c573be3).html.
Full textKaplan, Merve. "Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.
Full textuse of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks &ndash
20 courses &ndash
including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers&rsquo
view Classpad in three categories
as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.
Muller, Sara Louise. "Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/17431.
Full textThis thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the beliefs of teachers is a necessary, even if insufficient, prerequisite to designing effective teacher development programmes. I postulate that take-up rates of new content and teaching methods are low due to unmanaged cognitive conflict with pre-existing beliefs about the nature of teaching. A broad review of the literature on beliefs as a concept is conducted to establish theoretical grounding for the study of beliefs as an abstract object of analysis (Green, 1971; Nespor, 1987; Pajares, 1992). I particularly refer to Ernest's (1989) models of mathematics epistemology, and Adler's (2001) dilemmas of teaching mathematics in multilingual classrooms. Multiple studies of mathematics teachers' beliefs are drawn upon to relate beliefs to classroom practice. Qualitative data on two mathematics teachers working in a rural school in the Eastern Cape was gathered over the period of a month, using ethnographic methods as outlined by Thompson (1992) for gathering evidence of beliefs. Primary data, which consisted of pre-interviews, multiple lesson observations and stimulated-recall post-interviews, was analysed for evidence of teacher beliefs. Secondary data, in the form of a researcher journal and socio-economic information about the school, was also gathered to provide rich context data in which to situate the teachers' work. Particular attention was paid to teacher beliefs about teaching and learning, mathematics and language. Further evidence for beliefs was then obtained through close examination of an observation extract using classroom discourse analysis. The main finding of this thesis was that not only does a school's context provide logistical constraints to curriculum implementation and pedagogical change, but that the worldviews of teachers affect their interpretation of the curriculum (Chapman, 2002). Significantly, a relationship between the mathematics epistemology a teacher holds and their ability to admit language as a critical pedagogical factor is suggested. I conclude that detailed understanding of what teachers believe may provide a productive approach for teacher development programmes that aim to effect change.
Dannahy, Patricia Ann. "An in-depth exploration of the affective aspects of mathematics education in initial teacher training." Thesis, King's College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327034.
Full textMcConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.
Full textBaker, Nancy Jean. "Integrating mathematics in the primary classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/867.
Full textShahuneeza, Naseer Mariyam. "Algebraic Content and Pedagogical Knowledge of Sixth Grade Mathematics Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2579.
Full textCason, Marti B. "Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248492/.
Full textStraker, N. "The shortage of mathematics teachers in English secondary schools." Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373489.
Full textBibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.
Full textTrouba, Jerome Charles. "The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/trouba/TroubaJ1209.pdf.
Full textLamb, Natasha. "The impact of participation in an online professional community on the development of elementary pre- service teachers' knowledge of teaching mathematics." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:8881/R/?func=dbin-jump-full&object_id=92330.
Full textPamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.
Full textlevels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo
computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo
gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude
fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo
computer self-efficacy scores were related to sub-scale scores of computer attitude scale.
Shok, Aiad Mohamed. "An analytical study of selected aspects of the secondary school mathematics teacher education programme in Libya." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296654.
Full textJames, Carolyn McCaffrey. "Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2955.
Full textPetty, Clinton Scott. "Mathematics Teacher Motivation in the Context of Lesson Study with Open Approach." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538674/.
Full textHendrickson, Katie A. "Math Teachers' Circles: The Effects of a Professional Development Community on Mathematics Teachers' Identities." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458351418.
Full textDelp, Don J. "The Effect of Professional Development Training for Secondary Mathematics Teachers Concerning Nontraditional Employment Roles for Females." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3258/.
Full textFletcher, Jonathan Arko. "A study of the appraisal of mathematics teachers in Ghana." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020277/.
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