Online Mathematics Teacher Education

2021 ◽  
pp. 713-733
Author(s):  
Jennifer Chauvot ◽  
Stephen J. Pape ◽  
Sherri K. Prosser ◽  
Kimberly Hicks
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Pedagogical Content ◽  
Design And Implementation ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this chapter, the authors describe two online programs that sought to impact teachers' content knowledge, pedagogical content knowledge, and instructional practices in K-12 classrooms. One program was a master's program for middle grades science and mathematics teachers, and the other was a yearlong professional development program for third- through fifth-grade general and special education teachers. They share the theoretical perspectives that informed the design and implementation of the programs and outcomes from each program. Examples of learning activities from each of the programs are provided. The authors contend that deliberate, theoretically-based design and implementation of online professional development programs with science and mathematics teachers is not only viable but also vital in supporting teachers' ongoing knowledge growth of learner-centered instruction.

Online Mathematics Teacher Education

2020 ◽  
pp. 1-21
Author(s):  
Jennifer Chauvot ◽  
Stephen J. Pape ◽  
Sherri K. Prosser ◽  
Kimberly Hicks
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Pedagogical Content ◽  
Design And Implementation ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this chapter, the authors describe two online programs that sought to impact teachers' content knowledge, pedagogical content knowledge, and instructional practices in K-12 classrooms. One program was a master's program for middle grades science and mathematics teachers, and the other was a yearlong professional development program for third- through fifth-grade general and special education teachers. They share the theoretical perspectives that informed the design and implementation of the programs and outcomes from each program. Examples of learning activities from each of the programs are provided. The authors contend that deliberate, theoretically-based design and implementation of online professional development programs with science and mathematics teachers is not only viable but also vital in supporting teachers' ongoing knowledge growth of learner-centered instruction.

scholarly journals Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Joel Samson Mtebe ◽  
Betty Mbwilo ◽  
Mussa M. Kissaka
Keyword(s):  
Secondary Schools ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
School Science ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Subject Content Knowledge ◽  
The Government ◽  
And Mathematics ◽  
Science And Mathematics Teachers

<p class="Style2">Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of <em>performance expectancy</em>, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.</p>

scholarly journals An exploration of acceptance of innovative computer use in teaching mathematics among pre-service class teachers and mathematics teachers

2016 ◽  
Vol 48 (2) ◽  
pp. 339-366
Author(s):  
Verica Milutinovic
Keyword(s):  
Content Knowledge ◽  
Mathematics Teachers ◽  
Computer Use ◽  
Teaching Mathematics ◽  
Intention To Use ◽  
Mathematics Students ◽  
Service Class ◽  
Pedagogical Content ◽  
Students Attitudes ◽  
And Mathematics

Innovative computer use enables the strengthening and transformation of teaching practice. Notwithstanding, numerous studies have indicated that teachers do not use computers in teaching mathematics to a sufficient extent. This study was aimed at exploring the reasons for insufficient computer use by teachers, i.e. at examining the variables which may affect the acceptance of innovative computer use in teaching mathematics. Hence, the intention to use computers in teaching mathematics in primary school was explored on the sample of 455 pre-service class teachers and mathematics teachers from Serbia. The technology acceptance model was extended by external variables and the following were observed as the predictors of intention to use computers in teaching mathematics: students? attitudes towards computers, their perception of usefulness of computers in teaching mathematics, perceived ease of use, technological pedagogical content knowledge in mathematics, experience with use, subjective norms, technological complexity and content knowledge in mathematics. Structural equation modelling has shown that the proposed model had a good fit and that the selected variables were significant predictors of the intention to use computers. The proposed model explained 23.7% of variance in the intention to use computers. It has been shown that the intention to use computers is directly predicted by dominant technological pedagogical content knowledge in mathematics, students? attitudes towards computers and their experience, while it is indirectly predicted by perceived usefulness, subjective norm, technological complexity and content knowledge in mathematics. In accordance with the presented findings, the final part provides recommendations that may be beneficial for advancing the education of pre-service class teachers and mathematics teachers.

scholarly journals The Professional Development Needs of Mathematics Teachers in Saudi Arabia

2012 ◽  
Vol 6 (1) ◽  
pp. 114
Author(s):  
Abdullah Suliman Al-Balawi ◽  
Radman Mohammed Saeed
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Grade Level ◽  
Knowledge Domain ◽  
Pedagogical Content ◽  
Mathematical Teaching ◽  
Professional Development Needs

This study aimed at determining the professional development needs of mathematics teachers in Saudi Arabia. The sample of the study contained 643 teachers and 39 supervisors of four districts of education across Saudi Arabia. The survey addressed two domains of professional development: content knowledge in mathematics, and pedagogical content knowledge. The study found that, in the domain of content knowledge for professional development, the most frequently occurring topics were as follows: Topological concepts and their applications, spherical geometry and its applications; mathematical problems solving; mathematical logic, reasoning, and proof; and, limits and continuity and their applications. In the domain of pedagogical content knowledge, participants defined areas of deficit across thirteen topics. Included in these were: Mathematical teaching for students with special needs; mathematical teaching for gifted students; lab use in teaching mathematics, etc. Two-way ANOVA indicated that there were significant differences in means of mathematics teachers’ needs for professional development in favor of supervisors vs. mathematics teachers in the pedagogical content knowledge domain alone. While there were no significant differences in the means of the need for professional development for mathematics teachers related to their teaching grade level or to the interaction between job and grade level in both domains. 

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