scholarly journals Exploring New PLTL Modalities, Forging New Alliances

2021 ◽  
Vol 1 (1) ◽  
pp. 44-54
Author(s):  
Nadia Kennedy ◽  
◽  
Ariane Masuda
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Student Support ◽  
Study Groups ◽  
Peer Leaders ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
And Training

This essay focuses on rethinking and reimagining elements of a PLTL program, and on the new modalities to meet challenges of online undergraduate mathematics courses and rising demands for flexible student support. It examines advantages and challenges as found in the Integrated PLTL and Virtual Peer-Led Mathematics Study Groups, including issues such as meeting protocols, and the selection and training of peer leaders. Finally, it discusses an alliance with the college’s mathematics education program, which allows the PLTL program to draw on senior prospective teachers to co-organize and facilitate virtual study groups supporting undergraduate mathematics courses.

scholarly journals Acessar ou Interagir? Uma Análise em Disciplinas da Licenciatura em Matemática no Cederj

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Robson Marques De Souza ◽  
Marcelo Almeida Bairral
Keyword(s):  
Distance Education ◽  
Virtual Environment ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Rio De Janeiro ◽  
Master's Degree ◽  
Discrete Mathematics ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
Prospective Mathematics Teachers

Este artigo é recorte de uma pesquisa de mestrado que analisou aspectos da formação inicial em Matemática no Polo do Centro de Educação Superior a Distância do Estado do Rio de Janeiro (Cederj) em Paracambi-RJ. Exemplifica sucintamente diferentes ferramentas disponibilizadas na plataforma e reflete sobre possíveis formas de promover interação entre licenciandos em Matemática. Ilustra acessos em três disciplinas (Matemática Discreta, Pré-Cálculo e Instrumentação no Ensino de Geometria (IEG)) obtidos por meio do histórico de entradas no ambiente no período de julho a dezembro de 2013. Identifica momentos específicos nos quais os licenciandos utilizam as ferramentas comunicativas para estabelecer contato com professores, tutores e colegas de curso, seja para sanar dúvidas, realizar ou postar atividades. Esses momentos estão concentrados nos períodos de avaliação, sendo uma exceção a disciplina IEG, na qual se detectou um acesso mais regular e indícios que sugerem maior interação no ambiente virtual da disciplina.Palavras-chave: Educação a Distância, Plataforma Cederj, Licenciatura em Matemática, interação.  Access or Interact? An Analysis of Undergraduate Courses of the Prospective Mathematics Teachers at CEDERJAbstract This article is part from a master's degree research that analyzed aspects of prospective mathematics teachers at the Polo Cederj in Paracambi-RJ. It briefly describes various tools available on the platform and reflects on ways to promote interaction among undergraduates students in Mathematics. It illustrates the access in three subjects (Discrete Mathematics, Pre-Calculus and Didactic of Geometry (DG)) obtained through the log access in the virtual environment in the period from July to December, 2013. It identifies specific times in which prospective teachers seek the tools and use them to make contact with teachers, tutors and fellow course, is to clarify doubt, perform or post activities. These moments are concentrated in the periods of assessment, as an exception to DG subject, in which were found more regular access and evidence to suggest more interaction within virtual environment of course.Keywords: Distance Education, Cederj platform, Undergraduate Mathematics Courses, interaction.

scholarly journals Development of Prospective Teachers’ Noticing Skills Within Initial Teacher Education

2021 ◽  
Author(s):  
Reyhan Tekin-Sitrava ◽  
Gabriele Kaiser ◽  
Mine Işıksal-Bostan
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Education Program ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Courses

AbstractAlthough the effects of professional development programs on teachers’ noticing skills have attracted considerable interest among mathematics education researchers, little is known about the developmental process of prospective teachers’ noticing skills within initial teacher education. This paper examines the extent to which prospective teachers’ noticing skills are developed through the mathematics education courses taken within the mathematics teachers’ education program using exemplarily the topic division of fractions. The study is grounded on the framework of Professional Noticing of Children’s Mathematical Thinking which specifies three facets of noticing, that are attending, interpreting, and deciding how to respond. Twenty-two prospective mathematics teachers (PSTs), who were enrolled in the Middle School Mathematics Teacher Education Program at a Turkish university, participated in this study. The results revealed that most PSTs gained expertise in all three kinds of noticing skills during their teacher education. The highest progression could be identified in the interpretation skills and the lowest in attending skills. These results are important for initial teacher education programs, highlighting that general, non-specialized mathematics education courses within initial teacher education have the potential to provide an efficient professional development program to develop PST’s noticing skills. The study points out that further research is needed in order to provide additional details about how teacher education programs could be redesigned and implemented to ensure opportunities for PSTs to develop noticing skills within all three facets leading to robust or at least substantial evidence of all three noticing skills.

scholarly journals Analisis Pedagogical Content Knowledge Mahasiswa Calon Guru Pada Program Studi Pendidikan Matematika

2018 ◽  
Vol 7 (2) ◽  
pp. 239-250 ◽  
Author(s):  
Ade Irfan ◽  
Anzora Anzora ◽  
Tuti Marjan Fuadi
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Education Program ◽  
Pedagogical Knowledge ◽  
Study Program ◽  
Pedagogical Content ◽  
Teacher Students

Penelitian ini bertujuan untuk mengetahui pedagogical content knowledge mahasiswa calon guru pada program studi pendidikan matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Abulyatama Aceh. Untuk mencapai tujuan tersebut penelitian ini menggunakan pendekatan kualitatif dengan desain triangulasi, dimana peneliti mengumpulkan data dari beberapa sumber dan metode yang berbeda, membandingkan hasilnya dan menggunakan hasil temuan untuk melihat apakah saling memvalidasi satu sama lainnya. Data tentang pedagogical content knowledge mahasiswa calon guru kemudian dipaparkan apa adanya sehingga jenis penelitian ini dikategorikan dengan penelitian deskriptif-kualitatif dengan desain triangulasi. Adapun subjek dalam penelitian ini adalah 3 (tiga) orang mahasiswa program studi pendidikan matematika FKIP Universitas Abulyatama yang telah menyelesaikan matakuliah micro teaching atau sedang praktek pengalaman lapangan. Instrumen penelitian ini adalah lembar tugas berbasis masalah, pedoman wawancara, dan lembar observasi. Analisis data yang digunakan dalam penelitian ini berdasarkan analisi data yang dikembangkan oleh Miles dan Huberman (1992), yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Berdasarkan penelitian diketahui bahwa content knowledge mahasiswa calon guru program studi pendidikan Matematika FKIP Universitas Abulyatama berada pada kategori rendah sampai sedang dengan skor 1 sampai dengan 2. Sementara itu, pedagogical knowledge mahasiswa calon guru program studi pendidikan matematika FKIP Universitas Abulyatama berada pada kategori rendah sampai sedang dengan skor 1 sampai dengan 2. This study aimed to determine pedagogical content knowledge of prospective students in mathematics education program Faculty of Teacher Training and Education University Abulyatama Aceh. To achieve this objective, this study used a qualitative approach with triangulation design, in which the researchers collected data from several different sources and methods, compared the results and used the findings to see if mutually validate each other. Data about pedagogical content knowledge of prospective teacher students were then presented as it is so that this type of research was categorized by descriptive-qualitative research with triangulation design. The subjects in this study were 3 (three) students of mathematics education program of FKIP University Abulyatama who had completed micro teaching courses or were practicing field experience. The instruments of this research were problem-based task sheets, interview guides, and observation sheets. Data analysis used in this study based on data analysis developed by Miles and Huberman (1992), namely data reduction, data presentation, and withdrawal of conclusions / verification. Based on the research, it is known that the content knowledge of the prospective teachers of the study program of Mathematics Education of FKIP Universitas Abulyatama was in the low to moderate category with the score of 1 to 2. Meanwhile, pedagogical knowledge of the candidate of the teacher of the mathematics education program of FKIP Universitas Abulyatama was in low to moderate category with a score of 1 to 2.

scholarly journals Assessing the Administrative Support Needs (Library and Technical) of Allied Health Students Enrolled in a Distance Education Program

2006 ◽  
Author(s):  
Amanda Carroll-Barefield
Keyword(s):  
Distance Education ◽  
Education Program ◽  
Support Services ◽  
Research University ◽  
Allied Health ◽  
Administrative Support ◽  
Student Support Services ◽  
Student Support ◽  
Distance Education Program ◽  
Allied Health Students

As more emphasis is placed on offering education to the distance student and monies are spent to provide these services, institutions must ensure they reap the rewards of the investment. One avenue to ensure success in distance education is the implementation of strong student support services. This is a task that will take the teamwork of educators, administrators, instructional technologists/designers, and support personnel. For institutions transitioning to a distance format, measures must be taken to ensure that the learner, no matter what the method of delivery, has access to equivalent student support services. One approach to measuring this aspect is the determination of student satisfaction with the support services offered to distance students. A study was conducted at a public health sciences research university in the Southeast to determine whether the administrative student support services (library and technical) offered at the institution met the educational needs of allied health students enrolled in a distance education program. Results from student questionnaires were analyzed to determine the satisfaction level of distance students with administrative (library and technical) student support services. Overall responses showed that allied health students enrolled in a distance education program were satisfied with the existing student support services (library and technical) offered by the institution. Narrative responses from the participants reinforced a common theme that although the students were satisfied with the services, more emphasis needed to be placed on library and technical support services that are available to distance education students during the program orientation.

scholarly journals A Study of the Views of Prospective Teachers about Practicum of Teacher Education Programs

2017 ◽  
pp. 1-12
Author(s):  
Uzma Parveen Et al.,
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Education Institution ◽  
Research Findings ◽  
Practicum Experience ◽  
Oriented Activity ◽  
The University

Teacher education is a professionally oriented activity in the sense that the skills, attitudes, and knowledge provided herein, have a direct bearing on the teaching assignment of teachers. The criticism of recent years on existing teacher education program is adequate testimony that we have so far not fully succeeded to bring available research findings to bear upon the education of the teachers. It was a survey type of study which required the collection of data from the prospective teachers, who had gone through the practicum experience. The data comprised of the views of prospective teachers about practicum. A convenient sample of 400 prospective teachers, from the institution of three universities, having practicum experience was selected. It includes 200 prospective teachers of B.Ed. and 200 of M.A Education program with equal numbers from both genders. M.A Education prospective teachers were from AIOU and Punjab University, whereas B.Ed. were from AIOU and the University of Education. The prospective teachers viewed that less cooperation and mutual understanding exist among faculty members and cooperative teachers. The teacher education institution and its faculty should develop a good understanding and proper liaison with the staff of the cooperative schools for proper planning conduct and evaluation activities of practicum programs.

The Difficulties Experienced in Teaching Proof to Prospective Mathematics Teachers: Academician Views

2016 ◽  
Vol 6 (1) ◽  
pp. 145 ◽  
Author(s):  
Gürsel Güler
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Professional Lives ◽  
Analysis Method ◽  
Structured Interviews ◽  
Content Analysis Method ◽  
Prospective Mathematics Teachers ◽  
Experience Difficulty

<p>The aim of this study is to examine the difficulties prospective mathematics teachers experience in mathematical proving, the courses in which they have difficulties in proving, the importance of proof in mathematics education and its functions in their professional lives. The data of the study was collected via semi-structured interviews with fifteen academicians who volunteered to take part in the study. Content analysis method was used to analyze the data obtained. As a result of the study, based the views of the academicians, it was seen that prospective mathematics teachers experience four different difficulties in proving. Besides, in line with the views of the academicians the following categories were formed: the courses that prospective teachers experience difficulty, the importance of proof in mathematics education and its functions in prospective teachers’ professional lives and these categories were presented with their subcategories.</p>

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