The Relationship between Mathematics Teachers’ Democratic Behavior and Students’ Mathematics Success

2014 ◽  
Author(s):  
ilhami Bulut ◽  
Ferat Yılmaz
Keyword(s):  
Mathematics Teachers ◽  
The Relationship ◽  
Mathematics Success

scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

scholarly journals Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge

2018 ◽  
Vol 7 (2) ◽  
pp. 162
Author(s):  
Mustafa Güler ◽  
Derya Çelik
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Test Scores ◽  
Rasch Analysis ◽  
Elementary Mathematics ◽  
State University ◽  
Teaching Knowledge ◽  
The Relationship

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.

scholarly journals Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2158
Author(s):  
Juan-Manuel Trujillo-Torres ◽  
Hossein Hossein-Mohand ◽  
Melchor Gómez-García ◽  
Hassan Hossein-Mohand ◽  
María-Pilar Cáceres-Reche
Keyword(s):  
Mathematics Teachers ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Teachers Perceptions ◽  
Years Of Teaching Experience ◽  
Information And Communication ◽  
Teaching Function ◽  
The Relationship

Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

scholarly journals An Identification of Conceptual and Procedural Understanding: Study on Preservice Secondary Mathematics Teacher

2020 ◽  
Vol 11 (2) ◽  
pp. 339-350
Author(s):  
Kondradus Yohanes Klau ◽  
Meiva Marthaulina Lestari Siahaan ◽  
Justin Eduardo Simarmata
Keyword(s):  
Mathematics Teachers ◽  
Procedural Knowledge ◽  
Secondary Mathematics ◽  
Procedural Understanding ◽  
Procedural Approach ◽  
Pedagogical Competence ◽  
Preservice Mathematics Teachers ◽  
Secondary Mathematics Teacher ◽  
Conceptual And Procedural Understanding ◽  
The Relationship

Preservice mathematics teachers (PSMTs) need to master teaching material besides pedagogical competence. This knowledge is a combination of conceptual and procedural knowledge. Teachers should possess the ability to explain a concept, the reason for the concepts used, and the relationship among several concepts clearly and effectively to identify why the concept is used. This study aimed to identify the conceptual and procedural knowledge of PSMTs in Linear Algebra courses. Data collection was carried out through tests and interviews. The interview was conducted with several participants to clarify their test answers. The participants' interview answers revealed that they had difficulty in choosing the proper concept answering modified questions. Also, the participants tried to answer the question using a procedural approach. According to the findings, it is vital to construct appropriate teaching materials appropriate for the learning objective and material map concept. 

scholarly journals High School Staff Characteristics and Mathematics Test Results

1999 ◽  
Vol 7 ◽  
pp. 9 ◽  
Author(s):  
Mark Fetler
Keyword(s):  
High School ◽  
Staff Development ◽  
Mathematics Teachers ◽  
Test Scores ◽  
Teacher Experience ◽  
Mathematics Test ◽  
And Mathematics ◽  
Undergraduate Programs ◽  
The Relationship

This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics. After controlling for poverty, teacher experience and preparation significantly predict test scores. Short-term strategies to increase the supply of qualified mathematics teachers could include staff development, and recruitment incentives. A long-term strategy addressing root causes of the shortage requires more emphasis on mathematics in high school and undergraduate programs.

A Sequence of Activities for Teaching Diophantine Equations: Possibility to Expand the Knowledge Base of Future Mathematics Teachers

2020 ◽  
Vol 22 (5) ◽  
pp. 207-225
Author(s):  
Marta Élid Amorim ◽  
Ruy César Pietropaolo ◽  
Maria Elisa Esteves Lopes Galvão ◽  
Angélica Da Fontoura Garcia Silva
Keyword(s):  
Knowledge Base ◽  
Mathematics Teachers ◽  
Diophantine Equations ◽  
Basic Education ◽  
Mathematical Object ◽  
Initial Teacher Education ◽  
Teaching Sequence ◽  
Data Collection And Analysis ◽  
The University ◽  
The Relationship

Context: One of the challenges in the initial of mathematics teachers is to articulate the contents studied in the disciplines at the university with the themes of Basic Education. Objectives: to analyse, in the light of the assumptions established by Ball, Thames, and Phelps, the knowledge base for the teaching of Diophantine Equations of a group of future mathematics teachers participating in an experience of a teaching sequence. Design: the principles of the Design Experiments methodology were observed. Environment and participants: The study involved a group of ten students of the Mathematics Teaching Degree Course of a campus of the Federal University of Sergipe. Data collection and analysis: We analysed the reflections of the group of undergraduates, written records and audio recordings, generated by the experience of a teaching sequence on Diophantine Equations, which explored the relationship between a content of the Theory of Numbers and themes that would be taught in Basic Education. Results: The results show that the experience of the sequence provided the group of undergraduates with reflections on the difficulties that Basic Education students may have in situations involving equations and on how teachers could help students overcome them. Conclusions: Throughout the process, we observed advances in the understanding of the mathematical object, expanding the teaching professional knowledge base of the participants on the subject. This study concluded that a broader focus on the discussions to be promoted in the initial teacher education is needed to include and emphasise the relationship between the contents seen in the specific disciplines of Mathematics and those that will be taught in Basic Education.

References for Mathematics Teachers: Mathematics and people

1954 ◽  
Vol 47 (5) ◽  
pp. 350-354
Keyword(s):  
Title I ◽  
Mathematics Teachers ◽  
Social Interest ◽  
Relationship Of ◽  
The Relationship

Under this somewhat unusual title I have deliberately brought together material on several distinct aspects of the relationship of people, in general, to mathematics. It is fairly common to regard mathematics as devoid of social interest, as something impersonal; indeed, almost unhuman in its aloofness. Yet the connections between mathematics and society, not always obvious, are none the less real and significant.

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