scholarly journals Pre-service primary school mathematics teachers’ beliefs on mathematics assessment

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Kimura Patar Tamba ◽  
Wiputra Cendana ◽  
Adegoke Adegbite
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Mathematics Teachers ◽  
Survey Methods ◽  
Mathematics Learning ◽  
Mathematics Assessment ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Primary School Mathematics ◽  
Teachers Beliefs

Assessment is an important component in learning mathematics. The practice of mathematics assessment is influenced by teachers' beliefs about the assessment. This study aims to explore the beliefs of primary school mathematics teachers regarding mathematics assessment. The research used quantitative research methods using survey methods to 71 prospective elementary school mathematics teachers. Confidence data regarding mathematics assessment was collected using closed and open questionnaires based on a framework of productive beliefs and unproductive beliefs. Data from closed questionnaires were analyzed using descriptive statistics. Meanwhile, open questionnaire data were analyzed using deductive coding method based on productive and unproductive beliefs. The results showed that prospective elementary school mathematics teachers held mixed beliefs in mathematics assessment. On the one hand, it can be said that the beliefs of prospective elementary school mathematics teachers regarding mathematics assessment tend to be contradictory. These results imply the importance of an attempt to intervene in the beliefs of prospective elementary school mathematics teachers regarding mathematics assessment. Thus, assessment practice can lead to productive assessment, which is to encourage meaningful mathematics learning.

scholarly journals Mentoring and preparing primary school mathematics teachers

2020 ◽  
Vol 38 (2) ◽  
Author(s):  
Nontsikelelo Msimango ◽  
Kathleen Fonseca ◽  
Nadine Petersen
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Primary School Mathematics

scholarly journals The professional development of primary school mathematics teachers through a design-based research methodology

Pythagoras ◽  
2019 ◽  
Vol 40 (1) ◽  
Author(s):  
Piera Biccard
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Development ◽  
Mathematics Teachers ◽  
Teacher Change ◽  
African State ◽  
School Mathematics ◽  
Mathematical Content ◽  
Primary School Mathematics ◽  
One Year

This article sets out a professional development programme for primary school mathematics teachers. Clark and Hollingsworth’s model of teacher change provided the theoretical framework necessary to understand teacher change. A design study allowed for increased programme flexibility and participator involvement. Five volunteer primary school teachers teaching at South African state schools were involved in the programme for a period of one year and their pedagogy, use of mathematical content and context developed during the programme. Twenty lessons were observed over the year-long period. An observation rubric that specifically focused on mathematical pedagogy, use of context and mathematical content scale guided the researcher to gauge global changing teacher practices. Teacher growth was evident through their professional experimentation and changes in their personal domain. The design features emanating from the study are that teachers be given opportunities to experience reform tasks (e.g. model-eliciting tasks) in the role of learners themselves and teachers should be encouraged to use contextual problems to initiate concept development. More mathematical detail in lesson planning is also necessary. Furthermore, teachers need appropriately designed resource materials to teach in new ways. It is recommended that professional development includes teachers engaging collaboratively in solving rich tasks. This study adds to the growing body of knowledge regarding teacher development programmes that focus on how teachers change their own classroom practices.

scholarly journals Research on the Deep Integration of Information Technology and Primary School Mathematics Teaching

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Gang Liu
Keyword(s):  
Information Technology ◽  
Primary School ◽  
Mathematics Teachers ◽  
21St Century ◽  
Mathematics Teaching ◽  
Education Sector ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Mathematics Knowledge ◽  
Deep Integration

<p>In the 21st century, with the development of information technology, the education sector has gradually integrated information technology with subject teaching to promote students’ learning efficiency. The introduction of information technology into the classroom by primary school mathematics teachers can make abstract mathematics knowledge more tangible, thus enabling students to understand and master knowledge more quickly. Nowadays, information-based teaching has become an inevitable trend. In this paper, the deep integration of information technology and primary school mathematics teaching is studied in order to improve the level of primary school mathematics teaching.</p>

scholarly journals A STUDY INTO THE CURRENT SITUATION AND COUNTERMEASURES OF TPACK FOR PRIMARY SCHOOL MATHEMATICS TEACHERS IN INNER MONGOLIA

2021 ◽  
Author(s):  
XIULI YUAN ◽  
HONGRU JIA
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Inner Mongolia ◽  
Information Age ◽  
School Mathematics ◽  
Important Indicator ◽  
Pedagogical Content ◽  
Primary School Mathematics ◽  
The Status ◽  
Definition Of

Abstract. Technological Pedagogical Content Knowledge (TPACK) is a new type of teacher knowledge framework, a new definition of the structure of teachers' professional knowledge in the information age, and an important indicator for evaluating teachers' information teaching ability in the information age. This paper first introduces the design of the TPACK questionnaire; then conducts a statistical analysis of the data after the survey (the basic situation of the primary school mathematics teacher in Inner Mongolia and the analysis of the status quo of the teacher TPACK). Based on the existing problems of primary school mathematics teachers TPACK in Inner Mongolia, this article puts forward the countermeasures to promote the development of teachers’ TPACK by improving teachers’ “subject education technology ability” and practicing multiple action paths systematically.

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