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Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Nongni, Gaël. "New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning." International Review of Research in Open and Distributed Learning 22, no. 3 (August 31, 2021): 188–204. http://dx.doi.org/10.19173/irrodl.v22i3.5525.
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The scientific literature identifies five challenges related to training teachers: the basics of the constructivist approach, the problematization of mathematical knowledge to be taught, the promotion of interdisciplinarity, the use of digital pedagogical resources in planning teaching, and new skills to be developed due to the arrival of artificial intelligence. Considering the COVID-19 pandemic, it is appropriate to consider a sixth challenge, notably, training teachers capable of delivering mathematical distance learning courses focused on students’ conceptual understanding. It therefore is necessary to link the stakes of initial training with that of distance learning, which can enhance conceptual understanding. Linking the need to construct knowledge among students with technological tools used for distance learning allows new challenges faced in the planning of mathematics teaching to be highlighted. These new challenges give rise to the anticipation genesis that helps in situating the planning of mathematics teaching between three variables: artifact variables, arrangement variables, and variables related to the nature of the data to be used. These variables are a major asset for the training of the preservice mathematics teacher. Their study in this article allows us to recognize that the choice of technological tools to be used in mathematics distance learning depends greatly on the conceptual analysis of the mathematical knowledge to be taught. This study shows that it is important to rethink and question distance learning for each mathematical concept.
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Syamsuri, Syamsuri, and Hepsi Nindiasari. "Penguatan konsep matematis bagi guru matematika melalui pelatihan software Scilab secara daring." ABSYARA: Jurnal Pengabdian Pada Masyarakat 2, no. 1 (July 31, 2021): 8–14. http://dx.doi.org/10.29408/ab.v2i1.3190.
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One of the competencies mathematics teachers need is the deepening of subject matter in mathematical concepts. Among the methods that can be done is through software training to support mathematics lessons. One of the software that can be used in learning mathematics is Scilab software. The use of Scilab software in mathematics learning cannot be separated from the role of the teacher. This service activity aims to carry out online training for Scilab software for learning mathematics. The method used is an online training and evaluation of activities by a questionnaire about knowledge and skills using Scilab software. This online training was carried out synchronously two times in the September 2020 period and was accompanied asynchronously through the Edmodo software. 68 teachers actively participate in this online training who are members of the Mathematics Subject Teachers' Consultation (MGMP) for Lebak Regency High School Mathematics and Nusantara Mathematics for Banten Region. The teacher's response to learning using the Scilab software depends on the teacher's initial ability to use the software. The result of this activity is that this online training can add insight to teachers about mathematics learning software, especially Scilab. Of the 68 participants who participated in the training, only 36 participants filled out the questionnaire. There is 8 person with excellent results, 9 people satisfied, 6 people extraordinary, 10 people enough, and 3 people low.
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Umbara, Uba, Abdul Rosyid, and Dena Latif Setiawan. "Pelatihan Pembuatan Media Pembelajaran Matematika Berbasis Flash Menggunakan Adobe Animate bagi Guru SMP di Kabupaten Kuningan." Jurnal Pengabdian Pada Masyarakat 4, no. 1 (April 2, 2019): 93–104. http://dx.doi.org/10.30653/002.201941.84.
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TRAINING FOR MAKING FLASH-BASED MATHEMATICS LEARNING MEDIA USING ANIMATE ADOBE FOR SECONDARY SCHOOL TEACHERS IN KUNINGAN DISTRICT. The purpose of the community partnership program for MGMP teachers at the Kuningan Cluster and Luragung Clusters in Kuningan Regency is to improve teacher competency in creating, developing and implementing flash-based mathematics learning media using Adobe Animate. The problem faced by partners is in implementing mathematics learning in schools that are still dominated through the use of textbooks, so that the teacher’s ability to demonstrate mathematical concepts in learning is still lacking. This was allegedly due to the limited ability of teachers to use learning media, especially ICT-based media. Mathematical MGMP SMP Kuningan cluster and Luragung cluster in Kuningan Regency have a sufficient number of teacher members, but in terms of competence still needs improvement. Understanding of computer-based learning is still very minimal because mathematics teachers have not received specific training on ICT-based mathematics learning. To overcome this condition an activity was packaged in the form of training on the development of flash-based mathematics learning devices using adobe animate for the mathematics MGMP of the Brass Cluster and Luragung Group. This activity was carried out through the following stages: 1) the provision of flash-based mathematics learning and development workshops using adobe animate; 2) mentoring in making flash-based mathematics learning devices using adobe animate; 3) mentoring implementation of flash-based mathematics learning devices using adobe animate; and 4) evaluation and replication.
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Mahie, Andi Galsan, Loeky Haryanto, Moh Ivan Azis, Jusmawati Massalesse, and Andi Kresna Jaya. "Pemanfaatan Program Microsoft Mathematic Dan Geogebra Untuk Peningkatan Mutu Guru Matematika Tingkat SMP Di Kabupaten Bantaeng Sulawesi Selatan." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 3, no. 2 (October 24, 2019): 187. http://dx.doi.org/10.36339/je.v3i2.247.
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outcomes generated from this activity are as follows: 1) Enhance the ability of Partners in developing existing technology, especially computers in optimizing learning in the classroom through the Geogebra and Microsoft Mathematic programs. Middle School Mathematics Teachers in Bantaeng District are trained in making teaching materials, especially computer-based self-learning modules that are not only material and questions but must be able to develop children's abilities in constructing the concept of the material being taught. The Geogebra and Microsoft Mathematic programs are application programs that can be utilized in dealing with these problems; 2) Training for teachers who are members of the Bantaeng District Junior High School Mathematics Teacher (MGMP). The training material was in the form of a guidebook for the use of the Geogebra program and the Microsoft Mathematics and its use in mathematics learning developed by the Mathematics Department FMIPA UNHAS dedication team. The teaching materials will be used in the training as an initial stage for the teachers to recognize and master the Geogebra and Microsoft Mathematics programs.
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Bishara, Saied. "The cultivation of self-directed learning in teaching mathematics." World Journal on Educational Technology: Current Issues 13, no. 1 (January 30, 2021): 82–95. http://dx.doi.org/10.18844/wjet.v13i1.5401.
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This study examined students’ ability to learn mathematics in a self-directed teaching environment. One of the main goals of the educational system is to nurture independent learners who can grow up to be inquisitive, critical, creative, and capable of piloting their own learning. This implies making a change in the way the role of the mathematics teacher is perceived in that the teacher must now become a mentor who supports and mediates learning, enabling students to construct a knowledge base of rules and methods in mathematics and acquire and experience ways of thinking that enable them to construct this knowledge.This qualitative study is based on interviews with four ninth-grade mathematics teachers and on in-class observations of teaching styles and teacher-student interactions. Our findings show that applying self-directed learning methods in class based on a constructivist approach to teach mathematics is an important factor in developing students’ creativity and thinking. These findings suggest that developing this model of teaching should be recommended to teachers. Accordingly, this study also proposes a model for staff development programs that foster self-directed learning in mathematics. The model proposes that increasing teachers’ awareness of their teaching process and training them to prepare learners to cope effectively with unfamiliar mathematical problems are goals to include in teacher training. This model of teaching may have far-reaching effects in pedagogy, e.g.: reducing drop-out numbers, improving achievements, and improving social interactions.Key words: constructivist approach, fostering thinking, self-directed learning, teaching mathematics.
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Arnellis, Arnellis, Ali Asmar, Dony Permana, Elita Zusti Jamaan, and Nonong Amalita. "IMPROVING MATHEMATICAL TEACHERS COMPETENCY 21TH THROUGH WORKSHOP DEVELOPMENT OF MATHEMATICAL OLYMPIC PROBLEMS BASED ON HIGH ORDER THINKING SKILLS IN SMP SOLOK SELATAN DISTRICT." Pelita Eksakta 2, no. 2 (November 30, 2019): 109. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss2/59.
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The aim of study to improve competency junior high school mathematics teachers in Solok Selatan district in compiling Olympiad questions mathematics and solving problems based on high order thinking skills (HOTS). The target audience for community service is mathematics teachers incorporated in the Subject Mathematics Teacher's Consultation (MGMP) Mathematics in Solok Selatan. The method used in the service includes the presentation of material by the team community service then carried out the pre test and post test, the design of the question HOTS, discussion and question and answer sessions at the math Olympiad. Conclusions of this research is: There is a positive increase in teacher competency after being given training in compiling math Olympiad questions that the posttest results are better than the results pretest in the training to improve the competency of mathematics teachers in compiling the questions Mathematical Olympiad based on high order thinking skills of SMPN in Solok Selatan District
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Fauziah, Fauziah, Riska Amelia, and Yusri Wahyuni. "PEMANFAATAN SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KETERAMPILAN GURU MATEMATIKA SMP/MTs DI KECAMATAN LENGAYANG." Jurnal Implementasi Riset 1, no. 1 (April 28, 2021): 28–37. http://dx.doi.org/10.37301/iris.v1i1.9.
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The development of information technology today is so fast that it affects all aspects of life including the field of education. In the field of education, especially mathematics lessons at the primary and secondary school levels, there have been many media or tools that can be used in teaching basic mathematical concepts, one of which is using Geogebra software. Mathematics teachers in SMP / MTs in Lengayang District, Pesisir Selatan Regency still have limitations in using computers as a tool for making learning media with the help of math software. The objectives of this community service are: Increase teachers' understanding of the role of mathematics learning media, and Improve teacher skills in using geogebra applications to create mathematics learning media. GeoGebra was chosen as an alternative because it has various advantages both theoretically and based on research results. The method used is training on GeoGebra, simulation, and evaluation. PKM activities are carried out on SMP / MTs mathematics teachers in Lengayang District, Pesisir Selatan Regency. Based on the results of this training, it was concluded that the teacher's knowledge and understanding of the importance of media in learning mathematics increased and the teacher was able to design mathematics learning media using GeoGebra software.
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Popel, Maiia V. "USING COCALC AS A TRAINING TOOL FOR MATHEMATICS TEACHERS’ PRE-SERVICE TRAINING." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 251. http://dx.doi.org/10.33407/itlt.v68i6.2404.
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This paper deals with the problem of theoretical justification and development of scientific and methodological support for using the cloud service CoCalc as a tool for the formation of mathematics teachers’ professional competencies. The following contradictions exist concerning the processes of forming these competencies: between the level of abstraction of mathematical objects and the possibilities of providing their visualization by computer interpretation; between the expediency of widespread use of ICT services for mathematical purposes in the training of pre-service teachers of mathematics and the lack of opportunities for their provision to ICT subdivisions and pedagogical universities; between the feasibility of using ICT outsourcing of cloud infrastructure for the pre-service training of mathematics teachers in Ukraine and the non-adaptability of foreign cloud-based mathematical services to the requirements of national educational standards; between the possibilities of application of cloud mathematical services in the process of formation of professional competencies of mathematics teachers and the absence of an adequate method for their implementation. The paper describes the professional training of mathematics teachers in universities of Ukraine, and considers the national and foreign experience of using the cloud-based services in mathematics teachers’ pre-service training and also the tendencies and prospects of using CoCalc in teaching mathematical disciplines. The process of system design of mathematics teachers’ professional competencies is characterized, and the model of using the cloud service CoCalc as a tool for forming mathematics teachers’ professional competencies is developed. The indicators and levels (high, sufficient, medium, low) were identified for each component of the pre-service mathematics teachers’ professional competence system within the proposed model. The method of using CoCalc as a tool for forming professional competencies of mathematics teachers is developed and its basic components such as purpose, content, tools, methods and results are elaborated. Information regarding the stages of research and also the experimental work objectives and content are presented; the quantitative and qualitative analysis of the main stages (ascertaining, formative) of the pedagogical experiment is performed, confirming the hypothesis of the study.
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Shevchuk, Larysa. "Modeling of continuous professional training of a mathematics teacher using ICT." Professional Education: Methodology, Theory and Technologies, no. 12 (November 24, 2020): 229–47. http://dx.doi.org/10.31470/2415-3729-2020-12-229-247.
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Today, mathematical sciences play a special role in the life of society, because they serve the development of scientific, technological and technological progress, determine the prestige of the country on the world stage. In this context, it is important to continuously prepare future teachers of mathematics for further professional activities, which in accordance with the current needs of the individual, society, state, allows to create conditions for self-expression, self-realization and self-improvement.
The article is devoted to the issue of modeling the continuous professional training of mathematics teachers using ICT.
The research goal is to analyze modern models of future teacher training for the use of innovative tools and methods in their pedagogical activities, to present a structurally component model of continuous professional training of a future mathematics teacher using ICT. The following research methods were used: analysis of psychological and pedagogical literature on the research problem; synthesis and comparison; theoretical modeling.
The results. The main components of the structural model of continuous professional training of future mathematics teachers with the use of information and communication technologies are described. The main features of the new model of student training are identified: focusing on the need for lifelong learning; transformation of the bachelor's degree into the core of the educational system; providing students with a broad aspect of systematically updated master's programs, programs of professional and general cultural training and retraining; in the system of continuing education the key factor is the independent access of students to educational resources and innovative technologies of self-education; quality management of education based on a point-rating system to assess the level of students' mastery of academic disciplines. The directions of increase of efficiency of this process and ways of realization in practice of higher educational institutions of a pedagogical profile are allocated.
Conclusions. It is proved that the semantic component of modeling the continuous professional training of a future mathematics teacher with the use of ICT forms one of the main tasks of teaching mathematics - to establish a connection between a particular course and the relevant school subject. The integration of theoretical and practical training of future mathematics teachers in the system of continuing education contributes to the activation of students' cognitive activity, forming a holistic view of the future profession, creating optimal conditions for gaining solid knowledge and skills at work. The criterion-diagnostic component of the model provides for linear consistency between the monitoring of professional readiness, criteria and levels of its formation.
The model of forming the readiness of future mathematics teachers using ICT for professional activities in the system of continuous training helps to consider the structural elements and stages of preparation of future mathematics teachers for professional activities, the relationship between elements, design content, forms and methods of such training.
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Jankvist, Uffe Thomas, Kathleen Michelle Clark, and Reidar Mosvold. "Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator training." Journal of Mathematics Teacher Education 23, no. 3 (January 8, 2019): 311–32. http://dx.doi.org/10.1007/s10857-018-09424-x.
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An, Nguyễn Thị Tân, Tạ Thị Minh Phương, Nguyễn Thị Duyến, Trần Ngọc Đức Toàn, and Trần Dũng. "SECONDARY MATHEMATICS PRESERVICE TEACHERS’ CONCEPTION ABOUT AUTHENTICITY OF MATHEMATICAL TASKS." Hue University Journal of Science: Social Sciences and Humanities 128, no. 6B (April 3, 2019): 5. http://dx.doi.org/10.26459/hueuni-jssh.v128i6b.5079.
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The teaching approaches of mathematics derived from humanity involve positive interactions that support meaningful and relevant learning. The main objective of the teaching approaches is to prepare students with the competence to solve daily life problems and one of the most important tools is using authentic tasks. There are different opinions on "task authenticity" in teaching and learning mathematics. This study examined how secondary mathematics preservice teachers think of the authenticity of tasks. Drawing on a framework of tasks authenticity adopted from the research literature, we analyzed PSTs’ response to the criteria of task authenticity. The results show that the PSTs attended to the event feature and the tool feature of task, but overlooked other features. Implications for teacher training are discussed.
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Bonghanoy, Guillermo Baluyot, Alben P. Sagpang, Ronnie A. Alejan Jr., and Louie Resti Rellon. "TRANSFORMATIVE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS." Journal on Mathematics Education 10, no. 2 (May 31, 2019): 289–302. http://dx.doi.org/10.22342/jme.10.2.6882.289-302.
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This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning.
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Svetlana E., Starostina, and Fedotova Alena D. "A Numerical Study of the Propagation of a Shock Wave of Extremely Low Intensity from a Pure Gas into an Electrically Charged Dusty Medium." Scholarly Notes of Transbaikal State University 15, no. 5 (November 2020): 56–63. http://dx.doi.org/10.21209/2658-7114-2020-15-5-56-63.
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In the context of the transition to a digital economy and the use of information technologies in all spheres of human activity, the problem of training a teacher capable of carrying out professional activities in these conditions becomes urgent. The article shows the importance of mathematics and mathematical education not only for the development of the digital economy and the level of mathematical literacy of the population, but also for the advanced professional training of future mathematics teachers in the field of ICT competence. The authors substantiate the possibility in the formation of the future teacher’s ICT competence within the framework of mathematical education, on the one hand, by the universality of mathematics, which allows transforming a huge amount of information, on the other hand, by referring mathematics and computer science to one subject area of knowledge, which makes it possible to determine generalized educational results in a given subject area. The analysis of the problems of the development of mathematics education allowed the authors to state that in order to increase the competitiveness of a future mathematics teacher in the labor market, he must have not only a high level of subject training, but also possess information educational resources in mathematics, be able to work on information and educational portals, be ready for work in a high-tech digital educational environment. The authors, presenting their own experience, highlight the main directions of using ICT tools in the educational process in mathematics. Particular attention in the article is paid to blended learning, which, based on ICT, changes the role of both the teacher and the student.
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Joutsenlahti, Jorma, and Päivi Perkkilä. "Sustainability Development in Mathematics Education—A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “23”?" Sustainability 11, no. 2 (January 16, 2019): 457. http://dx.doi.org/10.3390/su11020457.
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In this article, our focus is on sustainable development in mathematics education from the point of view of teacher training. The aim was to develop prospective teachers’ content knowledge and pedagogical content knowledge of school mathematics. As a case study, we chose the mathematical symbol “a/b”, and examined how prospective class teachers in Finland connect it to the concepts of fraction, ratio, division, rational number or probability. Mathematics textbooks often have a central role in lessons, and they affect strongly how pupils understand concepts and the relationships between them. We chose languaging as a multi-semiotic approach to interpreting what kind of meanings the prospective class teachers gave the mathematical symbol “a/b”. The results show that some of these concepts are difficult to see at the same time from the given mathematical symbol. The concept of ratio is particularly difficult for prospective class teachers to interpret. Pictorial presentation supported the interpretations. Mathematics learning materials and teacher education should develop in accordance with the results of the study.
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Atanasyan, Sergey L., Ildar S. Safuanov, and Natalia V. Chuikova. "New approaches to mathematics teacher master's training." Science and School, no. 2 (2021): 147–52. http://dx.doi.org/10.31862/1819-463x-2021-2-147-152.
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Curtis, Carol. "Keeping Our Nation's Mathematics Teachers." ISRN Education 2012 (December 17, 2012): 1–11. http://dx.doi.org/10.5402/2012/424715.
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Teacher retention has been an issue that has influenced education for many years. The purpose of this research was to uncover the factors that influence a mathematics teacher’s decision to leave the teaching profession. This study compared teachers’ responses by regions of the country, as well as responses between middle school and high school mathematics teachers. Findings from the study indicate an alarmingly high rate of teachers who will be leaving the teaching field for reasons other than retirement. The role of administrators in teacher retention is significant, and implications from the research suggest that an increase in administrator training could play a major role in keeping our nation’s mathematics teachers in the classroom.
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Agusdianita, Neza, Victoria Karjiyati, and Sri Ken Kustianti. "PELATIHAN PENERAPAN MODEL REALISTIC MATHEMATICS EDUCATION BERBASIS ETNOMATEMATIKA TABUT TERHADAP KEMAMPUAN LITERASI MATEMATIKA SISWA KELAS IV SDN 67 KOTA BENGKULU." Martabe : Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (March 26, 2021): 63. http://dx.doi.org/10.31604/jpm.v4i1.63-72.
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The purpose of this Community Service Activity is to increase teacher knowledge about the Application of the Realistic Mathematics Education (RME) Based Ethnomatic Tabut and develop students' mathematical literacy in Elementary Schools. Through this activity it is expected to improve the skills of teachers in designing and evaluating meaningful and fun mathematics learning. The method used in this Community Service Activity is training. The instruments used in this PPM activity were observation sheets, interview sheets, and training modules. This activity data analysis is descriptive qualitative. The result of this research is that training activities for the application of the Realistic Mathematics Education Model Based on Ark Ethnomatics have been carried out which can develop students' Mathematical Literacy Ability. Through this activity the community service team donated 5 units of miniature ark and training modules to partner schools.
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Ponomareva, Nadiia. "THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER." Educational Discourse: collection of scientific papers, no. 25(7-8) (September 21, 2020): 57–72. http://dx.doi.org/10.33930/ed.2019.5007.25(7-8)-5.
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As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.
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Manurung, Alberth Supriyanto, and Abdul Halim. "Mathematical Literacy Movement for Mathematics Teachers in SDN Duri Kepa 05 Pagi to improve Learning Motivation [Gerakan Literasi Matematika Bagi Guru Matematika di SDN Duri Kepa 05 Pagi untuk meningkatkan Motivasi Belajar siswa]." Proceeding of Community Development 2 (February 21, 2019): 732. http://dx.doi.org/10.30874/comdev.2018.460.
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Mathematics is the science of logic regarding shapes, structures, quantities, and concepts related to each other. Learning Mathematics in the form of a Mathematical Literacy Movement is not just about increasing curiosity but always developing according to the times, Mathematics subjects aim to instill and develop the process of counting on the teacher. Based on observations in SDN Duri Kepa 05 Early morning in the learning process the teacher still uses conventional teaching methods or teacher-centered as information givers, with the mathematics literacy movement expected to improve the good quality of each concept in the form of problem application. The purpose of this community service activity is to increase learning motivation by applying the Mathematical Literacy Movement in schools and to increase knowledge which changes at any time. The subject of this community service is all Mathematics Teachers in SDN Duri Kepa 05 Pagi. Method of approach to support the realization of Education and Training Understanding of mathematics literacy movements for mathematics teachers includes Theoretical approach (Workshop), Field application approaches, Evaluation approaches. In this activity, it is expected that partner participation is at least 10 Participants registered, and those who attend the workshop are expected to be 100%. In the field guide, it is expected to be 100% guided.
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Manullang, Martua, and Waminton Rajagukguk. "Some Factors that Affecting the Performance of Mathematics Teachers in Junior High School in Medan." International Education Studies 9, no. 4 (March 30, 2016): 165. http://dx.doi.org/10.5539/ies.v9n4p165.
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<p class="apa">Some Factor’s That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of surveying the number of respondents as many as 102 teachers of mathematics taken by stratified proportional random sampling. The research found there is a direct influence of organizational knowledge on achievement motivation, decision making, organizational commitment and the performance of math teacher respectively 16.3%, 13.1%, 12.2% and 4.54%. Achievement motivation, decision making, and organizational commitment have directly effects on the performance of mathematics teacher. The magnitude of changes in performance that can directly determine organizational knowledge, achievement motivation, decision-making and organizational commitment respectively are 10.24%, 12.32%, 3.42% and 2.92%. To teachers of mathematics, in order to improve the understanding of the knowledge of the organization, increase achievement motivation through desire superior achievement and improvement of organizational commitment. For heads and school inspectors, need to improve clinical supervision and foster good communication increases the openness and good cooperation with teachers of mathematics, and for the head of the city education field, is expected to give a briefing and training for teachers, race through the efforts competitions drafting paper development learning mathematics.</p>
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Kurniasih, Ary Woro, Isti Hidayah, and Mohammad Asikin. "Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 265–85. http://dx.doi.org/10.26803/ijlter.19.10.15.
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Mathematical thinking and reasoning are at the core of mathematics learning, strategies to facilitate their development are global issues for various countries. This qualitative study aims to describe the fifth-grade elementary school teacher’s stimulus form, to expand students’ thinking ability in mathematics learning and obtain a stimulus formulation of the fifth-grade elementary school teacher in developing students’ mathematical thinking ability. Data were obtained by using open-ended questionnaire methods and passive participation observation. The study results showed that the stimulus form of the fifth-grade elementary school teacher in expanding students’ thinking skill in learning the mathematics comprises problem posing, asking guiding questions, facilitating technology (learning videos/PowerPoint/Plickers), and song. The recommendation of fifth-grade elementary school teacher stimulus for developing students’ mathematical thinking ability was asking the probing question, playing, and games. Furthermore, the results of the second year’s research were widely disseminated to teachers. Primary school teachers who are part of the teacher working group also need to improve their professionalism, especially concerning developing stimulus thinking and applying it in learning. Therefore, the follow-up as the management of learning in the form of INNOMATTS training.
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Adhikari, Krishna Prasad. "SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL." International Journal of Research -GRANTHAALAYAH 8, no. 7 (July 30, 2020): 192–204. http://dx.doi.org/10.29121/granthaalayah.v8.i7.2020.694.
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Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as inferential statistics were used to analyze the self-efficacy beliefs of teachers and inductive approached used for the data obtained from interview. At last, I integrated both quantitative and qualitative results to deduce the findings and conclusion of the study. The result shows that teachers have good efficacy beliefs in teaching mathematics. Teachers have better efficacy beliefs in instructional strategy than in the other two. Experienced teachers have significantly higher self-efficacy beliefs than novices. Despite the huge investment of government in the teachers of public school, institutional school’s teachers have better self-efficacy beliefs in teaching mathematics. Teaching experience, teacher’s engagement in professional activities, mathematical and pedagogical content knowledge, and working environment of the school are major contributing factors in the development of the self-efficacy beliefs in mathematics teachers. There are so many factors in the development of self-efficacy of mathematics besides professional training, so stakeholders should focus on other aspects as well.
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Cahyono, Adi Nur, Mohammad Asikin, Muhammad Zuhair Zahid, Pasttita Ayu Laksmiwati, and Miftahudin Miftahudin. "The RoboSTE[M] Project: Using Robotics Learning in a STEM Education Model to Help Prospective Mathematics Teachers Promote Students’ 21st-CenturySkills." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 85–99. http://dx.doi.org/10.26803/ijlter.20.7.5.
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Teacher education institutions play a strategic role in preparing prospective mathematics teachers with 21st-century skills to teach mathematics in schools. This study aimed to explore how mathematics lectures employing robotics in a STEM (Science, Technology, Engineering, and Mathematics) education approach can contribute to the preparation of prospective mathematics teachers with 21st-century skills to teach mathematics in schools. The research was conducted through a project called the RoboSTE[M] Project, in three stages: pre-development, development, and field experiment. The project was run to encourage prospective mathematics teachers to arrange mathematical activities for mathematics learning with a STEM education approach using robotics. The findings indicated that the model, lab and online modules developed and implemented in this project succeeded in supporting the ability of prospective mathematics teachers to design a mathematics learning environment with a STEM-influenced robotics approach that has the potential to support students’ 21st-century skills. This study has contributed to answer the problem regarding how to provide cross-curricular activities for STEM education by implementing STEM in an integrated manner in schools, including lack of training for teachers, which will translate STEM in the lesson plans. This research shows that teacher education programmes can provide adequate training for pre-service teachers in practising STEM education in mathematics classroom. This study fills in the gaps by focusing on designing a lecture model with a “STEM Robotics” approach for prospective mathematics teachers and their students and to explore its potential to promote prospective mathematics teachers’ 21st-century skills.
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Zvereva, Ekaterina Yakovlevna. "Structural and functional model of the future mathematics teacher’s professional competence formation." Samara Journal of Science 6, no. 3 (September 1, 2017): 283–87. http://dx.doi.org/10.17816/snv201763305.
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In this paper the author considers a structural and functional model of the future mathematics teachers professional competence formation through the contextual tasks of the mathematical analysis in the implementation of competence and contextual approaches in the training of bachelors majoring in Pedagogical Education. The author analyses scientific and methodological literature on the competence approach and Model as the basic concept of this paper. In the research the main components of the future mathematics teachers professional competence formation process are defined: information and methodological, subject and methodical, social and communicative, personal and valeological competences, development of which occurs in the process of solving contextual tasks of the mathematical analysis, which are subdivided into subject, interdisciplinary, practical and professional. The unity of the structural (goal, methodology, content and organization of the process, result) and the functional components of the model (stages, criteria, indicators, levels of the future mathematics teacher professional competence formation) are described. In each structural component of the model, the content and determining moments are described in detail. The author comes to the conclusion that the developed model of the future mathematics teachers professional competence formation can be used to develop the professional competence of the future teacher of another direction.
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Arnellis, Arnellis, Elita Zusti Jamaan, Minora Longgom Nasution, and Defri Ahmad. "OLYMPIAD MATERIAL DEVELOPMENT FOR IMPROVING OF TEACHER PROFESSIONALISM MGMP SMP REGENCY OF AGAM WEST REGION." Pelita Eksakta 1, no. 1 (March 8, 2018): 43. http://dx.doi.org/10.24036/pelitaeksakta/vol1-iss1/13.
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Based on observations and interviews with several mathematics teachers of Agam west region, the teacher's lack of knowledge about non-routine materials and problems in mathematical olympiad. Teachers rarely attend the olympic training so that teachers do not know much about non-routine questions, techniques to solve the problem. Based on these observations and the facts there is and so the importance of making the strengthening of mathematics material for teachers. The purpose of this article is to provide the strengthening of mathematics olympiad material so that teachers can improve their professional development, especially in making and solving the olympic problem in teachers of SMP MGMP west Agam District. Based on the evaluation it can be seen that generally the participants of community service in general have sufficiently understood the material in designing the problem and how to solve the existing problems in the Olympics in order to improve the quality of OSN participants from west Agam District. This success is shown by the teacher is able to design and make problems and solve problems related to mathematics olympiad.
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Babenko, Alyona S., Nataliya L. Margolina, Tat’yana N. Matytsina, and Kirill Ye Shiryayev. "Training teachers of mathematics under the conditions of introduction of the professional standard." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 4 (February 24, 2021): 154–60. http://dx.doi.org/10.34216/2073-1426-2020-26-4-154-160.
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This article belongs to the field of methodological science that analyzes the interaction of school mathematics with the teaching of mathematical disciplines in higher educational institutions, in particular, to students of pedagogical directions. The article presents two extreme points of view on modern education. The first of them perceives education as a kind of value, completely ignoring the relevance of this or that educational program. The second focuses exclusively on the market conditions of the educational program, perceiving an educational institution as an enterprise in the service sector. The authors of the article criticize both extremes, considering the educational process as a phenomenon that combines the features of both value and market phenomena. Further, in the presented work, an attempt is made to answer the question, is knowledge of only the school curriculum of mathematics sufficient for high-quality professional activity in school as a teacher? The authors of the article unequivocally answer this question - no, not enough. A number of examples are given when the knowledge of university special mathematical disciplines not only contributes to a more perfect knowledge of the taught subject in the future teacher, but is also fundamentally necessary for the formation of specific skills and abilities of the future teacher of mathematics. As examples, such mathematical sections as complex numbers, the theory of limits, the construction of counterexamples, projective geometry, etc. The work also provides links to the professional standard of a pedagogue, adopted in 2019.
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Tarasenkova, N., O. Chashechnikova, and I. Bogatyreva. "Peculiar Properties of Mathematics Teacher Training in Ukraine." American Journal of Educational Research 1, no. 11 (December 10, 2013): 490–95. http://dx.doi.org/10.12691/education-1-11-6.
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Webb, Lyn. "Experiential Teacher Training for Language Diverse Mathematics Classrooms." Journal of Communication 6, no. 1 (July 2015): 18–27. http://dx.doi.org/10.1080/0976691x.2015.11884844.
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Emanovský, Petr, and Bronislava Štěpánková. "Initial Mathematics Teacher Training at University of Vienna." e-Pedagogium 12, no. 2 (April 1, 2012): 24–32. http://dx.doi.org/10.5507/epd.2012.022.
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Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia." Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, no. 1 (January 24, 2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.
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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning
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Cribbs, Jennifer D., Martha Day, Lisa Duffin, and Kimberly Cowley. "Mathematics and science teacher training program improves inquiry practices for teachers." School Science and Mathematics 120, no. 8 (November 30, 2020): 443–55. http://dx.doi.org/10.1111/ssm.12437.
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Kaplan, Abdullah, Muhammet Doruk, Mesut Öztürk, and Murat Duran. "Is there any difference between mathematics and mathematics education students’ views about mathematical proof?Matematik ve matematik eğitimi öğrencilerinin matematiksel ispata yönelik görüşleri arasında fark var mıdır?" Journal of Human Sciences 13, no. 3 (December 29, 2016): 6020. http://dx.doi.org/10.14687/jhs.v13i3.4327.
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The purpose of this study was to determine the levels of mathematics and mathematics education students’ views about mathematical proof and find out whether there was a significant difference among students’ views according to their departments or not. The study was conducted with senior students (n=275) studying in final year at the department of Primary Mathematics Teacher Training (n=98), Secondary Mathematics Teacher Training (n=87) and Mathematics (n=90) at a state university at the beginning of the spring semester of 2014-2015 academic terms in East Anatolia Region of Turkey. Quantitative research approach was adopted in this study. The model of the study was comparative research which was one of the model in the nonexperimental research designs. The data were collected with Conception Scale for Mathematical Proof developed by Doruk and Güler (2014). Results of the study showed that secondary mathematics teacher training students had more negative overall views, more negative views regarding benefits obtained from mathematical proof in mathematical sense, and less self-confidence, and more negative views about meaning assigned to proof than other students. Moreover, it was revealed that mathematics students’ views regarding necessity of proof in mathematics and mathematics education were more positive than other students. ÖzetBu çalışmanın amacı matematik ve matematik eğitimi öğrencilerinin matematiksel ispata yönelik görüşlerinin düzeylerini belirlemek ve öğrenci görüşlerinin öğrenim görülen bölümlere göre farklılık gösterip göstermediğini ortaya çıkarmaktır. Çalışma 2014-2015 öğretim yılının bahar yarıyılının başında, Doğu Anadolu Bölgesi’ndeki bir devlet üniversitesinin son sınıflarında öğrenim gören toplam 275 ilköğretim matematik öğretmenliği (n=98), ortaöğretim matematik öğretmenliği (n=87) ve matematik bölümü öğrencileri (n=90) ile yürütülmüştür. Çalışmada nicel araştırma yaklaşımı benimsenmiştir. Çalışmanın modeli deneysel olmayan desenlerden biri olan karşılaştırmalı araştırma modelidir. Çalışmanın verileri, Doruk ve Güler (2014) tarafından geliştirilen Matematiksel İspata Yönelik Görüş Ölçeği ile toplanmıştır. Çalışma sonucunda, ortaöğretim matematik öğretmenliği bölümü öğrencilerinin ispata yönelik genel görüşlerinin, ispatların kendilerine matematiksel anlamda sağladığı faydalara yönelik görüşlerinin, ispata karşı özgüvenlerinin ve ispata yükledikleri anlamın diğer öğrencilere göre daha olumsuz olduğu tespit edilmiştir. Matematik bölümü öğrencilerinin ispatın matematik ve matematik eğitimindeki gerekliliğine yönelik görüşlerinin ise diğer öğrencilere nazaran daha olumlu olduğu ortaya çıkmıştır.
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Timerbaeva, Nailya Vakifovna, Elmira Ildarovna Fazleeva, and Kadriya Barievna Shakirova. "The Role of the Subject “Mathematics” Content in the Learning Motivation." Journal of Computational and Theoretical Nanoscience 16, no. 12 (December 1, 2019): 5243–47. http://dx.doi.org/10.1166/jctn.2019.8594.
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The future of any country depends on the quality of education, in particular, mathematics. This paper represents an investigation of the possibilities of using motivation, which is one of the main conditions for improving the quality of teaching mathematics. Educational motivation, as a particular type of motivation, is determined by many factors: the educational system, the organization of the learning process, the subjective characteristics of a student and teacher. In our opinion, the factor associated with the very specificity of the subject matter “mathematics” remains insufficiently studied. Experience has shown that practice teachers and beginning teachers underestimate the role of motivation in teaching mathematics. They unconsciously or quite consciously skip the stage of motivation when introducing mathematical concepts, studying theorems, etc., not seeing the potential of the subject matter for the implementation of motivation. The purpose of the study is to identify the capabilities of the subject matter “mathematics” in the implementation of motivation, as well as the pedagogical conditions for preparing future teachers for its implementation. The research methods for this problem are the theoretical analysis of the knowledge of this issue, questionnaires, overt observation. The study showed that students and beginning teachers knowing the general techniques and methods of motivation do not see the potential possibilities of the subject of mathematics and specific topics for its implementation. At the same time, we have established that motivation can be carried out at any stage of training: by introducing mathematical concepts, algorithms, studying methods of action, methods for solving problems and theorems. Improving the training of future mathematics teachers is associated with the development of mathematical, pedagogical and methodological thinking of students, allowing motivation to introduce to study mathematics as a subject. To do this, in the classes on the teaching methodology, it is worth to purposefully teach the methods of motivation for educational activity in all substantive lines of the school course in mathematics to supplement the training content with courses on the choice of “Methods of student motivation,” “The role of motivation in teaching mathematics,” “Motivation for learning through the content of the subject.
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Fernsten, Linda. "A Writing Workshop in Mathematics: Community Practice of Content Discourse." Mathematics Teacher 101, no. 4 (November 2007): 273–78. http://dx.doi.org/10.5951/mt.101.4.0273.
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It was once again time to model a writing workshop in my graduate class for teachers and teacher candidates. The language arts and social studies majors were poised and ready, while the mathematics majors were asking if this exercise had any relevancy to their teaching. As a mathematician who seemed to be speaking for them had written, “One reason I chose mathematics for my undergraduate major was that it didn't require papers. Math homework called for solving problems or proving theorems, and that was just fine with me” (Burns 2004, p. 30). Many mathematicians in my classes believe that they are not qualified to “teach writing,” reporting that their only pedagogical training in this area was their own experience in writing papers. Ause (1993) claims, “Our experiences as students and training as teachers often teach us two things about student writing: students write it and teachers read it—both, usually, in isolation. Writing seems to be full of silent suffering on everybody's part“ (p. 162). A writing workshop can change all of this. My mathematics students have agreed that workshops are useful for dispelling writing fears, furthering understanding of mathematical processes, advancing student learning in writing strategies used by mathematicians, and expanding mathematical discourse through targeted discussion and cooperative work.
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Karamyshev, Anton N., and Zhanna I. Zaytseva. "“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS." Práxis Educacional 15, no. 36 (December 4, 2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.
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The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the educational process, the organization of professional education of students in technical areas based on the integration of mathematics and computer science. The leading method of the study of this problem is the methodological analysis and subsequent synthesis, which, by analyzing the didactic content of the sections in mathematics and the possibilities of the computer mathematical environment called Mathematica, reveals the necessary methods and ways of developing and using modern computer technologies in the mathematical education of engineering students. It is proved that one of the main tools for implementing the methods for solving the indicated problem should be considered a computer, namely, the mathematical environment called Mathematica, and the basic principles of its systemic implementation in the educational process of the university have been identified. The materials of the article may be useful to teachers of mathematical disciplines of higher educational institutions, the computer programs and pedagogical software products created in Mathematica can serve as models for the development of similar pedagogical software products.
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Ovchinnikova, Marina, Elena Linnik, and Lyubov Shilova. "The system of development of the methodological-mathematical competence within future mathematics teachers to be (theoretical-methodological aspect)." SHS Web of Conferences 87 (2020): 00087. http://dx.doi.org/10.1051/shsconf/20208700087.
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The strategic guidelines in determining the theoretical and methodological principles of the system for the development of the methodological and mathematical competence of future Mathematics teachers is the implementation of the personality-oriented paradigm of education; creation of conditions for subject-subject interaction of participants in the pedagogical process; compliance with the provisions of the systemic, personality-active, integration-technological and competence approaches, the optimal combination of traditions and trends in the development of methods of mathematical education within the modeling of the content, forms and methods of organizing of the educational process. The main principles are highlighted – feasibility, integration, functional completeness, continuity, professional and pedagogical orientation, on which the pedagogical conditions for ensuring the effectiveness of the development of methodological and mathematical competence of a future teacher of mathematics are based. The use of the listed theoretical foundations in the professional training of future mathematics teachers has confirmed the effectiveness of the developed model.
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Zhernovnykova, Oksana. "Training Future Teachers of Mathematics: A Historical Perspective." International Letters of Social and Humanistic Sciences 66 (February 2016): 140–45. http://dx.doi.org/10.18052/www.scipress.com/ilshs.66.140.
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Training future teachers of mathematics differed in different years. Each stage of training had its own peculiarities and characteristics.The article reviewed and analyzed on the basis of the scientific literature, how evolved mathematics education in schools and develop mathematical training of students of pedagogical universities in different periods, starting from the XII century. to the present.
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Hamdani, Hamdani. "Teacher's Ability to Develop Learning Materials Potentially Mathematical Discourse." JETL (Journal Of Education, Teaching and Learning) 2, no. 2 (October 31, 2017): 177. http://dx.doi.org/10.26737/jetl.v2i2.282.
Full textAbstract:
In the process of learning in the field, the teacher still dominates the conversation while the students as a passive listener. As a result, not only the communication skills of students who are less developed, the understanding of student material is also lacking. Therefore it is necessary to research the ability of teachers in developing learning tools potentially mathematical discourse to improve students' mathematical communication skills. The research method used is descriptive. Research activities include: identification of problems through questionnaires, observation, and interviews; teacher training; teachers develop learning tools; validation; and enhancement of the device by the teacher. The subject of this research is the junior high school mathematics teacher from several districts in the border area of Sambas-Sarawak Regency. The results show that in every learning mathematics there is always a conversation between teachers and students, but rarely use the question "why" and "how". Most teacher-made lesson plans contain scenarios of conversations between teachers and students, but just plain questioning, have not led to a debate between each other so that understanding becomes deeper. Student worksheet made by the teacher in the form of a matter of the ordinary story, rarely load non-routine problem let alone open-ended.
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Sinyukova, Helena, and Oleg Chepok. "PECULIARITIES OF INNOVATIVE TEACHING INSTRUMENTS APPLICATION DURING PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 314–23. http://dx.doi.org/10.28925/2414-0325.2019s29.
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Peculiarities of innovative teaching instruments application during the professional training of future mathematics teachers of secondary education institutions are considered in the article. The authors assume that an education of a student of a higher educational institution is significantly different from their education at an educational institution of a lower level by the fact that during a very short period of time it is necessary to master effectively a very large amount of information, gain a lot of corresponding skills. The fact is determinant for choosing appropriate innovative teaching instruments and specific forms of their implementation in institutions of higher education in general and in institutions of higher pedagogical education in particular. Vocational subjects for future teachers of mathematics can be divided into three groups: pedagogy and psychology, courses of mathematics in institutions of secondary education and methods of their teaching, mathematical disciplines of higher mathematical education. Only the training courses of the last two groups are considered. The general characteristic of their current state is given. The comparative analysis of the modern methodological concept of training courses packages formation in higher mathematics for future mathematics teachers of institutions of secondary education and the corresponding methodological concept of the 70-80s of the last century was represented. The necessity of thorough systematic work of every teacher of higher mathematics on the formation of the students' perception of the necessity of a precise substantiation of all statements to be proved is highlighted, that is, on the perception of the necessity of full argumentation in all cases, on the formation of appropriate skills. Fundamentally important directions for such a work are outlined. Problem-oriented training is defined to be the most appropriate innovative technology for the third-level educational disciplines, based on own experience, examples of such training methods for different types of training sessions and control measures are provided. The authors’ understanding of practice-oriented training is formulated. Changing of fundamental nature in curriculum of future teachers of mathematics are proposed after careful argumentation. According to the authors’ point of view such changes can ensure the sufficient level of practice-oriented training. Directions of further research are outlined.
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Evelina, Lyubov Nikolaevna. "Integration of knowledge while mathematical courses studying by prospective teachers of Mathematics." Samara Journal of Science 7, no. 4 (November 30, 2018): 321–26. http://dx.doi.org/10.17816/snv201874307.
Full textAbstract:
The paper focuses on the main directions of integration in modern education. The basis for the examples and conclusions were fundamental studies in the field of Philosophy, Pedagogy and Mathematics. Integration as a general methodological concept in the context of the paper is more concerned with the integration of knowledge in the content of the school course of Mathematics in order to recognize and operate on them in various academic disciplines and the surrounding life. As examples of integration the author gives various concepts from different branches of mathematics (straight line, proportion, symmetry), methods of solving equations and inequalities (functional-graphic, coordinate-vector along with traditional methods), methods of proving identities and inequalities (geometric methods in Algebra and algebraic methods in Geometry). The study of mathematical content in the classroom at school should be a systematic and multifaceted process for the teacher to establish and disclose the links between different concepts, their properties, as well as methods of applying knowledge in a variety of situations. In mathematical courses and the course of Mathematics teaching methods the author offers to pay special attention to prospective teachers ability development to consider mathematical objects from different sides, thereby establishing links between different sections of Mathematics. Various special courses (or elective courses) on relevant subjects are also an important part of prospective teachers professional training, which can be purposefully used to expand inter-subject relations. In addition, the subject of term and final papers can also be made up taking into account different interpretations of mathematical concepts and methods. The author also pays great attention to the organization of such work with students. Only free knowledge enables the teacher to form students solid educational results at the level of knowledge and educational activities for the purpose of their further use in professional activities and in everyday life.