Differences in Beliefs and Knowledge for Teaching Mathematics: An International Study of Future Teachers

2018 ◽  
pp. 349-378
Author(s):  
Traci Shizu Kutaka ◽  
Wendy M. Smith ◽  
Anthony D. Albano
Keyword(s):  
International Study ◽  
Teaching Mathematics ◽  
Future Teachers ◽  
Knowledge For Teaching

Gamification model in a pedagogical university on the example of teaching mathematics

2021 ◽  
pp. 152-161
Author(s):  
Yuliya Nikolayevna Kovshova ◽  
◽  
Marina Nikolayevna Sukhonosenko ◽  
Keyword(s):  
Learning Process ◽  
Economic Education ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Future Teachers ◽  
State Pedagogical ◽  
The Future ◽  
The University ◽  
Practice Of Teaching

The purpose of the article is building a model of the future teachers’ learning process gamification, its illustration with some results of the development and implementation of games in the practice of teaching mathematics in a pedagogical university based on scientific and methodological foundations and on our own experience. The article substantiates the relevance of research in this direction and formulates a contradiction that leads to the problem of introducing gamification into the educational process of the university and the need to develop didactic and methodological materials. It presents this model in the form of a scheme and a detailed description, demonstrates the functioning of this model on specific examples of teaching mathematics to students of the Institute of Physical, Mathematical, Information and Economic Education of the Novosibirsk State Pedagogical University. The fragments of the developed games are given. According to the results of the study, it formulates the conclusions. It outline the prospects of work in the direction of using gamification in a pedagogical university.

Relationships Between Opportunity to Learn Mathematics in Teacher Preparation and Graduates' Knowledge for Teaching Mathematics

2019 ◽  
Vol 50 (1) ◽  
pp. 23-50 ◽  
Author(s):  
James Hiebert ◽  
Dawn Berk ◽  
Emily Miller ◽  
Heather Gallivan ◽  
Erin Meikle
Keyword(s):  
Teacher Preparation ◽  
Prospective Teachers ◽  
Longitudinal Design ◽  
Opportunity To Learn ◽  
Teacher Preparation Program ◽  
Mathematical Work ◽  
Teaching Mathematics ◽  
Knowledge For Teaching ◽  
Solution Strategies ◽  
Standard Procedures

We investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. Using a longitudinal design, we followed 2 cohorts of prospective teachers for 3 to 4 years after graduation. We assessed participants' knowledge by asking them to identify mathematics concepts underlying standard procedures, generate multiple solution strategies, and evaluate students' mathematical work. We administered parallel tasks for 3 mathematics topics studied in the program and one mathematics topic not studied in the program. When significant differences were found, participants always performed better on mathematics topics developed in the program than on the topic not addressed in the program. We discuss implications of these findings for mathematics teacher preparation.

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