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 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.

scholarly journals Teachers Views and Perceptions towards the Lesson Study Processes

2011 ◽  
Vol 1 (1) ◽  
pp. 41-51
Author(s):  
Wahyudi Wahyudi ◽  
Warabhorn Preechaporn
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Continuous Professional Development ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Specific Circumstance ◽  
Professional Renewal

The key to professional development is inquiry. For teachers, it means that they become researchers, inquiring into their own practices for purposes of professional renewal. Lesson Study has been widely accepted as an embedded teacher professional development process. This paper reports on primary school mathematics teachers’ view and perceptions toward Lesson Study processes as a mean for their continuous professional development. After their exposure to Lesson Study processes from a four week course at RECSAM, the researchers sought their views and experiences with conducting Lesson Study. The respondents were primary school mathematics teachers and teacher’ educators who participated in courses conducted at SEAMEO RECSAM, Penang, Malaysia. The data were drawn through interview and from their project works, journals, reports, and questionnaires. This study noted that most of the teachers held positive but reluctant views on Lesson Study as a path for continuous professional development. They agreed that Lesson Study can be used as effective tool for their professional development under specific circumstance. Possible factors that support and hinder teachers to be engaged in Lesson Study were noted such as flexible time table, teacher’s experiences and supportiveschool policy.

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 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 Sustainable Professional Development of Primary School Mathematics Teachers in Zimbabwe Through Philosophy of Education 5.0: Challenges and Prospects

2020 ◽  
pp. 150-161
Author(s):  
Silvanos Chirume
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Primary School ◽  
Community Service ◽  
Mathematics Teachers ◽  
Technology Development ◽  
Tertiary Education ◽  
Philosophy Of Education ◽  
Colleges And Universities ◽  
Primary School Mathematics

Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, community service, innovation and industrialisation while the previous 3.0 design was centred on three aspects which are teaching, research and community service. Thus, teachers who are being trained at Zimbabwe’s colleges and universities will be required to acquire skills and knowledge to produce goods, services and ideas and also to impart such knowledge and skills to their learners. The mathematics curriculum inclusive of the syllabi, schemes of work and timetables at a teacher training institution in the Midlands Province of Zimbabwe was critically analysed. Two randomly selected lectures in progress were observed and five purposively chosen lecturers interviewed. The study addresses the questions of whether and to what extent Education 5.0 is being realised, the challenges currently being faced and the future prospects of the philosophy. The paper concludes by giving recommendations for sustainable professional development of primary school mathematics teachers in Zimbabwe.

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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