The Knowledge and Skills that Mathematics Teachers Need for ICT Integration: The Issue of Standards

2019 ◽  
pp. 183-203 ◽  
Author(s):  
Michal Tabach ◽  
Jana Trgalová
Keyword(s):  
Mathematics Teachers ◽  
Ict Integration ◽  
Knowledge And Skills

Mathematics teachers’ knowledge and skills about questioning in the context of modeling activities

2017 ◽  
Vol 22 (4) ◽  
pp. 497-518 ◽  
Author(s):  
Arzu Aydogan Yenmez ◽  
Ayhan Kursat Erbas ◽  
Erdinc Cakiroglu ◽  
Bulent Cetinkaya ◽  
Cengiz Alacaci
Keyword(s):  
Mathematics Teachers ◽  
Knowledge And Skills

scholarly journals Learning Mathematics Through Mathematical Modelling Processes Within Sports Day Activity

2020 ◽  
Vol 10 (2) ◽  
pp. 105-114
Author(s):  
Sakon Tangkawsakul ◽  
Nuttapat Mookda ◽  
Weerawat Thaikam
Keyword(s):  
Mathematical Modelling ◽  
Mathematical Models ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Real Life ◽  
Knowledge And Skills ◽  
School Sports ◽  
Learning Mathematics ◽  
The One ◽  
Modelling Task

In this study, we adapted the school sports day to provide opportunities to relate real-life situations with mathematical knowledge and skills. The purpose of this study was to describe the way that the teachers interact with their students and the students’ responses during mathematical modelling processes. The designing of the modelling task was inspired by the Realistic Fermi Problems about the bleacher in the school sports day. The modelling task was designed by a collaboration of mathematics teachers and educators and experimented with 10th-grade students. Each experiment lasted for 45 minutes and was conducted in the one-day camp with 45 students. The results showed that the students who had no previous experience of mathematical modelling engaged in mathematical modelling processes with their friends under the guidance and supporting of the teacher. Most of them were able to think, make assumptions, collect data, observe, make conjectures and create mathematical models to understand and solve the modelling task.   

scholarly journals ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

2020 ◽  
Vol 15 (14) ◽  
pp. 19
Author(s):  
Trung Tran ◽  
Hung Anh Phan ◽  
Hong Van Le ◽  
Hung Thanh Nguyen
Keyword(s):  
Mathematics Teachers ◽  
Ministry Of Education ◽  
Ict Integration ◽  
Ict Skills ◽  
Educational Levels ◽  
Future Studies ◽  
Competence Structure ◽  
Teaching Learning ◽  
And Training

Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.

scholarly journals Methodical aspects of the formation of new competencies in students for the development of tasks for students within the framework of a modular approach

2021 ◽  
Vol 9 (1) ◽  
pp. 6
Author(s):  
E. N. Perevoshckikova ◽  
A. V. Bychkov
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Systematic Approach ◽  
International Studies ◽  
Modular Approach ◽  
Real Situation ◽  
Educational Module ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Selection Of

Introduction. The article highlights the methodical aspects of preparing a future teacher of mathematics for the development of assignments for students, presents various methods of involving students in the activity of developing assignments at the stage of formalization of a real situation, reveals the features of building an educational module aimed at formation of students' competencies in developing tasks for the formalization stage when solving tasks. The article reveals the stages of formations of actions that are part of the modeling, and drawing up adequate exercises on their basis.Materials and Methods. The study is based on a systematic approach that allows us to consider the learning process as a system aimed at the methodological preparation of students for the design of tasks for the formation of schoolchildren's ability to model; the activity approach provides a phased formation of the actions that are part of the modeling; a modular approach that ensures the construction of an educational module for the formation of new competencies in the design of tasks in future mathematics teachers, aimed at the formation of modeling actions in schoolchildren; a competence-based approach, on the basis of which the methodical foundations of the formation of new competencies in students are identified.Results. It was found that the process of methodical preparation of future teachers for the development of assignments for students should be built taking into account the specifics of future professional activities; the structure of practical lessons within the educational module should be built in accordance with the activity approach, which ensures the gradual formation of the actions that are part of the modeling. The organization of students' work on the analysis of the structure and content of tasks presented in the works of domestic and international studies, will allow students to be included in the work on identifying the composition of actions necessary to solve practice-oriented tasks, on the selection of situations, for the formalization of which mathematical knowledge and skills are needed to model, for constructing the plot of practice-oriented tasks. The methods of organizing the activities of students at motivational and content stages are highlighted, examples of constructed tasks are given.Discussion and Conclusions. The article discusses the stages of identifying the actions that are part of the formalization in the process of analyzing real situations, formulates methods for including students in the activity of drawing up the conditions of the problem and formulating various questions for schoolchildren, allowing them to be included in the compilation of a meaningful and mathematical model of the situation presented in task. The conclusion formulated in the article is that in the process of forming new competencies in future mathematics teachers, it is necessary to organize their activities for the selection of a set of actions that make up the modeling and to drawing up a plot and questions for a practice-oriented task based on the selected actions.

scholarly journals Practices ignored in the process of assessing students' skills in mathematics

2018 ◽  
Vol 8 (12) ◽  
Author(s):  
SAÏD ABOUHANIFA
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Single Subject ◽  
Training Module ◽  
Clear Trend ◽  
Secondary School Mathematics ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Full Class

This study deals with the analysis of the conceptions of contract secondary school mathematics teachers (RSC). After two years of effective practice, with full class responsibility, we have attempted to elucidate how these teachers conceive and implement the evaluation of a disciplinary competence of their students. The experience took place around face-to-face training, through which, we interviewed 64 teachers (RSC) on the question of the identification of the approaches considered to assess the competence of the pupils, relating to geometry. We opted for three modes of data collection; answer an open-ended question on the procedures for evaluating the competence of pupils and deal with a single subject of your choice from two evaluation subjects, given as part of the evaluation of the training module. The combined analyzes reveal practices that were overlooked in the process of assessing students' skills. Indeed, there is a clear trend in the practices of its teachers towards an assessment of knowledge and skills, through the restitution and application of knowledge, far from being a real premise of assessing competence.

scholarly journals The development, validation and standardisation of a questionnaire for ICT professional development of mathematics teachers

Pythagoras ◽  
2015 ◽  
Vol 36 (2) ◽  
Author(s):  
Verona Leendertz ◽  
A. Seugnet Blignaut ◽  
Suria Ellis ◽  
Hercules D. Nieuwoudt
Keyword(s):  
Professional Development ◽  
Communication Technology ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Research Problem ◽  
Western Cape ◽  
Ict Integration ◽  
Educational Management ◽  
Custom Made ◽  
Information And Communication

This article reports on the development of a custom-made questionnaire. The questionnaire was developed with the aim to compile guidelines for the professional development (PD) of mathematics teachers for the pedagogical use of information and communication technology (ICT) integration in teaching and learning. During the standardisation and validation of the questionnaire it was distributed to 179 schools and 300 teachers in eight educational management districts in the Western Cape, South Africa. The extracted factors had a reliability level higher than 0.8, which indicates the items in the questionnaire are significant to address the research problem and the questionnaire is valid for ICT PD.

scholarly journals Teacher-Made Comic Strip: A Strategic Intervention Material in Teaching Fundamental Operations on Integers

2018 ◽  
Vol 33 (1) ◽  
Author(s):  
Edison L. Uy
Keyword(s):  
Mathematics Teachers ◽  
Teaching Styles ◽  
Test Design ◽  
Comic Strip ◽  
Large Share ◽  
Knowledge And Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Degree Of Acceptance ◽  
The Given

A relatively large share of students often struggles in learning fundamental operations on integers because they express general dislike to its context for it has numerous rules that lead to confusion. In this perspective, the study proposed a teacher-made comic strip entitled Numerolandia: The Chosen One as an alternative way to increase and strengthen students’ knowledge and understanding of the fundamental operations on integers. It aimed to investigate its effectiveness to the identified bottom 20 students (based on the latest average in mathematics) of Grade Seven section Amethyst of Pangdan National High School, Catbalogan City during S.Y. 2017-2018. Quasi-experimental research design with one group pre-test post-test design was used. Thus, the comic strip was given to the student-participants for them to read and answer all the activities provided in it, and two questionnaires were served: one was about the assessment on fundamental operations on integers, and another was about the extent of acceptance on the comic strip. Thus, it was found out that the comic strip was an effective way of improving students’ knowledge and skills as it showed a notable positive 7.7 increase in their scores when they were exposed to this intervention and as to the degree of acceptance, based on the given indicators the studentparticipants agreed to accept it strongly. Therefore, it is recommended that Mathematics teachers should innovate their teaching styles and strategies to fortify the students’ learning process like the use of a comic strip.

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