Preparing Mathematics Teachers in Singapore: The Issue of Mathematics Content Knowledge

2017 ◽  
pp. 107-131
Author(s):  
Eng Guan Tay ◽  
Suat Khoh Lim ◽  
Weng Kin Ho ◽  
Tin Lam Toh
Keyword(s):  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Content Knowledge

scholarly journals Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape

Mathematics ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 137
Author(s):  
Rooselyna Ekawati ◽  
Masriyah ◽  
Abdul Haris Rosyidi ◽  
Budi Priyo Prawoto ◽  
Rully Charitas Indra Prahmana ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Mixed Methods ◽  
Conceptual Framework ◽  
Content Knowledge ◽  
Exploratory Factor Analysis ◽  
Mathematics Teachers ◽  
Sampling Technique ◽  
Mathematics Content Knowledge ◽  
Figural Reasoning ◽  
Object Relationship

Space and shape is one of the geometry topics that should be mastered by students and require proper teachers’ Mathematics Content Knowledge (MCK) for teaching to avoid misconception. This study aimed at developing a constructive conceptual framework as an instrument to examine mathematics pre-service teachers’ MCK on space and shape contents and describing their profile on this topic. The present study used mixed methods, in which the obtained data were analyzed both quantitatively using Exploratory Factor Analysis (EFA) and qualitatively described in nature. The developed MCK instrument was administered to 21 senior Indonesian mathematics pre-service teachers who were in their third year of study which and by a purposive sampling technique. The results showed that the instrument had very good 10 final items with a consistent reliability coefficient of 0.67 and resulted in four factor components, namely, figural representation, area and circumference of object, relationship between properties of objects, and figural reasoning. Of the four factors, figural representation and reasoning factors had mostly been the challenges for Indonesian mathematics pre-service teachers. On the contrary, they performed better in the area and circumference of objects and the relationships between properties of objects. The findings lead to redesigning the curriculum for mathematics pre-service teachers’ learning to accommodate all their challenges.

Eine Rekonstruktion des Beweises von Theodoros

2021 ◽  
pp. 17-28
Author(s):  
Harald Boehme
Keyword(s):  
Mathematics Education ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
University Education ◽  
Special Focus ◽  
Mathematics Content Knowledge ◽  
School Practice ◽  
And Mathematics

We present ProfiWerk, a professionalization course geared towards pre-service Gymnasium teachers in mathematics, which is part of the preparation for an extended school-internship phase. Since the transition from university education to school practice can come with adverse discontinuity effects – rendering, at worst, university education ineffective – special focus is put on establishing stable connections between both mathematics content knowledge and mathematics education knowledge to the professional demands on mathematics teachers.

scholarly journals Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

Interactive Whiteboards

2015 ◽  
pp. 288-307
Author(s):  
Tracy Goodson-Espy ◽  
Lisa Poling
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Technological Pedagogical Content Knowledge ◽  
Interactive Whiteboards ◽  
Mathematical Tasks ◽  
Pedagogical Content ◽  
Secondary Mathematics Teachers ◽  
Critical Mathematics

This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.

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