scholarly journals A Comparison of Problems Faced by Mathematics Teacher - Educators in Developing and Developed Countries - A Case Study of Nepal and England

1970 ◽  
Vol 14 ◽  
pp. 15-25
Author(s):  
Hari Prasad Koirala
Keyword(s):  
Developing Countries ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Developed Countries ◽  
Colleges Of Education ◽  
Mathematics Teacher Educators ◽  
Developing And Developed Countries

There is still a shortage of qualified mathematics teachers in schools in developed and developing countries. It may be because of the problems facing mathematics teachers in schools and the problems facing mathematics teacher-educators in colleges of education who are responsible in producing qualified mathematics teachers. Mathematics teachers and educators are more concerned about the former and the latter is usually neglected. This article tries to trace out the problems facing mathematics teacher-educators in both developing and developed countries on the basis of a study carried out in Nepal and a similar study in England. 15 out of 16 and 135 out of 247 mathematical educators in Nepal and England respectively took part in these studies. It was found that lack of books and journals, teaching facilities and aids and negligible grants for research or personal studies are the main problems for mathematics teacher-educators both in Nepal and England. However it was seen that the problems faced by mathematical educators in Nepal were more serious than those of England.Key words: Mathematics teacher; Developing and Developed countries; Nepal and EnglandTribhuvan University JournalVolume XIV, 1991Page: 15-25Uploaded date: 5 October, 2010

Assessing van Hiele’s geometric thinking levels among elementary pre-service mathematics teachers

2021 ◽  
Vol 9 (4) ◽  
pp. 844-851
Author(s):  
Ernest Larbi ◽  
Keyword(s):  
Mathematics Teachers ◽  
Teacher Educators ◽  
Survey Design ◽  
Colleges Of Education ◽  
Mathematics Teacher Educators ◽  
Teaching Geometry ◽  
Geometric Thinking ◽  
Study Participants ◽  
Descriptive Survey

Teachers’ geometric thinking is crucial to teaching efficacy in geometry since teacher knowledge or thinking serves as a basis for the quality of instruction provided for students’ learning. Teachers’ thinking about geometry has attracted much attention among mathematics education researchers. This study therefore aimed at assessing elementary pre-service teachers’ geometric thinking within the first three levels of van Hiele’s model. The study was guided by three objectives. The objectives were to (1) assess the distribution of van Hiele’s geometric thinking among the study participants, (2) determine if the participating pre-service teachers’ geometric thinking is significant for teaching geometry, and (3) find out if any difference in geometric thinking of the pre-service teachers existed with regard to gender. The study used the descriptive survey design. The study participants were prospective mathematics teachers drawn from four Colleges of Education in the Bono Region and Ashanti Region of Ghana. The Colleges were randomly selected for the study. The study participants comprised 217 pre-service teachers. The van Hiele’s test instrument was adapted and pilot tested to assess the internal consistency of the items in the various levels. The calculated reliability coefficient of the instrument ranged from 0.71 to 0.74. The instrument was administered to the study participants on the scheduled date. Data generated from the participants were analysed based on the study objectives. Findings from the analyses show that pre-service teachers have limited geometric thinking within the first three levels. However, their geometric thinking of the levels assessed was found to be significant which could have some impact on teaching geometry. Findings also reveal gender differences in pre-service mathematics geometric thinking. It is recommended that conscious effort must be made by mathematics teacher educators in the Colleges of Education to deepen the pre-service mathematics teachers’ geometric thinking.

scholarly journals Mathematical Specialized Knowledge of a Mathematics Teacher Educator for Teaching Divisibility

2021 ◽  
Vol 15 (3) ◽  
pp. 187-210
Author(s):  
Marieli Vanessa Rediske de Almeida ◽  
Miguel Ribeiro ◽  
Dario Fiorentini
Keyword(s):  
Secondary Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Division Algorithm ◽  
Specialized Knowledge ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Prospective Secondary Teachers

The knowledge of Mathematics teachers has been a very prominent focus of attention in the last decades. However, it leaves aside one of the dimensions involved in the development of this type of knowledge, specifically the knowledge of Mathematics teacher educators. In this paper, we discuss a mathematics teacher educator’s knowledge in the context of classes on Euclid’s division algorithm theorem in a Number Theory course for prospective secondary teachers. Some indicators of this specialized knowledge of mathematics teacher educators are presented and discussed.

Interventions, Tools, and Equity-Oriented Resources in the MTE Journal

2020 ◽  
Vol 9 (1) ◽  
pp. 3-6
Author(s):  
Emily Elrod ◽  
Heather West ◽  
Karen F. Hollebrands, ◽  
Valerie Faulkner
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
National Council ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Trauma Informed ◽  
Key Features ◽  
And Mathematics

The Mathematics Teacher Educator journal is co-sponsored by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators. In June, both organizations released statements that call for mathematics teachers and mathematics teacher educators (MTEs) to “engage in anti-racist and trauma-informed education in our daily practices as processes of learning and adjustments” (NCTM, 2020) and to “actively work to be anti-racist in our acts of teaching, research, and service” (AMTE, 2020). This editorial highlights equity-related interventions and tools that can be implemented by MTEs. We reiterate statements made by NCTM and AMTE, describe key features of interventions and tools, and share equity-related resources published in the journal for MTEs to use with teachers.

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

A systematic literature review of lean manufacturing implementation in manufacturing-based sectors of the developing and developed countries

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Catherine Maware ◽  
Modestus Okechukwu Okwu ◽  
Olufemi Adetunji
Keyword(s):  
Developing Countries ◽  
Literature Review ◽  
Lean Manufacturing ◽  
Negative Impact ◽  
Developed Countries ◽  
Manufacturing Industries ◽  
Preliminary Review ◽  
Content Type ◽  
Manufacturing Organizations ◽  
Developing And Developed Countries

Purpose This study aims to comparatively discuss the effect of lean manufacturing (LM) implementation in the manufacturing sectors of developing and developed countries. Design/methodology/approach An in-depth literature review focused on previous research published between 2015 and March 2020. The papers published by the databases such as Google Scholar, Scopus, ProQuest and Web of Science were used in the study. A total of 63 studies that focused on LM application in manufacturing industries in developing and developed countries were used in the research. Findings It was observed that LM improves operational performance for manufacturing organizations in developing and developed countries. Small and medium-sized enterprises in both developed and developing countries have difficulties transforming their organizations into lean organizations compared to large enterprises. Furthermore, the review also found that there seems to have been no paper had reported the negative impact of implementing LM in manufacturing industries in developing and developed countries from 2015 to March 2020. Research limitations/implications The study used research papers written between January 2015 and March 2020 and only considered manufacturing organizations from developed and developing nations. Practical implications The study provides more insight into LM implementation in developing and developed countries. It gives the LM practices and the implications of applying these practices in manufacturing organizations for developing and developed countries. Originality/value A preliminary review of papers indicated that this seems to be the first paper that comparatively studies how LM implementation has affected manufacturing organizations in developed and developing countries. The study also assessed the LM practices commonly used by the manufacturing industries in developing and developed countries.

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