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Littérature scientifique sur le sujet « Mathematics - Teachers formation »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 19 février 2022

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Articles de revues sur le sujet "Mathematics - Teachers formation"

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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 (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 me
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Roslova, L., and I. Karamova. "On the Readiness of Teachers to Form Functional Mathematical Literacy of Schoolchildren." Profession-Oriented School 8, no. 4 (2020): 14–26. http://dx.doi.org/10.12737/1998-0744-2020-14-26.

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The article is devoted to the problem of the formation of mathematical literacy of primary school students, which, in accordance with the definition proposed in the international program for assessing the educational achievements of students PISA, is considered in the context of functional literacy. The article reflects the concept of a teacher's readiness to form mathematical literacy of schoolchildren, the structure of this concept has been developed, which includes five components: cognitive, motivational, emotional, operational and evaluative.
 The article describes the research carri
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Gavaza, Tatiana, Svetlana Lebedeva, Natalya Perkova, and Victoriia Fakhretdinova. "MATHEMATICAL TASKS AS A MEANS OF FORMING PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 172. http://dx.doi.org/10.17770/sie2019vol1.3872.

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An important result of the preparation of the future teacher of mathematics is the formed professional competences. The process of formation should be carried out systematically, starting from the first year. While studying at the university, the foundations of modern mathematical knowledge should be laid, the need for professional self-development and self-education should be formed. The purpose of the study: the development of tools that contribute to the formation and development of professional competencies of students, future teachers of mathematics, in the study of mathematical disciplin
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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 occ
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Köğce, Davut. "Examining the Changes in Beliefs of Preservice Mathematics Teachers Attending the Pedagogic Formation Program about Teacher and Students Roles." World Journal of Education 10, no. 2 (2020): 89. http://dx.doi.org/10.5430/wje.v10n2p89.

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This study aimed to identify the beliefs of preservice mathematics teachers receiving formation program as undergraduates or graduates in the Faculty of Science and Letters about teacher and student roles in the classroom setting and to explore how their beliefs changed at the end of the program. The research was conducted in the qualitative research design. The data were collected with a form of three open-ended questions asked to the preservice mathematics teacher attending the formation program in the faculty of education in the fall term of 2014-2015 academic year. The data were collected
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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 (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 mathemat
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Astafieva, Mariіa М., Dmytro M. Bodnenko та Volodymyr V. Proshkin. "ВИКОРИСТАННЯ КОМП’ЮТЕРНО ОРІЄНТОВАНИХ ЗАСОБІВ ГЕОМЕТРІЇ У ПРОЦЕСІ ФОРМУВАННЯ КРИТИЧНОГО МИСЛЕННЯ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ". Information Technologies and Learning Tools 71, № 3 (2019): 102. http://dx.doi.org/10.33407/itlt.v71i3.2449.

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The article proved that critical thinking is one of the most important and universal competences of a modern teacher of mathematics. It has been established that geometric disciplines, in particular constructive and projective geometries, have the greatest potential for this. The pedagogical technology of critical thinking formation of future teachers of mathematics by means of geometry has been developed. This technology consists of a target, content and legal, and control component. It was found out that the essential element of the technology at all stages (substantive and procedural, contr
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Chernenko, Varvara. "THE FORMATION OF INFORMATICS COMPETENCY FOR FUTURE COMPUTER SCIENCE TEACHERS IN THE PROCESS OF STUDYING COMPUTER MATHEMATICS." Physical and Mathematical Education 30, no. 4 (2021): 6–12. http://dx.doi.org/10.31110/2413-1571-2021-030-4-001.

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Relevance and expediency of introduction of a training course of computer mathematics for students of “Secondary Education (Computer Science)” is caused by necessity of use of computer equipment with the corresponding software almost in all areas of human activity; the fact that computer mathematics is one of priority directions of research work both in the field of mathematical sciences, and in the field of computer science. Computer mathematics is a field of applied computer science in which problems of development, implementation and use of information technologies for solving mathematical
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Romanovskyi, Oleksandr H., Valentyna M. Grineva, Oksana A. Zhernovnykova, Liudmyla A. Shtefan та Vasyl V. Fazan. "ФОРМУВАННЯ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ: КОНСТАТУВАЛЬНИЙ ЕТАП". Information Technologies and Learning Tools 65, № 3 (2018): 184. http://dx.doi.org/10.33407/itlt.v65i3.2412.

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The article is devoted to determination of the levels of the digital competence of future mathematics teachers at the ascertaining stage of the pedagogical experiment. A scientific analysis of the essence of the notion «digital competence» is carried out, its components are defined. In the process of research the components of the formation of the digital competence of future mathematics teachers were defined, namely: value-motivational (motives, goals, needs for professional training by means of digital technologies, improvement, self-education, self-development, stimulate a future teacher of
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Rudik, Anna. "INNOVATIVE TECHNOLOGIES OF COMPETENCE ORIENTED TRAINING OF FUTURE TEACHERS OF MATHEMATICS FOR TECHNOLOGY IN THE CONDITIONS IN PROFILE SCHOOL." Academic Notes Series Pedagogical Science 1, no. 194 (2021): 226–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-226-229.

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In the article the substantiation of selection of innovative pedagogical technologies and application for competence-oriented preparation of future teachers of mathematics for technologicalization of educational process in the conditions of profile school is carried out. Innovative educational and information technologies are analyzed, which comprehensively contribute to the formation of professional readiness of future mathematics teachers to the technologicalization of the educational process in the profile school in the system of professional training in higher education institutions. Promi
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Thèses sur le sujet "Mathematics - Teachers formation"

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Irving-Bell, Dawne. "The formation of science, technology, engineering and mathematics teacher identities : pre-service teachers' perceptions." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/127684/.

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Set within the context of Science, Technology, Engineering and Mathematics (STEM), this study explores the personal teaching philosophies of students (pre-service teachers) training to become qualified teachers, with the purpose of better understanding how participant’s perceptions of teaching are shaped by their previous experiences. It goes on to consider how these experience-related beliefs influence the formation of their individual identities as teachers. Outcomes emerging from the study show that the meaning pre-service teachers assign to their lived experiences play a significant role i
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Fernandes, Déa Nunes. "Sobre a formação do professor de Matemática no Maranhão : uma cartografia possível /." Rio Claro, 2011. http://hdl.handle.net/11449/102104.

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Orientador: Antonio Vicente Marafioti Garnica<br>Banca: Maria Ângela Miorim<br>Banca: Maria Carolina Bovério Galzerani<br>Banca: Maria Célia Leme da Silva<br>Banca: Maria Laura Magalhães Gomes<br>Resumo: Esta pesquisa objetiva apresentar um registro histórico do processo da formação de professores de Matemática no estado do Maranhão num período que tem como marco inicial a implantação, na década de 1960, do primeiro curso de Licenciatura Plena em Matemática no estado. A metodologia utilizada é a História Oral, e as fontes são tanto textualizações de entrevistas quanto registros escritos dispon
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Mondini, Fabiane [UNESP]. "Modos de conceber a álgebra em cursos de formação de professores de matemática." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/91077.

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Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-01-14Bitstream added on 2014-06-13T18:21:25Z : No. of bitstreams: 1 mondini_f_me_rcla.pdf: 749731 bytes, checksum: b66561a93166d9d56d76df0f627aaaa7 (MD5)<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)<br>Esta pesquisa tem por objetivo estudar as concepções que professores de Álgebra dos cursos de Licenciatura em Matemática apresentam sobre o ensino e a aprendizagem dessa disciplina em tais cursos. Iniciamos o desenvolvimento deste trabalho com a seguinte questão nor
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Fernandes, Déa Nunes [UNESP]. "Sobre a formação do professor de Matemática no Maranhão: uma cartografia possível." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/102104.

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Made available in DSpace on 2014-06-11T19:31:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-11-01Bitstream added on 2014-06-13T20:22:46Z : No. of bitstreams: 1 fernandes_dn_dr_rcla.pdf: 5890509 bytes, checksum: 66193e360485b1d6627c4908af3fd44f (MD5)<br>Esta pesquisa objetiva apresentar um registro histórico do processo da formação de professores de Matemática no estado do Maranhão num período que tem como marco inicial a implantação, na década de 1960, do primeiro curso de Licenciatura Plena em Matemática no estado. A metodologia utilizada é a História Oral, e as fontes são tanto
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Mondini, Fabiane. "Modos de conceber a álgebra em cursos de formação de professores de matemática /." Rio Claro : [s.n.], 2009. http://hdl.handle.net/11449/91077.

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Orientador: Maria Aparecida Viggiano Bicudo<br>Banca: Rosa Lucia Sverzut Baroni<br>Banca: Verilda Speridião Kluth<br>Resumo: Esta pesquisa tem por objetivo estudar as concepções que professores de Álgebra dos cursos de Licenciatura em Matemática apresentam sobre o ensino e a aprendizagem dessa disciplina em tais cursos. Iniciamos o desenvolvimento deste trabalho com a seguinte questão norteadora: 'como os professores de Álgebra, dos cursos de Licenciatura em Matemática, compreendem e trabalham a Álgebra, em termos de conteúdo e prática pedagógica?'No Capítulo I, apresentamos inicialmente três
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Burkert, Rogério Sacramento. "Professores que somos, educadores que queremos ser: reflexões sobre o processo de formação inicial do professor de matemática." reponame:Repositório Institucional da FURG, 2012. http://repositorio.furg.br/handle/1/4789.

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Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-04-07T16:13:02Z No. of bitstreams: 1 Rogério Sacramento Burkert.pdf: 685377 bytes, checksum: e4dcaa2d1960ce0a3e1081ff542b871a (MD5)<br>Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-04-10T16:37:46Z (GMT) No. of bitstreams: 1 Rogério Sacramento Burkert.pdf: 685377 bytes, checksum: e4dcaa2d1960ce0a3e1081ff542b871a (MD5)<br>Made available in DSpace on 2015-04-10T16:37:46Z (GMT). No. of bitstreams: 1 Rogério Sacramento Burkert.pdf: 685377 bytes, checksum: e4dcaa2d1960ce0a3e1081ff542b871a (
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Bednarchuk, Joanice Zuber. "FORMAÇÃO INICIAL EM MATEMÁTICA: AS MANIFESTAÇÕES DOS EGRESSOS DE PEDAGOGIA SOBRE A FORMAÇÃO PARA A DOCÊNCIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/1332.

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Made available in DSpace on 2017-07-21T20:31:58Z (GMT). No. of bitstreams: 1 JOANICE ZUBER BEDNARCHUK.pdf: 1473110 bytes, checksum: 30792b436f266a3f2ae32099c4643aef (MD5) Previous issue date: 2012-04-04<br>This work presents an investigation of relation between the initial Mathematics formation of a graduation course in Pedagogy and the teaching of the teachers egresses that act in the beginning years of the Fundamental teaching in a city in the countryside of Paraná State. The research objectives were: a) check what reveals the PPC of the graduation course of Pedagogy regarding the formativ
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Corrêa, Laura Maria [UNESP]. "As concepções de professores de Matemática de 5ª série do ensino fundamental sobre sua prática e os resultados do SARESP 2005." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/92334.

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Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-17Bitstream added on 2014-06-13T18:53:53Z : No. of bitstreams: 1 correa_lm_me_prud.pdf: 706563 bytes, checksum: eaeea62e64849906e9f478dde4eff860 (MD5)<br>Secretaria Estadual de Educação<br>A presente pesquisa, de natureza qualitativa, vinculada à linha de pesquisa “Práticas Educativas e Formação de Professores”, do Programa de Pós-graduação em Educação, da Faculdade de Ciências e Tecnologia – FCT/Unesp, Campus de Presidente Prudente, analisa as concepções que os professores de 5ª série d
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Gama, Renata Prenstteter. "Desenvolvimento profissional com apoio de grupos colaborativos : o caso de professores de matematica em inicio de carreira." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252052.

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Orientador: Dario Fiorentini<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-09T14:24:35Z (GMT). No. of bitstreams: 1 Gama_RenataPrenstteter_D.pdf: 2029926 bytes, checksum: e983d7c6aa9a56cc72ac6e1353561068 (MD5) Previous issue date: 2007<br>Doutorado<br>Educação Matematica<br>Doutor em Educação
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Corrêa, Laura Maria. "As concepções de professores de Matemática de 5ª série do ensino fundamental sobre sua prática e os resultados do SARESP 2005 /." Presidente Prudente, 2008. http://hdl.handle.net/11449/92334.

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Orientador: Maria Raquel Miotto Morellatti<br>Banca: Adair Mendes Nacarato<br>Banca: Monica Fürkotter<br>Resumo: A presente pesquisa, de natureza qualitativa, vinculada à linha de pesquisa "Práticas Educativas e Formação de Professores", do Programa de Pós-graduação em Educação, da Faculdade de Ciências e Tecnologia - FCT/Unesp, Campus de Presidente Prudente, analisa as concepções que os professores de 5ª série do Ensino Fundamental da Diretoria de Ensino da Região de Presidente Prudente (DERPP) têm sobre sua prática pedagógica, buscando relacionar indícios, características e motivações de uma
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Livres sur le sujet "Mathematics - Teachers formation"

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Portugais, Jean. Didactique des mathématiques et formation des enseignants. P. Lang, 1995.

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Squalli, Hassane, Jérôme Proulx, and Claudia Corriveau. Formation mathématique pour l'enseignement des mathématiques: Pratiques, orientations et recherches. Presses de l'Université du Québec, 2012.

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Teacher's professional development and the elementary mathematics classroom: Bringing understanding to light. Lawrence Erlbaum, 2004.

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IFIP TC3/WG3.1 Working Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and the Curriculum (1997 Grenoble, France). Information and communication technologies in school mathematics: IFIP TC3 / WG3.1 Working Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and the Curriculum, 26-31 October 1997, Grenoble, France. Chapman & Hall, 1998.

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Leslie, Minton, ed. Uncovering student thinking in mathematics, grades K-5: 25 formative assessment probes for the elementary classroom. Corwin Press, 2010.

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Ferretti, Federica. Formative Assessment for mathematics teaching and learning: Teacher Professional Development Research by Videoanalysis Methodologies. FrancoAngeli, 2018.

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Ams. The Mathematical Education of Teachers (Cbms Issues in Mathematics Education). American Mathematical Society, 2001.

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Susan, Loucks-Horsley, ed. Designing professional development for teachers of science and mathematics. 2nd ed. Corwin Press, 2003.

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New Teacher Identity and Regulative Government: The Discursive Formation of Primary Mathematics Teacher Education. Springer, 2005.

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McNamara, Olwen, and Brown Tony. New Teacher Identity and Regulative Government: The Discursive Formation of Primary Mathematics Teacher Education. Springer, 2010.

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Chapitres de livres sur le sujet "Mathematics - Teachers formation"

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Hughes, Martin, Charles Desforges, and Christine Mitchell. "Teachers’ Beliefs about Concept Formation and Curriculum Decision-Making in Early Mathematics." In Mathematics Education Library. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-017-2211-7_18.

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Olfos, Raimundo, and Masami Isoda. "Teaching the Multiplication Table and Its Properties for Learning How to Learn." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.

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AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.
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Heritage, Margaret, and Caroline Wylie. "Teacher Preparation in Mathematics." In Handbook of Formative Assessment in the Disciplines. Routledge, 2019. http://dx.doi.org/10.4324/9781315166933-9.

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Dayal, Hem Chand. "Teacher Professional Learning in Formative Assessments in Mathematics." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_353-1.

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Pimm, David, Daniel Chazan, and Lynn Paine. "Being and Becoming a Mathematics Teacher: Ambiguities in Teacher Formation in France." In Comprehensive Teacher Induction. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0133-5_5.

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Aldon, Gilles, Annalisa Cusi, Francesca Morselli, Monica Panero, and Cristina Sabena. "Formative Assessment and Technology: Reflections Developed Through the Collaboration Between Teachers and Researchers." In Mathematics and Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51380-5_25.

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Ebby, Caroline B., and Philip M. Sirinides. "Conceptualizing Teachers’ Capacity for Learning Trajectory-Oriented Formative Assessment in Mathematics." In Large-Scale Studies in Mathematics Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-07716-1_8.

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Pape, Stephen J., Karen E. Irving, Clare V. Bell, et al. "Principles of Effective Pedagogy within the Context of Connected Classroom Technology." In Educational Technology, Teacher Knowledge, and Classroom Impact. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-750-0.ch008.

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Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to understanding. We theorize four principles of effective mathematics instruction incorporating CCT based on examination of teachers’ use of CCT within their Algebra I classrooms across four years. Effective implementation of CCT is dependent upon (1) the creation and implementation of mathematical tasks that support examination of patterns leading to generalizations and conceptual development; (2) classroom interactions that focus mathematical thinking within students and the collective class; (3) formative assessment leading to teachers’ and students’ increased knowledge of students’ present understandings; and (4) sustained engagement in mathematical thinking. Each of these principles is discussed in term of its implications for teacher knowledge.
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Fried, Katalin, and Judit Török. "Überbringen Störche Babys? Dinge, die wir Kindern nicht erzählen (können)." In Komplexer Mathematikunterricht. Die Ideen von Tamás Varga in aktueller Sicht. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871648.0.12.

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One of the main goals of the Complex Mathematics Education Experiment set by Tamás Varga was the following: “That is, the knowledge we provide fits the closest developmental zone and developmental level of the children; and yet is mathematically correct and forward-thinking. We do not tell stork tales.” (Varga, 1974, p. 1984.) We give some examples from the topic of number theory, where we cannot avoid telling “stork tales”, no matter how hard we try. In section 1.3 we describe some of the sources of disturbance. In section 2 we deal with the conflict of the different interpretations of some concepts occurring in primary/secondary school and university education, such as: “divisibility”, “divisor”, “common divisor”, “greatest common divisor”, “division with remainder”, the perceived or real special properties of zero, and “prime number”. We believe that it is important to make prospective teachers aware what facts they hide and why when teaching. In section 3 we present problems that can be discussed with children of different ages and different abstraction levels. Classification: D70, E40, F60, U60. Keywords: misconceptions and student errors, concept formation, treatment of mathematical concepts and definitions in mathematics education, number theory, educational games.
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Bolondi, Giorgio, Federica Ferretti, Alessandro Gimigliano, Stefania Lovece, and Ira Vannini. "The Use of Videos in the Training of Math Teachers." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch013.

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The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&amp;L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.
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Actes de conférences sur le sujet "Mathematics - Teachers formation"

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Shmigirilova, Irina, and Lydia Shestakova. "Formation of Assessment Competence of Future Teachers of Mathematics." In VIII International Scientific and Practical Conference 'Current problems of social and labour relations' (ISPC-CPSLR 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.188.

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Gainutdinova, Tatiana Y. "Innovative Teaching Methods In Formation Of Professional Competencies Of Future Mathematics Teachers." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.24.

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Liang, Su. "Group Formation-Finding-Your-Matching-Card in a Collaborative Learning Classroom." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12786.

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This paper presents a non-traditional strategy of group formation that engages students in utilizing prior learned knowledge to solve problems at a collaborative learning classroom. Through the grouping process students communicate mathematical thinking with their peers and physically moving around to find their matching cards and group parteners. The grouping process warms up students to launch an active learning mode. Although the grouping method was implemented in the mathematics content course for preservice elementary teachers and the capstone course for preservice secondary mathematics t
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Dzamyhov, Alibek Kh. "Formation Of Teachers’ Ict-Competencies In The Field "Computer Science And Mathematics"." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.22.

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Sukhovienko, Elena, Svetlana Sevostyanova, Ravil Nigmatulin, and Elena Martynova. "FORMATION OF PROJECT SKILLS IN PROSPECTIVE MATHEMATICS TEACHERS IN THE PROCESS OF PEDAGOGICAL PRACTICE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0392.

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Urban, Maria, and Daina Vasilevska. "“Conflict of Goals” as a Barrier for Effective Use of Visual Models in Primary Math Education." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.025.

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The formation of the ability to solve non-trivial life problems is one of the tasks of school education in the context of achieving sustainable development goals. In the process of teaching mathematics, one of the most effective ways to find solutions to problems is modelling – a teaching method that not only helps students to consciously assimilate mathematical content, but also forms the basis for selfstudy throughout life. Visual models, which reflect the essential characteristics of mathematical concepts by pictorial means, play a special role in the process of initial teaching of mathemat
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Valgasova, I. N., M. O. Zotova, and Zh R. Tegetaeva. "Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.805.817.

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The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differ
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Gilmullin, Mansur F., and Liliya R. Khaliullina. "Formation of the Polycultural - Historical Environment of Mathematics Teaching at School." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.46.

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Samah, Mas Norbany binti Abu, and Nor’ain binti Mohd Tajudin. "Implication of formative assessment practices among mathematics teacher." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON EDUCATION, MATHEMATICS AND SCIENCE 2016 (ICEMS2016) IN CONJUNCTION WITH 4TH INTERNATIONAL POSTGRADUATE CONFERENCE ON SCIENCE AND MATHEMATICS 2016 (IPCSM2016). Author(s), 2017. http://dx.doi.org/10.1063/1.4983884.

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Trushnikov, Denis Yurievich, and Vladimir Sergeevich Neustroev. "Methodical interaction of teachers in the formation of mathematical culture." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-463235.

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Rapports d'organisations sur le sujet "Mathematics - Teachers formation"

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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, 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 mat
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