Using Research-Based Video-cases to Help Pre-service Primary Teachers Conceptualize a Contemporary View of Mathematics Teaching

2005 ◽  
Vol 3 (3) ◽  
pp. 351-377 ◽  
Author(s):  
Pi-Jen Lin
Keyword(s):  
Mathematics Teaching ◽  
Primary Teachers ◽  
Video Cases ◽  
Contemporary View

Challenging Malawian primary teachers' views on mathematics teaching and learning through lesson study

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Janne Fauskanger ◽  
Nina Helgevold ◽  
Mercy Kazima ◽  
Arne Jakobsen
Keyword(s):  
Mathematics Teaching ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Primary Teachers ◽  
Small Scale ◽  
Content Type ◽  
Mathematics Teaching And Learning ◽  
Practical Implications ◽  
Ongoing Project

PurposeThe aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning.Design/methodology/approachThis study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written reflections and lesson plans. The analytical approach is qualitative content analysis.FindingsInitially, the participating Malawian primary teachers report traditional views of mathematics teaching and learning. After having participated in a LS cycle, they reported on the need to work on how to involve and create space for learners' participation in mathematic lessons and highlight the importance for learners to discover mathematics on their own.Research limitations/implicationsThis is a small-scale study due to LS being quite new in the Malawian context and the need to test before possible upscaling.Practical implicationsThe paper includes a description on how LS might contribute to challenging Malawian teachers' views of mathematics teaching and learning; this can be valuable information for others who are attempting to use LS in a similar context.Originality/valueThis paper fulfills an identified need to learn more about how LS might contribute to challenging teachers' views of mathematics teaching and learning worldwide.

scholarly journals O Ensino de Matemática nas Páginas da Revista Educação em Mato Grosso (1978-1986)

2020 ◽  
Vol 21 (2) ◽  
pp. 127-134
Author(s):  
Juliana Stascovian ◽  
Laura Isabel Marques Vasconcelos de Almeida
Keyword(s):  
Public Schools ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Methodological Approach ◽  
Primary Teachers ◽  
Mato Grosso ◽  
Education Professionals ◽  
The Government ◽  
Cultura Escolar ◽  
Teaching Learning

O artigo é resultado da pesquisa de Mestrado intitulada Revista Educação em Mato Grosso: orientações pedagógicas sobre a disciplina de Matemática para o Ensino Primário nas escolas públicas mato-grossenses (1978-1986). O estudo retrata o ensino de Matemática sob o olhar da Revista Educação em Mato Grosso - REMT elaborada e socializada pela Secretaria de Estado de Educação de Mato Grosso - SEDUC/MT com o objetivo de formar os professores primários e aproximar o órgão governamental dos profissionais da educação. Ancorado na abordagem metodológica histórico-cultural, a pesquisa fundamentou-se em autores renomados que discutem com propriedade os conceitos de apropriação, cultura escolar, imprensa pedagógica e formação de professores contribuindo para a historiografia da educação matemática. Os dados revelam que além de vasta informação, a Revista oferecia sugestões de trabalho e partilha de experiências bem-sucedidas realizadas pelas unidades escolares, contribuindo com o processo de ensino aprendizagem nas escolas públicas primárias mato-grossenses.   Palavras-chave: Ensino de Matemática. Impresso Pedagógico. Formação de Professores.   Abstract The article is the result of a Master's research entitled Revista Educação em Mato Grosso: pedagogical guidelines on the subject of Mathematics for Primary Education in public schools in Mato Grosso (1978-1986). The study portrays the Mathematics Teaching from the perspective of “Revista Educação em Mato Grosso (REMT),” which was thought, elaborated and socialized by the Mato Grosso State Secretariat of Education (SEDUC / MT) with the objective of training primary teachers and bring the government agency closer to education professionals. Anchored in the historical-cultural methodological approach, the research was based on renowned authors who discuss appropriately the concepts of appropriation, school culture, pedagogical press and teacher education, contributing to the  mathematics education historiography. The data reveal that in addition to extensive information, the magazine offered work suggestions and shared successful experiences carried out by the school units, contributing to the teaching-learning process in public primary schools in Mato Grosso.   Keywords: Mathematics Teaching. Pedagogical Form. Teacher Training.

scholarly journals Self-confidence attitude of novice primary teachers reflection on teaching mathematics

Jurnal Elemen ◽  
2022 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Enditiyas Pratiwi ◽  
A.Wilda Indra Nanna ◽  
Dedi Kusnadi ◽  
Irianto Aras ◽  
Dian Kurniati ◽  
...  
Keyword(s):  
Classroom Management ◽  
Mathematics Teaching ◽  
Teaching Experience ◽  
Primary Teachers ◽  
Quantitative Information ◽  
The Self ◽  
Teaching Mathematics ◽  
Structured Interviews ◽  
Self Confidence ◽  
Students Attitudes

The teacher’s attitude towards mathematics teaching is seen as an essential factor in forming students’ attitudes towards mathematics. However, no one has extensively described the reflection of teachers’ self-confidence in teaching mathematics, especially for novice primary teachers. Therefore, the purpose of this study sought to describe a reflection of the self-confidence attitude of novice primary teachers in teaching mathematics. A questionnaire based on novice primary teachers’ teaching experience was administered to a total of 28 novice primary teachers (N = 22 males, N = 6 females) conveniently selected to participate in the study reported in this article. The semi-structured interviews data explored novice primary teachers’ reflections on the given questionnaire scale items. The qualitative data obtained from semi-structured interviews informed the quantitative information extracted from the questionnaires. The results showed that the reflection of the self-confidence attitude of novice primary teachers in low, moderate, and high participants on the scale of confidence in teaching mathematics raises three essential findings, specifically (1) ability on content knowledge, (2) ability to explain, and (3) ability in classroom management. The resulting reflection in low, moderate, and high participants on the scale was an attitude toward success in teaching mathematics, namely, the appraisal of others, and on the scale, the usefulness of mathematics teaching, namely the ability to understand the usefulness of mathematics.

What Do Primary Teachers Take Away From Mathematics Professional Development?

2019 ◽  
pp. 340-362
Author(s):  
Christie Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Primary Teachers ◽  
Development Project ◽  
Assessment System ◽  
Assessment Practices ◽  
High Fidelity ◽  
Purposeful Sampling

This chapter shares the findings from a year-long professional development (PD) experience, Assessment Practices to Support Mathematics Learning and Understanding for Students (APLUS). The project provided over 80 hours of professional development to primary teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This inductive study used purposeful sampling to explicitly compare data for high fidelity and low fidelity teacher-participants in the professional development project. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers conveyed challenges that prevented them from engaging in the program as intended. Implications for future online professional development designs are to create more activities that foster deeper analysis and reflection, identify high fidelity teachers that could serve as mentors, and provide support for low fidelity teachers.

scholarly journals Teaching Activities Implemented by Pre-Service Primary Teachers While Teaching Mathematics

2020 ◽  
Vol 13 (2) ◽  
pp. 50-64
Author(s):  
Mustafa DOĞAN ◽  
Zehra TAŞPINAR ŞENER
Keyword(s):  
Teaching Methods ◽  
Mathematics Teaching ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
Methods Course ◽  
Teaching Mathematics ◽  
Education Curriculum ◽  
Teaching Activities ◽  
Field Notes ◽  
Mathematics Teaching Methods

Abstract: The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data collection tools include prepared lesson plans and presentation notes by the students, as well as field notes of the researchers in addition to an observation form. According to the results obtained with descriptive statistics and content analysis, while the pre-service teachers were successfully performed in timing and taking into account of curriculum requirements, they were not adequately performed in problem posing and problem solving and also using alternative and appropriate evaluation methods.

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