scholarly journals Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction

2021 ◽  
Author(s):  
Yiming Cao ◽  
Shu Zhang ◽  
Man Ching Esther Chan ◽  
Yueyuan Kang
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Online Mathematics

Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning

2014 ◽  
Vol 116 (6) ◽  
pp. 1-30 ◽  
Author(s):  
Min Sun ◽  
Anne Garrison Wilhelm ◽  
Christine J. Larson ◽  
Kenneth A. Frank
Keyword(s):  
Middle School ◽  
Teacher Learning ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Mathematical Knowledge For Teaching ◽  
Sensitivity Analyses ◽  
National Council ◽  
School Factors ◽  
Instructional Coaches

Background/Context This article contributes to the literature on how teachers learn on the job and how schools and districts can support teacher learning to improve student learning and incorporate changing standards and curricular materials into instructional practices. The findings in this study are relevant to the implementation of ambitious mathematics instruction reform through changing teachers’ knowledge and instructional practices. Focus of Study This study examines how middle school teachers’ networks influence their mathematical knowledge for teaching (MKT) and instructional practices. We also examined how mathematics coaches’ expertise, in the form of MKT, plays a role in augmenting the extent to which teachers learn through interacting with close colleagues. Research Design The article draws on data from a larger NSF-funded study in four large, urban districts that responded to accountability pressures by attempting to implement ambitious mathematics instruction aligned with the recommendations of the National Council of Teachers of Mathematics (NCTM) and by supporting implementation with a significant investment in teacher learning. The analysis in this paper involves 89 focal participants who were middle school mathematics teachers in 29 schools, the focal participants’ close colleagues, and their instructional coaches. Measures include mathematics teachers’ professional networks, MKT, classroom practices, individual background characteristics, and school factors. We used hierarchical linear models with cross-level interaction effects and in-depth sensitivity analyses of the effects of close colleagues and coaches. Findings/Results Our results show that changes in teachers’ instructional practice were positively related to their access to instructional expertise through interactions with close colleagues. But, we did not find a similar significant relationship between changes in teachers’ MKT and access to their close colleagues’ MKT expertise. Rather, coaches’ MKT expertise positively moderated the extent to which teachers learned MKT from their close colleagues through seeking advice on teaching mathematics; that is, having an expert coach in the school enhanced the MKT learning opportunities that teachers had from interacting with close colleagues. Conclusions/Recommendations Results from this study shed light on how to support teachers’ on-the-job learning and successfully implement ambitious instructional reforms in schools. It is important for schools and districts to consider ways to encourage the development of teacher networks that can promote instructional changes. For example, schools and districts can purposely provide common planning time and common workspaces that facilitate sharing expertise among teachers. They can also support teachers with instructional coaches who have content expertise and know how to facilitate interactions among teachers.

Self-Paced Mathematics Instruction: How Effective Has It Been in Secondary And Postsecondary Schools?

1976 ◽  
Vol 69 (5) ◽  
pp. 352-357
Author(s):  
Harold L. Schoen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Elementary School Students ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Individualized Instruction ◽  
Teaching Approaches ◽  
School Students ◽  
Post Secondary ◽  
Negative Findings

The May 1972 issue of the Mathematics Teacher contained eight articles dealing with individualizing mathematics instruction. Most of the articles discussed a modular, self-paced approach to individualization. Since that time a substantial amount of research testing the effectiveness of such programs has been reported. This paper is a review of studies comparing self-paced, individualized programs with other teaching approaches at the secondary and post-secondary levels. A recent review of similar studies conducted with elementary school students showed that the results were overwhelmingly against individualized instruction as measured by mathematics achievement, with some ambiguity on attitude and other affective measures (Schoen 1975). Do these negative findings continue into secondary school and beyond? Mathematics teachers at these levels will find the results summarized here very informative, especially if they are considering adopting an individualized program.

scholarly journals Mathematics teacher's perceptions about influence of different ICT usage strategies on their competencies

2020 ◽  
Vol 10 (2) ◽  
pp. 38-42
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers' beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers' competencies in three groups of teachers - one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers - their beliefs and professional motivation. Results indicate that the teachers' affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students' creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

Editorial: Software Reviews are Coming

1981 ◽  
Vol 74 (3) ◽  
pp. 166
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Rapid Growth ◽  
Mathematics Instruction ◽  
Fund Raising ◽  
The Past ◽  
Advisory Groups ◽  
Teacher Organizations ◽  
Software Reviews ◽  
Microcomputer Software

Over the past several years we have witnessed the introduction and rapid growth of the use of microcomputers in schools. Some students in our classes have microcomputers in their homes. Schools that were unable to purchase large mainframe computers are now finding that microcomputers are affordable. Some parent-teacher organizations are holding fund-raising projects in order to purchase microcomputers for their schools. Although some mathematics teachers are just beginning to think about purchasing hardware, others are searching for quality software for mathematics instruction. These observations prompted the Editorial Panel's teacher advisory groups to recommend that reviews of microcomputer software be included in the Mathematics Teacher. We look forward to providing this new service.

Card Sorts, State Tests, and Meaningful Mathematics

2008 ◽  
Vol 13 (7) ◽  
pp. 390-397
Author(s):  
Jennifer B. Chauvot ◽  
Sharon L. D. Benson
Keyword(s):  
No Child Left Behind ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Assessment Tools ◽  
Card Sorting ◽  
High Stakes ◽  
Closing The Achievement Gap ◽  
State Tests ◽  
Accountability Measures ◽  
State Mandated Tests

“Data-driven decision making” is a phrase that is now commonplace in educational conversations. It is used when school districts discuss strategies to help meet the needs of all students while closing the achievement gap between subgroups of students. Within mathematics education, there is a growing need to educate prospective and practicing mathematics teachers about No Child Left Behind accountability measures and corresponding data within a given state in a way that emphasizes meaningful mathematics instruction that is consistent with national recommendations (NCTM 2000). Given pressures that teachers face within high-stakes teaching environments, it is important to analyze assessment tools, such as state-mandated tests, in an efficient, enlightened manner. A goal of such an analysis is to acknowledge accountability through constructive discourse while continuing to emphasize good mathematics teaching. Such discourse about accountability can take on many forms (Chauvot 2006). This article shares card-sorting activities that use items from state-mandated tests with prospective and practicing mathematics teachers. These activities give teachers tools to further accountability measures while exploring reformminded mathematics instruction.

scholarly journals Analysis of mathematics teachers’ beliefs on mathematics instruction and teaching self-efficiencies within the scope of flow theory

2020 ◽  
Vol 11 ◽  
pp. 73-87
Author(s):  
S.Koza Çiftçi ◽  
Engin Karadağ
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Flow Theory ◽  
Arts And Sciences ◽  
Work Related ◽  
Teachers Beliefs ◽  
Belief Scale ◽  
Positive Correlations ◽  
And Mathematics ◽  
Constructivist Beliefs

In this study, it was aimed to investigate the beliefs of mathematics teachers about mathematics instruction and their teaching self-efficacy within the scope of flow theory. Participants consists of a total of 228 mathematics teachers engaged in teaching at secondary and high school levels in Turkey; they were determined using the combinations of convenience and purposive sampling. Data from the participants were obtained using The WOrk-reLated Flow inventory (WOLF), The Ohio State Teacher Efficacy Scale (OSTES) and Mathematics Related Belief Scale (MRBS). Results revealed significant positive correlations among Constructivist Beliefs of WOLF, OSTES and MRBS. Furthermore, it was found that mathematics teachers graduated from the Education Faculty had higher MRBS Constructivist Beliefs that the ones graduated from Faculty of Arts and Sciences.

scholarly journals The Implementation of TPACK (Technology, Pedagogy, and Content Knowledge) Framework on Indonesian Online Mathematics Teachers Training

2018 ◽  
Vol 8 (1) ◽  
pp. 61-68
Author(s):  
Rohmitawati Rohmitawati
Keyword(s):  
Learning Strategies ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Area Formula ◽  
Knowledge Framework ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Teachers Training ◽  
Online Mathematics ◽  
Technology Pedagogy

This study aimed to describe how the implementation of the TPACK (Technology, Pedagogy, and Content Knowledge) framework used for online mathematics teacher training, and to observe participants’ response of the course. This research was a case study of online training for 30 Indonesian junior secondary school mathematics teachers on a quadrilateral course developed using the TPACK framework. The TPACK framework provides a map for understanding how to effectively integrate technology and instructional strategies into the content. The finding of this study for the teachers in the sample were: (1) The TPACK framework was implemented interactively in the integration process of GeoGebra (technology) using discovery learning strategies (pedagogy) on the square area formula (content) for quadrilateral properties; (2) The use of the TPACK framework on the online course received positive responses from teachers in the sample and they stated that it would be interesting and helpful when used in the classroom.

scholarly journals Application of Logistic Differential Equation to Investigate The Extent of Emphasizing Stimulus Variation in Mathematics Instruction

2019 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Chinedu Obasi
Keyword(s):  
Differential Equation ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Survey Design ◽  
Learning Experience ◽  
Teaching Skill ◽  
Teaching Mathematics ◽  
Teaching Excellence ◽  
Stimulus Variation ◽  
Observational Technique

The knowledge and skills in mathematics processes can be provided in an effective and systematic manner only by teaching mathematics in schools. Stimulus variation as a teaching skill is used to stimulate students’ interest and attract their attention to the lesson presentation.  Therefore, this study investigated the extent of emphasizing stimulus variation in mathematics instruction using logistic differential equation. The study adopted a developmental survey design where a cross-section of in-service mathematics teachers in Imo State numbering 94 were continuously observed and surveyed to decipher their extent of emphasizing stimulus variation in the classroom to promote teaching excellence. The observations were carried out for 14 days and the data were generated based on direct observational technique (using observation schedule). The result revealed inadequate and inconsistent emphasis of stimulus variation teaching skill in mathematics instruction. This implies that pre-service mathematics teachers seldom emphasize stimulus variation when teaching mathematics. It was recommended that mathematics teachers should always employ the skill of stimulus variation in class during instructional delivery so as to enhance students’ learning experience and satisfaction thereby promoting teaching excellence. DOI: https://doi.org/10.31235/osf.io/rthj2

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