scholarly journals Finnish Mentor Mathematics Teachers’ Views of the Teacher Knowledge Required For Teaching Mathematics

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Mervi A. Asikainen ◽  
Erkki Pehkonen ◽  
Pekka E. Hirvonen
Keyword(s):  
Teacher Knowledge ◽  
Mathematics Teachers ◽  
Teaching Mathematics

scholarly journals HISTÓRIA DA MATEMÁTICA DO ENSINO FUNDAMENTAL NOS LIVROS DE MINICURSOS DA SBHMat (2001-2017)

2020 ◽  
Vol 5 (1) ◽  
pp. 28-44
Author(s):  
Lucas Silva Pires ◽  
Iran Abreu Mendes
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Basic Education ◽  
School Level ◽  
Teaching Mathematics ◽  
Brazilian Society ◽  
School Grades ◽  
Mathematics History ◽  
Short Course

Resumo: Neste artigo apresentamos os resultados de uma pesquisa sobre os livros de minicursos de história da matemática publicados pela Sociedade Brasileira de História da Matemática no período de 2001 e 2017, cujos conteúdos matemáticos foram destinados aos anos finais do Ensino Fundamental. Nosso objetivo foi identificar e caracterizar as sugestões propostas nesses livros para as ações didáticas do professor de Matemática desse nível escolar. Para operacionalização da pesquisa, inicialmente realizamos um levantamento dos livros de minicursos classificando-os em três tendências de pesquisa em História da Matemática, para selecionar somente aqueles voltados à história para o ensino da matemática. Em seguida identificamos e caracterizamos os livros com conteúdos dos anos finais do Ensino Fundamental. Os resultados apontaram que, dos 101 livros de minicursos, 21,78% propõem abordagens centradas em conteúdos relativos ao Ensino Fundamental dos anos finais que podem ser utilizadas com vistas a facilitar as organizações e ações didáticas do professor nas suas aulas de matemática.Palavras-chave: Livros de minicursos; História para o ensino da matemática; Anos Finais; Ensino Fundamental. Abstract: In this article we present the results of a research on the Mathematics History short-course books published by the Brazilian Society of Mathematics History from 2001 to 2017 whose contents were aimed at Middle School grades. Our objective was to identify and characterize the suggestions proposed in these books for the didactic actions of Mathematics teachers at this school level. To operate the research, we carried out, at first, a survey of the short-course books, sorting them into three research tendencies in Mathematics History, in order to select only those that dealt with History for teaching Mathematics. Then we identified and characterized the books which included contents for Middle School. The results indicated that, from the 101 short-course books, 21,78% propose approaches centered around contents pertaining to Middle School which can be used to facilitate the teacher's organization and didactic actions in their Mathematics classes.Keywords: Short-course books; History for teaching Mathematics; Middle School; Basic education.

Do Future Mathematics Teachers Need the Course „Integration of Digital Technologies in Teaching Mathematics“, and if so, what exactly can it help them with?

2019 ◽  
pp. 193-198
Author(s):  
Irina Gurevich
Keyword(s):  
Student Teachers ◽  
Mathematics Teachers ◽  
Digital Technologies ◽  
Teaching Experience ◽  
Teaching Mathematics ◽  
Mathematical Software ◽  
Software Packages ◽  
Mathematics Student ◽  
Students Attitudes ◽  
Course Integration

In the current research we analysed our teaching experience in the course “Integration of digital technologies in teaching mathematics”. The students were mathematics student teachers. The main goal of the course was to demonstrate the potential of digital technologies in teaching mathematics and to provide the students with basic skills in the intellectual use of these technologies. During the course the students, after getting acquainted with various mathematical software packages, build and present their own teaching units. We were interested to analyse the students’ attitudes towards the course. A multiple-choice questioner was formulated, and the collected data were analysed. We observed that most of the students found the course being helpful for their future teaching. The obtained results indicated that the described course provided them a didactic model to emulate.

Using Simulations to Foster Preservice Mathematics Teachers' Self-Assessment, Learning, and Reflections on Teaching

2013 ◽  
Vol 1 (2) ◽  
pp. 162-171
Author(s):  
Joe Garofalo ◽  
Christine Trinter
Keyword(s):  
Mathematics Teachers ◽  
Teaching Mathematics ◽  
Learning Technology ◽  
Trigonometric Functions ◽  
Self Assessment ◽  
Mathematics Pedagogy ◽  
Technology Knowledge ◽  
Preservice Mathematics Teachers ◽  
Technology And Assessment ◽  
Teaching Learning

In this article, we present 2 technology-involved tasks that we use in our mathematics pedagogy courses to ostensibly give preservice secondary mathematics teachers (PSMTs) sample activities they can use in their teaching or use to assess their own future students' ability to apply trigonometric functions in contextual situations using technology. However, we have two other purposes for posing these tasks. One purpose is to provide occasions for PSMTs to self-assess their mathematical and technology knowledge, and subsequently take action to learn mathematics and technology features. The other purpose is to use such tasks as springboards for substantive discussions about teaching, learning, technology, and assessment. Such simulation tasks have engaged PSMTs and helped them develop their knowledge base for teaching mathematics.

scholarly journals Conhecimento profissional de professores de matemática e o conceito de função: uma revisão de literatura Professional knowledge of mathematics teachers and the concept of function: a literature review

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Vinícius Pazuch ◽  
Alessandro Jacques Ribeiro
Keyword(s):  
Literature Review ◽  
Teacher Knowledge ◽  
Mathematics Teachers ◽  
Professional Knowledge ◽  
Theoretical Frameworks ◽  
Professional Teacher ◽  
Concept Of Function ◽  
Work Units

Este artigo apresenta uma revisão de literatura sobre o conhecimento profissional de professores de matemática e o conceito de função. Trata-se de um estudo que se insere em uma pesquisa mais ampla, que tinha por temática investigar os conhecimentos mobilizados por professores, ao planejar e ao coproduzir aulas sobre o conceito de função. A estrutura deste texto é baseada em três questões-unidades de trabalho: (a) Quais referenciais teóricos aparecem? (b) Quais compreensões acerca do conhecimento profissional docente as pesquisas nos mostram? (c) O que as pesquisas sobre conhecimento profissional docente nos comunicam, quando pensamos no conceito de função? Dentre os resultados que são aqui apresentados indica-se a convergência em torno de certos referenciais teóricos e metodológicos, o que aponta para a necessidade de exploração de novas fronteiras para a região de inquérito investigada nesta pesquisa.This article presents a literature review on the professional knowledge of mathematics teachers and the concept of function. This is a study that is part of a broader research, which had the theme to investigate the knowledge mobilized by teachers, when planning and coproducing classes about the concept of function. The structure of this paper is based on three work-units questions: (a) Which theoretical frameworks do appear in the researches? (b) What understandings of professional teacher knowledge do the researches show us? (c) What do the researches on professional teacher knowledge communicate to us when we think of the concept of function? Among the results presented here, the convergence around certain theoretical and methodological references is indicated, which points to the need to explore new frontiers for the thematic investigated in this research.

Implementing the Professional Standards For Teaching Mathematics: Teachers Building on Students' Thinking

1992 ◽  
Vol 39 (7) ◽  
pp. 32-37 ◽  
Author(s):  
Carolyn A. Maher ◽  
Amy M. Martino ◽  
Susan N. Friel
Keyword(s):  
Learning Environments ◽  
Mathematics Teachers ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
New Vision ◽  
Insight Into

Teaching mathematics from the perspective of developing in students “mathematical power” (NCTM 1989) requires the building of a new vision for learning that focuses on thinking and reasoning. This endeavor draws on many complex and interrelated domains of knowledge. The reasons some teachers are more successful than others in facilitating thoughtful mathematical learning environments are varied and intricate. Perhaps a look at classroom sessions in which students are thoughtfully engaged in doing mathematics might lend further insight into what it means to pay attention to the thinking of students as they are engaged in doing mathematics and what it means to build on students thinking. (For a discussion of what is meant by doing mathematics, see Davis and Maher [1990] and Maher, Davis, and Alston [1991a].)

Seventeenth Annual Summer Meeting

1957 ◽  
Vol 50 (5) ◽  
pp. 410-411
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teaching Mathematics ◽  
The Many ◽  
Annual Summer ◽  
The U.S

Contemporary mathematics, new trends in mathematics education, and current problems of teaching mathematics will be highlighted at the 1957 Summer Meeting of The rational Council of Teachers of Mathematics at Carleton College. Outstanding leaders in mathematics and education from all parts of the U.S. will participate in the meetings. Mathematics teachers wilt share their successful techniques at the many sessions on current teaching problems.

Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia

2015 ◽  
Vol 2 (4) ◽  
pp. 35-47 ◽  
Author(s):  
Geoffrey Nambira
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Primary Phase ◽  
Teaching Mathematics ◽  
Teaching Materials ◽  
Teaching Competencies ◽  
Training Programmes

The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.

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