scholarly journals An Analysis of Prospective Teachers’ Mathematical Reasoning on Number Concepts

2020 ◽  
Vol 15 (2) ◽  
pp. 119-128
Author(s):  
Angel Mukuka ◽  
Overson Shumba ◽  
Sudi Balimuttajjo ◽  
Vedaste Mutarutinya
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
Mathematical Reasoning ◽  
Mathematics Teacher Education ◽  
Reasoning Abilities ◽  
Adequate Understanding ◽  
Mathematics Student ◽  
Mathematical Justification ◽  
The Given

This paper presents and discusses the results of a case study that was carried out to understand the mathematical reasoning of 73 second-year student teachers at a university in Zambia.  The paper also demonstrates why it is important to develop the reasoning abilities of mathematics student teachers during their initial training programs. The questionnaire items presented to student teachers required them to justify the validity of selected algebraic statements and arguments on odd and even numbers. Factors that influenced participants’ modes of argumentation were also identified, clearly highlighting their implications for mathematics teacher education. Findings of the study revealed that 70% of the participants gave explanations that were aligned to an empirical or inductive mode of argumentation while 7% used the analytical or deductive argumentation mode. The rest of the participants gave explanations that did not reflect valid mathematical justification of the given algebraic statements and arguments. These results clearly indicate that only the minority of participants exhibited an adequate understanding of representing odd and even numbers in general form. Analysing and developing prospective teachers’ mathematical reasoning abilities are necessary to anticipate how they would practice when they are professionally qualified.

scholarly journals Improvement of Prospective Teacher Mathematics Reasoning Ability Using Numeration Assisted E-Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 130
Author(s):  
Jayanti Jayanti ◽  
Jumroh Jumroh
Keyword(s):  
Prospective Teachers ◽  
Prospective Teacher ◽  
Mathematical Reasoning ◽  
Control Group ◽  
Teaching Staff ◽  
Control Group Design ◽  
Reasoning Abilities ◽  
Quasi Experimental ◽  
E Learning ◽  
The Difference

<span lang="IN">This study aims to examine the improvement of prospective teacher Mathematical Reasoning (KPM) abilities through E-Learning-assisted Numeration learning. This study used a quasi-experimental method with a non-equivalent pretest and posttest control group design. The subjects of this study were mathematics prospective teachers at Universitas PGRI Palembang. namely the experimental class which received E-learning assisted numeracy learning (PNBE) and the control class which received conventional learning (PK). Based on the results of the analysis of the difference in the mean difference in the KPM increase of prospective teachers who received PNBE learning and prospective teacher who received conventional learning, the scores from the table of increasing KPM of students who received E-learning-assisted Numeration learning (PNBE) were better than a prospective teacher who received conventional learning. Based on the results of data analysis, it can be concluded that numeracy skills and mathematical reasoning abilities of fourth-semester prospective teacher PGSD at PGRI university are quite good. It is recommended for teaching staff/lecturers to be able to try out this learning model on other mathematical abilities.</span>

Developing observation and reflective skills through teaching practice

2018 ◽  
Vol 10 (1) ◽  
pp. 22
Author(s):  
Jeannette Valencia Robles
Keyword(s):  
Student Teachers ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Infant Education ◽  
Reflective Skills ◽  
The Given

  This case study explores the effects of addressing observations and reflective skills of 12-student teachers during their teaching practices for infant education in Guadalajara, Spain. The participants had been studying the basics of CLIL methodology and reflexive-teaching during a four-month learning period. Then, they participated in a six-hour workshop in which they were required to observe, participate in, and reflect on the teacher and each other’s on a four-minute teaching practice to assess their presentations following the given guidelines. The results show that students could demonstrate they are on the path of making effective observations and reflections on an observed practice.   Keywords: Reflective skills, Spain, effective observations, practice, workshop.

Enriching Practical Knowledge: Exploring Student Teachers' Competence in Integrating Theory and Practice of Mathematics Teaching

2015 ◽  
Vol 46 (5) ◽  
pp. 559-598 ◽  
Author(s):  
Wil Oonk ◽  
Nico Verloop ◽  
Koeno P. E. Gravemeijer
Keyword(s):  
Student Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Mathematics Teacher Education ◽  
Theory And Practice ◽  
Analysis Instrument ◽  
Practice Problem ◽  
Theory Use

This study concentrated on the theory–practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could be identified univocally and described in a systematic way. We describe a case study that illustrates the nature and level of one student teacher's use of theory and discuss variations in all of the student teachers' reasoning and differences in their depth of theory use.

scholarly journals Sustainability Development in Mathematics Education—A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “23”?

2019 ◽  
Vol 11 (2) ◽  
pp. 457 ◽  
Author(s):  
Jorma Joutsenlahti ◽  
Päivi Perkkilä
Keyword(s):  
Mathematics Education ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Point Of View ◽  
Pedagogical Content ◽  
Mathematical Symbol ◽  
Pictorial Presentation ◽  
The Given

In this article, our focus is on sustainable development in mathematics education from the point of view of teacher training. The aim was to develop prospective teachers’ content knowledge and pedagogical content knowledge of school mathematics. As a case study, we chose the mathematical symbol “a/b”, and examined how prospective class teachers in Finland connect it to the concepts of fraction, ratio, division, rational number or probability. Mathematics textbooks often have a central role in lessons, and they affect strongly how pupils understand concepts and the relationships between them. We chose languaging as a multi-semiotic approach to interpreting what kind of meanings the prospective class teachers gave the mathematical symbol “a/b”. The results show that some of these concepts are difficult to see at the same time from the given mathematical symbol. The concept of ratio is particularly difficult for prospective class teachers to interpret. Pictorial presentation supported the interpretations. Mathematics learning materials and teacher education should develop in accordance with the results of the study.

scholarly journals Symmetry and rotation skills of prospective elementary mathematics teachers

2014 ◽  
Vol 28 (48) ◽  
pp. 383-402 ◽  
Author(s):  
Melih Turgut ◽  
Kürşat Yenilmez ◽  
Pınar Anapa
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Elementary Mathematics ◽  
Rotation Axis ◽  
Structured Interview ◽  
Department Of Education ◽  
Measurement Tool ◽  
Western Turkey ◽  
The Given

The aim of this study was to investigate the skills and deficiencies of senior university students enrolled in a mathematics education program with the concepts of symmetry and rotation of geometric figures. The study was conducted with 32 prospective teachers in the Department of Education at a public university located in Western Turkey. This descriptive study was designed with a case study. A structured interview technique was used for data collection. A measurement tool consisting of 12 drawing problems testing symmetry (5 problems) and rotation (7 problems) ability was used in the study. Descriptive statistical methods were used for data analysis. The drawings were analyzed individually, and the students' mistakes and deficiencies were categorized. According to the results of the study, prospective elementary mathematics teachers did not have difficulty in drawing the symmetry of an object or in determining the symmetry axis. However, while they could rotate the figure when a rotation axis was provided, they failed to rotate it in the absence of an axis. In addition, prospective elementary mathematics teachers generally failed to find the center of the given rotated figures. The results of the present study were consistent with results in the literature.

scholarly journals PENGGUNAAN MODEL PjBL UNTUK MENINGKATKAN KREATIVITAS MAHASISWA DALAM MEMBUAT MEDIA PEMBELAJARAN MATEMATIKA

2017 ◽  
Vol 2 (2) ◽  
pp. 207
Author(s):  
Dede Trie Kurniawan
Keyword(s):  
Student Teachers ◽  
Learning Theory ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Local Culture ◽  
Instructional Media ◽  
Mathematics Student ◽  
Innovative Learning

This study aimed to analyze the level of achievement of the objectives in improving the use of the model PPA creativity mathematics student teachers to create media-based learning of local culture Cirebon. One of the skills that must be owned by prospective teachers of mathematics are capable and able to prepare and use instructional media in the process of teaching and learning activities in class. One of the subjects that prepare prospective teachers of mathematics, in order to have a good competence in the use of instructional media, is Multimedia learning of mathematics subject for third level students with 2 credits point. Culture and local wisdom of Cirebon can be used as one form of media innovative learning in mathematics. It is time for local wisdom cirebon be a source of learning for students. Through the course of learning media is expected student teachers can get to know the culture. The introduction of local culture to students urgently needed so that they can live their culture and themselves. The activities of creative thinking in question is how the students will be the link between learning theory, knowledge of instructional media and cultural wisdom of Cirebon

Literary Representations of Female Identity

2002 ◽  
Vol 19 (4) ◽  
pp. 23-41
Author(s):  
Safoi Babana-Hampton
Keyword(s):  
Related Problem ◽  
Female Identity ◽  
Literary Representations ◽  
Main Interest ◽  
Female Relationships ◽  
Arab Muslim ◽  
Feminine Writing ◽  
The Given ◽  
Female Experience

The essay examines the texts of the two women writers - Leila Abouzeid (from Morocco) and Nawal El Saadawi (from Egypt) - as offering two female perspectives within what is commonly referred to as "feminine" writing in the Arab Muslim world. My main interest is to explore the various discursive articulations of female identity that are challenged or foregrounded as a positive model. The essay points to the serious pitfalls of some feminist narratives in Arab-Muslim societies by dealing with a related problem: the author's setting up of convenient conceptual dichotomies, which account for the female experience, that reduce male-female relationships in the given social context to a fundamentally antagonistic one. Abouzeid's novel will be a case study of a more positive but also realistic and complex perspec­tive on female experience ...

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

scholarly journals The ABC Concept—Value Added to the Earth Heritage Interpretation?

Geoheritage ◽  
2021 ◽  
Vol 13 (2) ◽  
Author(s):  
M. Pásková ◽  
J. Zelenka ◽  
T. Ogasawara ◽  
B. Zavala ◽  
I. Astete
Keyword(s):  
General Education ◽  
Value Added ◽  
Cultural Aspects ◽  
The Earth ◽  
Holistic Interpretation ◽  
Level Of Knowledge ◽  
Internal And External Factors ◽  
The Given ◽  
Heritage Interpretation

AbstractHolistic interpretation of Earth heritage is one of the most important tasks of UNESCO Global geoparks. The ABC (abiotic, biotic, and cultural interconnections) concept is a potential interpretive approach used in Earth heritage popularization through geotourism. Apart of the deeper understanding of this concept, this study explores the application of this concept in selected geoparks. The Colca and Volcanoes Andagua UNESCO Global Geopark (Peru) and Muroto UNESCO Global Geopark (Japan) served as a case study in the frame of this qualitative research conducted during the summer 2019. Results show that the ABC approach is nearly perfectly understood by both geoparks, however there are both internal and external factors which influence the extent and form of how this concept is applied in practice. Except for specific geographical settings, different stages of geopark product development, and different managerial approaches, they mainly include the level of scientific knowledge and general education in the given geopark, as well as level of knowledge management and networking with another UNESCO global geoparks. The more experienced Muroto Geopark interpretation exhibits a comparatively higher level of visible ABC application, while the Colca and Volcanoes Andagua Geopark can benefit in the future from the natural inclination and ability of the local people to integrate the cultural aspects into their Earth heritage interpretation.

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