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

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  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

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

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Campbell, Patricia F., Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi. "The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement." Journal for Research in Mathematics Education 45, no. 4 (July 2014): 419–59. http://dx.doi.org/10.5951/jresematheduc.45.4.0419.

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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.
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Zedan, Raed. "Student feedback as a predictor of learning motivation, academic achievement and classroom climate." Education & Self Development 16, no. 2 (June 30, 2021): 27–46. http://dx.doi.org/10.26907/esd.16.2.03.

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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, learners reported an average or slightly above average score for the general classroom climate. Girls reported more positive perceptions than boys at all age levels. Elementary school students reported more positive perceptions than junior high and high school students. Mathematics was more highly rated than other disciplines. Female teachers were preferred to male teachers and younger teachers to older teachers. Positive teacher evaluations resulted in a higher motivation level and improvement in learning achievements, as well as a positive perception of classroom climate, but teacher feedback and motivation were found to be the most important factors in predicting learning achievement.
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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 (May 24, 2013): 67–84. http://dx.doi.org/10.19030/ajee.v4i1.7859.

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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 the first-year effect of TPD offered by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University on elementary teachers integrating engineering. Thirty-two teachers of second through fourth grade from seven schools attended a one-week intensive Summer Academy and integrated engineering lessons throughout the year. Based on a pre- and post-test research design, multiple measures were utilized to examine changes in teachers’ knowledge and perceptions of engineering and their variations in knowledge and perceptions by school and teacher characteristics. Overall, teachers were satisfied with the engineering TPD program, significantly increased their engineering design process knowledge, and became more familiar with engineering. While teachers’ knowledge about engineering did not vary by school and teacher characteristics, some aspects of teachers’ perceptions regarding engineering integration and their practice differed by school and teacher characteristics.
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Hay, Ian, and George Booker. "Teachers’ Perceptions and Classroom Application of Mathematical Computer Software." Journal of Cognitive Education and Psychology 6, no. 1 (January 2006): 61–71. http://dx.doi.org/10.1891/194589506787382350.

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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 motivate, provide practice, and facilitate students’ learning and thinking in mathematics, students still require appropriate teacher-led instruction to enhance their mathematics knowledge as they interact with the software.
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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 (June 8, 2015): 126–41. http://dx.doi.org/10.1108/ijmce-08-2014-0030.

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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 significant differences between their actual roles and their preferred roles on 24 of the 30 items. This means that coaches reported that the aspects of their current role did not align to what they thought their job should be. Research limitations/implications – The findings indicate a need to collect further information in a longitudinal study, potentially from a combination of surveys, interviews, and observations, about elementary mathematics coaches’ job responsibilities and the impact that coaches have on both teachers and students. Practical implications – The findings indicate a need for school leaders, mathematics leaders (coaches), and classroom teachers to work together to utilize mathematics leaders more effectively so as to best support teachers’ instruction and students’ learning. Originality/value – While some research has been published on literacy coaching, the research base on mathematics coaching is scant. This study contributes to the knowledge base about the roles and duties of coaches in elementary school settings.
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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 (November 30, 2018): 130. http://dx.doi.org/10.19044/esj.2018.v14n31p130.

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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 taking place, five private English speaking schools were purposefully selected to participate in the study with five Mathematics coordinators and ten teachers. The results showed inconsistency between the inventory, coordinators’ interviews, teachers’ responses to the questionnaire, and class observations. While responses to the inventory and teachers ‘questionnaires showed that at least 60% of teachers use ALS, class observations revealed that teachers did not make use of strategies that engage students in learning or in monitoring their progress and understanding. Moreover, teachers’ and coordinators’ responses to some questions showed that students’ difficulties were due to two main reasons: language barrier and poor analytical skills. Recommendations for teachers’ training on specific active learning strategies and adequate English language usage to teach mathematics were suggested.
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Lehman, Jeffrey R. "Integrating Science and Mathematics: Perceptions of Preservice and Practicing Elementary Teachers." School Science and Mathematics 94, no. 2 (February 1994): 58–64. http://dx.doi.org/10.1111/j.1949-8594.1994.tb12293.x.

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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 (November 2001): 93–102. http://dx.doi.org/10.1080/00220670109596577.

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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 (February 2018): 233285841875605. http://dx.doi.org/10.1177/2332858418756052.

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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. In subsequent analyses, we find that higher teacher math anxiety relates to a reduction in process-oriented (as opposed to ability-oriented) teaching practices, which in turn predict students’ perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape students’ math achievement and their perceptions of what their teacher believes about math.
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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 (March 5, 2020): 176–87. http://dx.doi.org/10.3102/0013189x20909812.

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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 day, as well as large differences across teachers. Practices in which students engage are related to teachers’ perceptions of student ability. These findings offer a broad perspective on how CCSS-M–based instruction unfolds across a range of states and policy environments.
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Dissertations / Theses on the topic "Perceptions, Elementary Teachers, Elementary Mathematics Teachers"

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

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The purpose of this study was to examine elementary teachers&rsquo
and elementary mathematics teachers&rsquo
perceptions of mathematically gifted students in terms of teachers&rsquo
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
perceptions of mathematical giftedness, the instrument called as Teachers&rsquo
Judgments of Gifted Mathematics Student Characteristic (TJGMSC) was used. The results were evaluated in terms of three dimensions of TJGMSC: school smart mathematics student, mathematics perspective for the real world and creative problem solver. Besides, in order to analyze the data, one-way MANOVA was conducted. The results of the study illustrated that there were no significant differences among teachers&rsquo
TJGMSC scores, in terms of their gender and year of experience. However, a significant difference was found between elementary teachers and elementary mathematics teachers in terms of their TJGMSC scores for only the dimension of school smart mathematics student. To illustrate, elementary teachers&rsquo
scores regarding this dimension were higher than those of elementary mathematics teachers.
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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.

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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 ideas relevant to the nature of learning and teaching stem from experiences in their schooling, life, and formal classes. Specifically, related to mathematics, these experiences often reflect the difficulty in learning mathematics, fear of mathematics, and consequently, a dislike for the subject (Abell et al., 2010; Wilson, 2014). These preconceived beliefs influence how preservice teachers (PSTs) perceive subject matter. Beliefs also impact the decisions they make about teaching and learning mathematics. In this exploratory descriptive case-study I investigated in what ways three PSTs describe their experiences as K-12 mathematics learners, how the PSTs perceive their abilities to teach mathematics prior to participating in an introductory elementary mathematics methods course, how the PSTs perceive their abilities to teach mathematics after participating in an introductory elementary mathematics methods course, and what catalysts, relative to their experiences, do the PSTs consider noteworthy in the development of their beliefs and concurrent pedagogy about teaching mathematics to elementary students. I utilized constant comparative methods (Strauss and Corbin, 1998; Denzin and Lincoln, 1994; Strauss, 1987; Miles and Huberman, 1984) to analyze the data and identify overarching themes related to the goals of the study.
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Kofa, Linda. "Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4645.

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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 teachers regarding teaching basic problem solving skills in mathematics. Koehler and Grouws' model provided the theoretical framework. Data collection included semistructured interviews with 6 traditional and 4 Montessori elementary teachers, field notes, and journaling. Data were analyzed using a coding scheme that incorporated the theoretical model's categories. Findings indicated that both groups of teachers reported that concrete (manipulatives) to abstract (pen and paper) learning was an effective approach to teaching basic math concepts and problem-solving skills. Social change will be realized when struggling elementary students in both Montessori and traditional settings begin to meet proficiency levels in mathematics and benefit from instruction that balances concrete and abstract learning skills. As such, students will be able to explore, develop, and become more actively engaged in learning math and problem solving in all elementary grades. The project deliverable, a position paper supporting the principal theme of concrete to abstract learning, may be used to promote effective instructional practices in mathematics, hence, positive social change.
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Franklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.

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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 as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers ELLs face in accessing the math curriculum. The interviews were recorded, transcribed, and categorized using typological analysis. Answers to the interview questions were segregated into the categories of professional development, needs of students, and base mathematics program materials. The central finding was that the base program was perceived as a barrier for ELLs. Evaluation of the existing mathematics curriculum for effectiveness is recommended. This study may contribute to social change by increasing educator and stakeholder awareness of the barriers ELLs face in accessing the mathematics curriculum. This study also provides guidance to policymakers and educators information to develop culturally competent mathematics instruction, thereby assisting ELL students in overcoming barriers to learning mathematics.
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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.

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

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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 teachers and 1 mathematics coach, who worked with students in Grades 3, 4, and 5 at the target school. Data were collected through interviews and classrooms observations with participants. Open coding and thematic analysis were used to identify emergent themes from the data. The key findings were that, while some teachers attempted to differentiate mathematics instruction for struggling students, the participants felt they needed more PD related to specific strategies for differentiation and more planning time to collaborate with other educators in order to implement differentiated instruction effectively for all students. In response to these findings, a PD project was created for teachers in Grades 3, 4, and 5 to involve them in construction of a variety of strategies for planning and implementing differentiated instruction in mathematics. Positive social change might occur when teachers feel supported by the district to schedule ongoing opportunities to collaboratively plan and implement effective differentiated mathematics instruction to advance students' mathematics achievement in the local Title I school.
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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.

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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 the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.
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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.

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

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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 self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.
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BaldwinDouglas, Crystal Yvette. "Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.

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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 mathematical problem-solving, was conducted to address this problem. The research questions addressed teachers' perceptions of how they teach underachieving students' word problem-solving skills, how prepared they feel, the challenges they experience when teaching word problem-solving skills, and the resources for instructing underachieving students on mathematical word problem-solving. Semi-structured interviews were conducted with 8 certified elementary classroom teachers. Data from the teacher interviews were analyzed using pattern coding and thematic analysis. The findings indicated that teachers are not fully prepared to teach the CCSSM, teachers need assistance in creating standards-based detailed lesson plans, and teachers need help with the development of pedagogical strategies that enhance students' math vocabulary. Findings may lead to positive social change by informing the design of professional development and increasing the number of students who achieve proficiency in mathematical word problem-solving.
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Books on the topic "Perceptions, Elementary Teachers, Elementary Mathematics Teachers"

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

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

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

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

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

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Mathematics for elementary school teachers. Boston: Houghton Mifflin, 1997.

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

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

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

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

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

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Güneş, Gönül. "The Mathematics Backgrounds and Mathematics Self-efficacy Perceptions of Pre-service Elementary School Teachers." In ICME-13 Monographs, 171–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68342-3_12.

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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, 147–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21017-5_11.

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Vinner, Shlomo. "What Are Elementary Mathematics Teachers Expected to Know?" In Mathematics, Education, and Other Endangered Species, 105–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90035-3_13.

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Soybaş, Danyal, and Sevim Sevgi. "Investigation of Prospective Elementary Teachers’ Opinions About Problem Concept." In Springer Proceedings in Mathematics & Statistics, 249–61. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1157-8_21.

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(Skip) Fennell, Francis. "Preparing Elementary School Teachers of Mathematics: A Continuing Challenge." In ICME-13 Monographs, 83–95. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68342-3_6.

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Cooper, Jason, and Abraham Arcavi. "Mathematicians and Elementary School Mathematics Teachers – Meetings and Bridges." In Proficiency and Beliefs in Learning and Teaching Mathematics, 179–200. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_12.

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Wang, Jian. "Mathematics Knowledge for Teaching and Its Influential Factors: An Analysis of Chinese Elementary Mathematics Teachers." In Preparing Teachers for the 21st Century, 325–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36970-4_20.

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Pugalee, David K. "Perspectives on Noticing in the Preparation of Elementary Mathematics Teachers." In ICME-13 Monographs, 293–301. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68342-3_20.

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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, 89–113. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68956-8_4.

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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, 321–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46753-5_19.

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

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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.

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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.

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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.

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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). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.095.

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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.

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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.

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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.

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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.

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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). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.056.

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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.

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

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

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

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The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of measurement, and marginal reliability. The intended use of the data from the 2019 K-TEEM test is to serve as a measure of teacher knowledge that will be used in a randomized controlled trial to investigate the impact—and variation in impact—of a teacher professional-development program for early elementary teachers.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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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 mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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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), December 1993. http://dx.doi.org/10.2172/10106703.

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