scholarly journals INVESTIGATION OF USE CASES OF MATHEMATICS TEXTBOOKS IN THE TEACHING PROCESS FROM A DEVELOPMENTAL PERSPECTIVE

2021 ◽  
Vol 79 (6) ◽  
pp. 880-893
Author(s):  
Nurullah Yazici
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Undergraduate Education ◽  
School Mathematics ◽  
Professional Life ◽  
Developmental Perspective ◽  
Classroom Teaching ◽  
Mathematics Textbook ◽  
Teaching Process ◽  
Primary School Mathematics

It is important to determine the behaviors of primary school pre-service teachers, who have successfully completed the "Mathematics Textbook Review" course during their undergraduate education, regarding the use of textbooks in their professional life. Therefore, it is important to determine the approaches of pre-service teachers who have positive ideas about using the mathematics textbook in their undergraduate education and the reasons for these approaches in the process after starting the profession. This research was designed with a developmental perspective from qualitative research approaches and was conducted with two different study groups in Turkey. The first study group consists of 162 primary school mathematics pre-service teachers. The second group consists of 43 primary school mathematics teachers who worked for at least two years in their professional life. As a result of the research, more than half of the pre-service teachers (n=132) stated that they would use textbooks as a basic resource in the in-class teaching process. Pre-service teachers' reasons for using the course book in the classroom teaching process were grouped under four categories: "it is a guide for teaching, homework, affordability, and opportunity for repetition". When the data obtained from the mathematics teachers were examined, it was determined that most of the teachers did not use the textbook as the main source in the classroom teaching process. When the obtained data are examined holistically, it is concluded that even though the rate of pre-service teachers thinking of using the textbook is high, this rate will decrease in professional life. Keywords: Pre-service teachers, mathematics teacher, mathematics textbook, developmental perspective

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.

scholarly journals The Implementation of the Lesson Study Strategy in Teaching Mathematics: Teachers’ Perspectives

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Naem M. Alamri
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Continuing Professional Development ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Study Strategy ◽  
Primary School Mathematics ◽  
Teachers Perspectives

Lesson study is a form of classroom inquiry that can facilitate teachers’ continuing professional development. This study aims to explore primary school mathematics teachers’ perspectives about the implementation of the lesson study strategy in teaching mathematics. The sample of this study included 149 primary school mathematics teachers in Riyadh, Saudi Arabia, who were selected by using the purposive sampling. A quantitative questionnaire was sent to the teachers by e-mail or mobile. 149 mathematics teachers responded to the questionnaire; among them, fifteen teachers participated in a qualitative interview. The results indicated that most of the sample members carry out lesson study activities. The percentages of the teachers in the study sample who practice the activities and procedures of the lesson study ranged between 61.7% and 89.9%. The results also indicated that there is a high impact on the professional development of mathematics teachers as a result of their participation in the lesson study strategy as it helps enhance their mathematical and pedagogical knowledge, improve their knowledge of students’ learning process, and influence their views about the lesson study approach.

Diagnostic competence of primary school mathematics teachers during classroom situations

ZDM ◽  
2016 ◽  
Vol 48 (1-2) ◽  
pp. 41-53 ◽  
Author(s):  
Jessica Hoth ◽  
Martina Döhrmann ◽  
Gabriele Kaiser ◽  
Andreas Busse ◽  
Johannes König ◽  
...  
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Diagnostic Competence ◽  
Primary School Mathematics
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