Relevant bibliographies by topics / Perceptions, Elementary Teachers, Elementary Mathematics Teachers

Contents

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

Academic literature on the topic 'Perceptions, Elementary Teachers, Elementary Mathematics Teachers'

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

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Perceptions, Elementary Teachers, Elementary Mathematics Teachers.'

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

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

Journal articles on the topic "Perceptions, Elementary Teachers, Elementary Mathematics Teachers"

1

Campbell, Patricia F., Masako Nishio, Toni M. Smith, et al. "The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement." Journal for Research in Mathematics Education 45, no. 4 (2014): 419–59. http://dx.doi.org/10.5951/jresematheduc.45.4.0419.

Full text
Abstract:
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
APA, Harvard, Vancouver, ISO, and other styles
2

Zedan, Raed. "Student feedback as a predictor of learning motivation, academic achievement and classroom climate." Education & Self Development 16, no. 2 (2021): 27–46. http://dx.doi.org/10.26907/esd.16.2.03.

Full text
Abstract:
This research was conducted to examine students’ perceptions of their teachers’ dominant characteristics - the feedback they provide, how feedback is related to students’ achievements and learning motivation level, and how all of these relate to classroom climate. It was conducted with 2,599 elementary school, junior high and high school students. Data were collected by means of structured questionnaires. The results were significant: learners attribute much importance to the feedback they give their teachers and they evaluate them positively regarding pedagogy and didactics. In addition, lear
APA, Harvard, Vancouver, ISO, and other styles
3

Yoon, So Yoon, Heidi Diefes-Dux, and Johannes Strobel. "First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers." American Journal of Engineering Education (AJEE) 4, no. 1 (2013): 67–84. http://dx.doi.org/10.19030/ajee.v4i1.7859.

Full text
Abstract:
The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students’ engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports
APA, Harvard, Vancouver, ISO, and other styles
4

Hay, Ian, and George Booker. "Teachers’ Perceptions and Classroom Application of Mathematical Computer Software." Journal of Cognitive Education and Psychology 6, no. 1 (2006): 61–71. http://dx.doi.org/10.1891/194589506787382350.

Full text
Abstract:
Mathematics teachers from elementary and secondary school settings reported that the main advantage of instructional software pertained to enhancing students’ motivation and educational experiences, whereas the main disadvantage pertained to the poor content and sequencing of much of the available software. Teachers typically used software as a supplemental activity but wanted more programs that encouraged students’ cognitive reasoning, problem-solving and higher-order thinking skills in mathematics. These findings support the notion that although use of computer software has the potential to
APA, Harvard, Vancouver, ISO, and other styles
5

Polly, Drew, Robert Algozzine, Christie Sullivan Martin, and Maryann Mraz. "Perceptions of the roles and responsibilities of elementary school mathematics coaches." International Journal of Mentoring and Coaching in Education 4, no. 2 (2015): 126–41. http://dx.doi.org/10.1108/ijmce-08-2014-0030.

Full text
Abstract:
Purpose – In the USA, school districts are funding mathematics coaching positions to provide school-level support to teachers. The purpose of this paper is to survey school personnel whose job responsibilities included mathematics coaching in order to examine their job responsibilities and what they felt that their job responsibilities should be. Design/methodology/approach – In all, 67 elementary school mathematics coaches completed a survey that included 30 aspects of the job of elementary school mathematics leaders. Findings – Quantitative analyses indicated that there were statistically si
APA, Harvard, Vancouver, ISO, and other styles
6

Amanatallah, Lina Ramez, and Dalal Michel Moukarzel. "Elementary Mathematics Teachers’ and Coordinators’ Perceptions about Teaching Problem Solving in North Lebanon Private Schools: an Exploratory Mixed Study." European Scientific Journal, ESJ 14, no. 31 (2018): 130. http://dx.doi.org/10.19044/esj.2018.v14n31p130.

Full text
Abstract:
The purpose of this mixed research study was to explore how teaching problem solving is taking place at the elementary level in north Lebanon private schools, and to understand the challenges students were facing from the teachers’ and coordinators’ perspective. Four instruments were used: An inventory sent to 273 private schools, a teacher’s questionnaire, a coordinator’s interview, and class observations. Findings revealed that out of 129 Mathematics teachers who responded to the inventory, 126 (97%) affirmed using active learning strategies (ALS). To examine how Mathematics teaching is taki
APA, Harvard, Vancouver, ISO, and other styles
7

Lehman, Jeffrey R. "Integrating Science and Mathematics: Perceptions of Preservice and Practicing Elementary Teachers." School Science and Mathematics 94, no. 2 (1994): 58–64. http://dx.doi.org/10.1111/j.1949-8594.1994.tb12293.x.

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

Helwig, Robert, Lisbeth Anderson, and Gerald Tindal. "Influence of Elementary Student Gender on Teachers' Perceptions of Mathematics Achievement." Journal of Educational Research 95, no. 2 (2001): 93–102. http://dx.doi.org/10.1080/00220670109596577.

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

Ramirez, Gerardo, Sophia Yang Hooper, Nicole B. Kersting, Ronald Ferguson, and David Yeager. "Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement." AERA Open 4, no. 1 (2018): 233285841875605. http://dx.doi.org/10.1177/2332858418756052.

Full text
Abstract:
Elementary school teachers’ math anxiety has been found to play a role in their students’ math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students’ math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, we find that higher teacher math anxiety is associated with lower math achievement. This relationship is partially mediated by the students’ perception that their teacher believes not everyone can be good at math and is not explainable by teachers’ usable knowledge to teach mathematics. I
APA, Harvard, Vancouver, ISO, and other styles
10

Schweig, Jonathan D., Julia H. Kaufman, and V. Darleen Opfer. "Day by Day: Investigating Variation in Elementary Mathematics Instruction That Supports the Common Core." Educational Researcher 49, no. 3 (2020): 176–87. http://dx.doi.org/10.3102/0013189x20909812.

Full text
Abstract:
The Common Core State Standards for Mathematics (CCSS-M) aim to engage students in complex mathematical practices, including modeling, reasoning, and argumentation. Currently, little is known about how teachers’ daily instruction supports these practices. This study draws upon data from daily logs completed by third-, fourth-, and fifth-grade mathematics teachers from 39 states to learn about students’ engagement in standards-aligned mathematical practices. We find that there are both substantial fluctuations in students’ engagement in these practices and reported cognitive demand from day to
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Perceptions, Elementary Teachers, Elementary Mathematics Teachers"

1

Tutuncu, Sumeyra. "Elementary Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615542/index.pdf.

Full text
Abstract:
The purpose of this study was to examine elementary teachers&rsquo<br>and elementary mathematics teachers&rsquo<br>perceptions of mathematically gifted students in terms of teachers&rsquo<br>gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers&rsquo<br>perceptions of mathematical giftedness, the instrument called as Teachers&rsquo<br>Judgments of Gifted Mathematics Stude
APA, Harvard, Vancouver, ISO, and other styles
2

Cerrato, Elaine. "Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7765.

Full text
Abstract:
Producing highly skilled elementary mathematics teachers capable of facilitating mathematics learning in ways aligned with The Principles and Standards for School Mathematics (NCTM, 2000) and the Common Core State Standards for Mathematics (CCSSM), is a common objective of teacher preparation programs (National Governors Association & Chief Council of State School Officers, 2010). After decades of effort, Brown (2003) argues, teachers continue to teach in the way they were taught; thus, they disregard mathematics standards. As Abell, Appleton, and Hanuscin (2010) note, students’ preexisting
APA, Harvard, Vancouver, ISO, and other styles
3

Kofa, Linda. "Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4645.

Full text
Abstract:
Abstract Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in traditional schools. However, researchers had not compared Montessori and traditional teachers' perceptions of teaching elementary mathematics. The purpose of this qualitative case study was to explore the perceptions of traditional and Montessori teac
APA, Harvard, Vancouver, ISO, and other styles
4

Franklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.

Full text
Abstract:
There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such a
APA, Harvard, Vancouver, ISO, and other styles
5

Graham, Joanne M. "Elementary inservice and preservice teachers' perceptions of the current mathematics reform movement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35401.pdf.

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

Varajic, Sandra Mujagic. "Elementary Teachers' Perceptions of Practices and Professional Development for Differentiating Mathematics Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4407.

Full text
Abstract:
Teachers and administrators in a Title I elementary school in a southeastern state are concerned that there has been a trend over the past 3 years of declining standardized assessment scores in mathematics for students in Grades 3, 4, and 5. The purpose of this qualitative case study was to explore teachers' perceptions of practices, and professional development (PD) for differentiating mathematics instruction. This study was grounded in the conceptual framework of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction (DI). Purposeful sampling was used to select 8
APA, Harvard, Vancouver, ISO, and other styles
7

Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14538.

Full text
Abstract:
The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of
APA, Harvard, Vancouver, ISO, and other styles
8

Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20040331.142834.

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

Stephenson, Robert Louis. "Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3840.

Full text
Abstract:
The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the se
APA, Harvard, Vancouver, ISO, and other styles
10

BaldwinDouglas, Crystal Yvette. "Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.

Full text
Abstract:
The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operations-fractions with emphasis on students in Grades K-5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problem-solving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Perceptions, Elementary Teachers, Elementary Mathematics Teachers"

1

Mathematics for elementary teachers. 3rd ed. Pearson Addison Wesley, 2010.

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

Devine, Donald F. Elementary mathematics for teachers. 2nd ed. Wiley, 1991.

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

Mathematics for elementary school teachers. 5th ed. Brooks/Cole, 2011.

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

Mathematics for elementary school teachers. Brooks/Cole, Cengage Learning, 2013.

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

L, Moch Peggy, and Wilkinson Mary E, eds. Mathematics content for elementary teachers. Lawrence Erlbaum Associates, 2005.

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

Mathematics for elementary school teachers. Houghton Mifflin, 1997.

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

Mathematics for elementary school teachers. 3rd ed. Houghton Mifflin, 2005.

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

Bassarear, Tom. Mathematics for elementary school teachers. 2nd ed. Houghton Mifflin, 2001.

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

Beckmann, Sybilla. Mathematics for elementary school teachers. Addison-Wesley, 2005.

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

Beckmann, Sybilla. Mathmatics for elementary teachers. 2nd ed. Pearson Addison Wesley, 2008.

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

Book chapters on the topic "Perceptions, Elementary Teachers, Elementary Mathematics Teachers"

1

Güneş, Gönül. "The Mathematics Backgrounds and Mathematics Self-efficacy Perceptions of Pre-service Elementary School Teachers." In ICME-13 Monographs. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68342-3_12.

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

Chao, Theodore, Luz A. Maldonado, Crystal Kalinec-Craig, and Sylvia Celedón-Pattichis. "Preparing Pre-Service Elementary Mathematics Teachers to Critically Engage in Elementary Mathematics Methods." In Transforming Mathematics Teacher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21017-5_11.

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

Vinner, Shlomo. "What Are Elementary Mathematics Teachers Expected to Know?" In Mathematics, Education, and Other Endangered Species. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90035-3_13.

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

Soybaş, Danyal, and Sevim Sevgi. "Investigation of Prospective Elementary Teachers’ Opinions About Problem Concept." In Springer Proceedings in Mathematics & Statistics. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1157-8_21.

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

(Skip) Fennell, Francis. "Preparing Elementary School Teachers of Mathematics: A Continuing Challenge." In ICME-13 Monographs. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68342-3_6.

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

Cooper, Jason, and Abraham Arcavi. "Mathematicians and Elementary School Mathematics Teachers – Meetings and Bridges." In Proficiency and Beliefs in Learning and Teaching Mathematics. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_12.

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

Wang, Jian. "Mathematics Knowledge for Teaching and Its Influential Factors: An Analysis of Chinese Elementary Mathematics Teachers." In Preparing Teachers for the 21st Century. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36970-4_20.

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

Pugalee, David K. "Perspectives on Noticing in the Preparation of Elementary Mathematics Teachers." In ICME-13 Monographs. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68342-3_20.

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

Chapin, Suzanne H., Lynsey K. Gibbons, Ziv Feldman, Laura Kyser Callis, and Alejandra Salinas. "The Elementary Mathematics Project: Supporting Preservice Teachers’ Content Knowledge for Teaching Mathematics." In Advances in STEM Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68956-8_4.

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

Beattie, Heidi L., Lixin Ren, Wendy M. Smith, and Ruth M. Heaton. "Measuring Elementary Mathematics Teachers’ Noticing: Using Child Study as a Vehicle." In Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46753-5_19.

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

Conference papers on the topic "Perceptions, Elementary Teachers, Elementary Mathematics Teachers"

1

Lavy, Ilana, and Atara Shriki. "ELEMENTARY SCHOOL TEACHERS' PERCEPTIONS CONCERNING THE INTEGRATION OF MUSIC INTO THE MATHEMATICS TEACHING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0112.

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

Jeannotte, Doris, Stéphanie Sampson, and Sarah Dufour. "Elementary teachers’ discourse about mathematical reasoning." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-126.

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

Setiyawati, Enik, and Supriyono Koes Handayanto. "Scientific reasoning profile of pre-service elementary teachers." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043390.

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

Friskawati, Gita Febria, Akhmad Sobarna, and Mesa Rahmi Stephani. "Teachers’ Perceptions of Physical Education Teaching Barriers at Elementary Schools." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.095.

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

Khanlari, Ahmad, and Fatemeh Mansourkiaie. "Using robotics for STEM education in primary/elementary schools: Teachers' perceptions." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250208.

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

Haydar, Hanna. "ENHANCING ACCESS TO MATHEMATICS: ELEMENTARY TEACHERS INTERVIEWING ENGLISH LANGUAGE LEARNERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0959.

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

Waswa, Anne Nyarotso, and Kevin C. Moore. "Investigating elementary pre-service teachers’ conceptions of mathematical creativity." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-242.

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

Conner, AnnaMarie, Claire Miller, Jenna Menke, and Yuling Zhuang. "Elementary teachers’ beliefs about teaching mathematics and science: Implications for Argumentation." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-321.

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

Muharam, Dimas, Sri Wuryanti, Rumondang Purwati, and Fahmi. "The Competency of Elementary School Teachers in Solving TIMSS Mathematics Problems." In International Conference on Educational Assessment and Policy (ICEAP 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.056.

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

Bondurant, Liza, Lisa Poling, and Diana Moss. "Using video analysis to improve preservice elementary teachers’ noticing skills." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-234.

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

Reports on the topic "Perceptions, Elementary Teachers, Elementary Mathematics Teachers"

1

Garrick, Marcia. Elementary Teachers' Perceptions of Their Instructional Styles in the Teaching of Conflict Resolution. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1131.

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

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

Full text
Abstract:
The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of meas
APA, Harvard, Vancouver, ISO, and other styles
3

Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

Full text
Abstract:
The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mat
APA, Harvard, Vancouver, ISO, and other styles
4

Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10106703.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Perceptions, Elementary Teachers, Elementary Mathematics Teachers' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography