Integrating graphing technology into teacher education: a case study of an algebra program for prospective secondary school mathematics teachers

1997 ◽  
pp. 254-259
Author(s):  
Beverly J. Ferrucci ◽  
Jack A. Carter
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Graphing Technology

scholarly journals Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh

2015 ◽  
Vol 2 (5) ◽  
pp. 40-55
Author(s):  
Sheikh Asadullah
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Secondary School ◽  
Training Program ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Secondary Teacher ◽  
Secondary School Mathematics ◽  
Secondary Teacher Education

In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.

scholarly journals VALIDATION OF MATHEMATICS TEACHING PRACTICE INSTRUMENTS AMONG SECONDARY SCHOOL MATHEMATICS TEACHERS: EXPLORATORY FACTOR ANALYSIS (EFA)

2020 ◽  
Vol 5 (36) ◽  
pp. 56-69
Author(s):  
Norkumalasari Othman ◽  
Nor Hasnida Che Md Ghazali ◽  
Mohd Nazir Md Zabit
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
School Mathematics ◽  
Chi Square ◽  
Secondary School Mathematics ◽  
Bartlett Test ◽  
Value Measure

This study aims to review the instruments of mathematics teaching practice among secondary school mathematics teachers. A total of 100 mathematics teachers were involved as respondents in this study. The data were analyzed descriptively by access to Alpha Cronbach's reliability and EFA analysis using SPSS software. The results of the analysis show that the Alpha Cronbach value is 0.934 which is more than 0.60. Results from the exploration factor analysis show four factors with Eigenvalues greater than 1.0. The KMO value (Kaiser-Meyer-Olkin) 0.867 > 0.6 indicates the items in the variable of attitude towards math are sufficient for inter-correlation. While the Bartlett Test was significant (Chi-Square 1521.621, p <0.05), an anti-image value (Measure of Sampling Adequacy, MSA) for items correlation exceeded 0.6. However, there are three items that need to be removed because the values obtained are less than 0.60, which were the items G11, G14, and G18. The value of the total variance explained by these three factors was 62.76 percent. Therefore, the overall findings indicate that the items for mathematics teaching practice instruments can measure and answer the study objectives.

Examining the Recruitment, Placement, and Career Trajectories of Secondary Mathematics Teachers Prepared for High-Need Schools

2019 ◽  
Vol 121 (2) ◽  
pp. 1-36
Author(s):  
William Zahner ◽  
Suzanne Chapin ◽  
Rich Levine ◽  
Lingjun A. He ◽  
Robert Afonso
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Early Career ◽  
School Mathematics ◽  
The Other ◽  
Attrition Rate ◽  
Secondary School Mathematics ◽  
Stem Majors ◽  
Career Trajectories ◽  
High Need Schools

Background School leaders are challenged by the relatively limited supply and high turnover of qualified secondary school mathematics teachers. In response, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. Focus of Study In this study, we investigate the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers from two preparation programs focused on staffing “high-need” schools in the same region. Setting The contrasting programs were both supported by the same university in the Northeast United States. Participants & Programs The participants were 158 secondary school (Grades 6–12) mathematics teachers. Of these, 48 were recruited and prepared through a teacher education program with financial support from the National Science Foundation-funded Robert Noyce Teacher Scholarship Program. The other 110 school mathematics teachers were recruited and trained through the Greater Boston office of Teach For America. Both programs required two years of service in high-need schools. Research Design In this study, we used a comparative design. Descriptive profiles of teachers from each program were created. Then, participants’ early career trajectories were compared using logistic regression and survival analysis. Data Collection and Analysis We administered a longitudinal survey and created a database combining survey data and each program's administrative data. Conclusions Our data illustrate that the Noyce scholarship-supported pathway was generally successful in recruiting individuals with STEM majors, training them to be mathematics teachers, and placing those individuals as secondary school mathematics teachers in high-need schools. The comparison of the scholarship-pathway teachers with the secondary school mathematics teachers in the alternative-certification pathway provides a useful contrast. On the one hand, the alternatively certified secondary school mathematics teachers were less likely than the scholarship-pathway teachers to have STEM majors, and the attrition rate for the alternatively prepared teachers was higher than the attrition rate for the scholarship-supported teachers, particularly after they had completed the two-year service requirement. On the other hand, the alternative-certification program recruited a more diverse pool of potential teachers and placed these teachers in schools serving a higher proportion of low-SES students.

scholarly journals Secondary school mathematics teachers’ approaches to students’ possible mistakes

2011 ◽  
Vol 15 ◽  
pp. 2569-2573 ◽  
Author(s):  
Merve Durkaya ◽  
Zeki Aksu ◽  
M. Fatih Öçal ◽  
E. Özge Şenel ◽  
A.Cihan Konyalıoğlu ◽  
...  
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Secondary School Mathematics
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