Teachers’ reflections on mathematics teaching practices in a vulnerable context

2020 ◽  
Vol 3 (2) ◽  
pp. 12
Author(s):  
David Alfonso Páez ◽  
Daniel Eudave Muñoz ◽  
Teresa De Jesús Cañedo Ortiz ◽  
Ana Cecilia Macías Esparza
Keyword(s):  
Secondary Education ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Mathematics Teaching ◽  
Teaching Practices ◽  
Collaborative Work ◽  
Pedagogical Knowledge ◽  
The Subject ◽  
Higher Secondary Education ◽  
Mathematics Teaching Practices

The objective of this research is to show the difficulties and the challenges identified by teachers in their mathematics teaching practices. The research is based on the concept of reflection-action, thus a workshop-course centered on collaborative work and on reflections about teaching practices was designed in order to achieve the objective. Ten mathematics teachers the Telebachillerato (Higher Secondary Education Subsystem, Mexico) participated in this research. The results show that teachers have a variety of challenges, but also difficulties, particularly involving getting students to construct knowledge autonomously, as well as teachers selecting and using resources in accordance to the subject matter to be taught. In addition, there is also lack of mathematical and pedagogical knowledge in the participants. Collaborative work is required, leading teachers towards building the necessary knowledge for Higher Secondary Education in order to avoid student obstacles.

scholarly journals Remote Teaching in Professor Training: Three Latin American Experiences in Times of COVID-19 Pandemic

2021 ◽  
Vol 11 (12) ◽  
pp. 818
Author(s):  
Orlando Fernández Aquino ◽  
Patricia Medina Zuta ◽  
Eldis Román Cao
Keyword(s):  
Latin American ◽  
Subject Matter ◽  
Online Teaching ◽  
Collaborative Work ◽  
Effective Means ◽  
Pedagogical Knowledge ◽  
Developmental Learning ◽  
Scientific Text ◽  
Didactic Knowledge ◽  
The Subject

The subject matter has been based on three systematizations of experiences in teacher training through remote teaching, during the COVID-19 pandemic of 2020–2021. They were developed in IES in Brazil, Ecuador, and Peru. The objective has been to show the experiences implemented to build the teachers’ pedagogical knowledge, from online teaching practices. The theoretical framework has been the theory of collaborative and developmental learning, according to L. S. Vigotski and his followers. The work methodology has been the systematization of experiences, according to Jara and others. The results of the Brazilian experience show how it is possible for students of the degree in pedagogy to acquire didactic knowledge and develop skills, through collaborative work in virtual rooms. The Ecuadorian experience shows the effectiveness of teaching focused on autonomous work, which is based on asynchronous activities. The results of the experience in Peru show how asynchronous accompaniment is an effective means for guidance and sustained feedback by the trainer, with an impact on the process of construction of a scientific text and on the productivity of the doctoral student in Education.

Promoting Equity in Elementary School Mathematics

2022 ◽  
pp. 213-232
Author(s):  
Drew Polly ◽  
Madelyn Colonnese ◽  
Julie Bacak ◽  
Kaitlyn O. Holshouser ◽  
Wendy Lewis
Keyword(s):  
Elementary School ◽  
Learning Environments ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Teaching Practices ◽  
School Teacher ◽  
Elementary School Mathematics ◽  
Mathematics Tasks ◽  
Elementary School Learners ◽  
Mathematics Teaching Practices

This chapter describes the frameworks of mathematics tasks, equity-based mathematics teaching practices, technological pedagogical and content knowledge (TPACK), and how they relate to teaching for equity in virtual learning environments (VLE). The frameworks are used to describe vignettes from VLEs with elementary school learners and elementary school teacher candidates (future teachers). Implications of these vignettes include a need for an empirically based trajectory related to equity-based teaching practices as well as a need to consider which technologies in a VLE can be used to effectively promote equity-based mathematics teaching practices.

Supporting Mathematics Teaching Practices in Online Teacher Education

2020 ◽  
pp. 55-67
Author(s):  
David Glassmeyer
Keyword(s):  
Content Knowledge ◽  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Science Content ◽  
Face To Face ◽  
Mathematical Representations ◽  
Integrated Stem ◽  
Online Format ◽  
Mathematics Teaching Practices

In this chapter, the author provides an example of an integrated and collaborative activity for in-service mathematics teachers that was implemented synchronously online. While prior research details how this lesson developed middle and secondary teachers' mathematics content knowledge of logarithms and teachers' science content knowledge concept of pH, this chapter focuses on how the lesson was converted from a face-to-face format to the online format while supporting research-based essential teaching skills, specifically NCTM's Mathematics Teaching Practices (MTPs). Evidence is provided for how three MTPs were upheld using the online platform Blackboard Collaborate, followed by recommendations for other teacher educators wishing to engage teachers in online learning that supports mathematics education goals of integrated STEM education through mathematical discourse, conceptual understanding, and reasoning about mathematical representations.

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