Multimedia Approach and Its Effect In Teaching Mathematics For The Prospective Teachers

2012 ◽  
Vol 8 (2) ◽  
pp. 44-49
Author(s):  
Robert Joan ◽  
S.P. Denisia
Keyword(s):  
Prospective Teachers ◽  
Teaching Mathematics

Relationships Between Opportunity to Learn Mathematics in Teacher Preparation and Graduates' Knowledge for Teaching Mathematics

2019 ◽  
Vol 50 (1) ◽  
pp. 23-50 ◽  
Author(s):  
James Hiebert ◽  
Dawn Berk ◽  
Emily Miller ◽  
Heather Gallivan ◽  
Erin Meikle
Keyword(s):  
Teacher Preparation ◽  
Prospective Teachers ◽  
Longitudinal Design ◽  
Opportunity To Learn ◽  
Teacher Preparation Program ◽  
Mathematical Work ◽  
Teaching Mathematics ◽  
Knowledge For Teaching ◽  
Solution Strategies ◽  
Standard Procedures

We investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. Using a longitudinal design, we followed 2 cohorts of prospective teachers for 3 to 4 years after graduation. We assessed participants' knowledge by asking them to identify mathematics concepts underlying standard procedures, generate multiple solution strategies, and evaluate students' mathematical work. We administered parallel tasks for 3 mathematics topics studied in the program and one mathematics topic not studied in the program. When significant differences were found, participants always performed better on mathematics topics developed in the program than on the topic not addressed in the program. We discuss implications of these findings for mathematics teacher preparation.

Supporting Teacher Learning: Making the Complexities of Teaching Visible for Prospective Teachers

2004 ◽  
Vol 11 (2) ◽  
pp. 91-96
Author(s):  
Kathryn B. Chval
Keyword(s):  
Elementary Students ◽  
Teacher Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Field Experience ◽  
Teaching Mathematics ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Elementary Math ◽  
Mathematics Methods Courses

Most of the prospective teachers who enter my methods courses assume that teaching mathematics to elementary students will be easy. For example, Jenny wrote, “I thought, ‘I can teach math. How can it be so hard? It's elementary math!’ But I have been proven wrong.” Based on comments such as Jenny's, I realized the importance of giving prospective teachers opportunities to understand that effectively teaching mathematics to elementary students is complex and challenging. I recognized that field experience in my mathematics methods courses had to make the complexities of teaching more visible for prospective teachers. In other words, prospective teachers must study teaching practices. Such study would not only require viewing, analyzing, and discussing practices but also include the opportunity for prospective teachers to practice and analyze their own teaching.

scholarly journals Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

2020 ◽  
Vol 15 (1) ◽  
pp. 51-68
Author(s):  
Derek Williams ◽  
Michele Cudd ◽  
Karen Hollebrands ◽  
Hollylynne Lee
Keyword(s):  
Beginning Teachers ◽  
High School Teachers ◽  
Prospective Teachers ◽  
Teaching Methods ◽  
Learning Opportunities ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Student Centered ◽  
Practicing Teachers ◽  
Directed Instruction

We observed eight beginning secondary mathematics teachers’ classrooms to investigate which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn collaboratively – either in small groups or as a whole class – coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.

Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics

2020 ◽  
Vol 8 (4) ◽  
pp. 747-753
Author(s):  
Murat Ellez ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Teaching Math ◽  
School Teaching ◽  
Significant Difference ◽  
Students Attitudes

Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes

Classroom Videos and Prospective Teachers

2009 ◽  
Vol 16 (2) ◽  
pp. 98-105
Author(s):  
Kathryn B. Chval ◽  
John K. Lannin ◽  
Fran Arbaugh ◽  
Angela D. Bowzer
Keyword(s):  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teaching Mathematics ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Unrealistic Expectations

Educators who can elicit preservice teachers' beliefs about teaching mathematics can effectively challenge and change unrealistic expectations.

scholarly journals Prospective Primary School Teachers’ Attitudes Towards Teaching Mathematics

2018 ◽  
Vol 7 (4) ◽  
pp. 225 ◽  
Author(s):  
Mesut Tabuk
Keyword(s):  
Primary School ◽  
Prospective Teachers ◽  
Grade Level ◽  
Positive Attitude ◽  
Type A ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Future Studies ◽  
Teachers Attitudes

The aim of the study is to determine prospective primary school teachers’ attitudes towards teaching mathematics. The study is designed according to model of survey in the descriptive type. A total of 236 prospective primary school teachers were examined in order to investigate the effect of gender and program differences on their attitudes towards teaching mathematics. In the study, the questionnaire “Teaching Mathematics” was used to collect the data from prospective teachers. The results revealed that the prospective teachers have positive attitude towards teaching mathematics. It was found also that gender and grade level are not significant factor on attitude scores. Finally, various suggestions were presented for future studies in accordance with the findings obtained.

scholarly journals A Comparative Research on Proving: The Case of Prospective Mathematics Teachers

2019 ◽  
Vol 9 (4) ◽  
pp. 92
Author(s):  
Gülçin Oflaz ◽  
Kübra Polat ◽  
Duygu Altaylı Özgül ◽  
Mario Alcaide ◽  
José Carrillo
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
State Universities ◽  
Teaching Mathematics ◽  
Structured Interviews ◽  
Mathematical Proofs ◽  
Second Year ◽  
Prospective Mathematics Teachers

It is of critical importance, in particular, for mathematics teachers who will teach future generations to understand and do mathematical proofs. It is important to determine future teachers' beliefs about and difficulties with proofs because their knowledge of this issue affects their teaching. This study aims to determine and compare the proof schemes of prospective mathematics teachers from two state universities, one in Turkey and the other in Spain. The case study was conducted within this study. The participants were 51 prospective teachers at their second year from the department of teaching mathematics education at Huelva University in Spain and 45 prospective teachers from the department of teaching mathematics education at Cumhuriyet University in Turkey. The Proof Test consisted of four questions about proofs for parallelograms. Semi-structured interviews were subsequently conducted to investigate the prospective teachers’ responses in-depth. The findings suggest that prospective teachers from Turkey and Spain indicated affinity in proving. The majority of the prospective mathematics teachers were either unable to complete the proof or completed the proof in an inaccurate way.

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