The development of mathematics teacher professional competencies through social media

One of the competencies for mathematics teachers that needs to be developed continuously is professional competence. However, even if efforts for developing teachers’ competencies have been made formally by the government, it seems still lacking. This study, therefore, aims to develop mathematics teacher professional competencies through an informal development model using social media. This research used a qualitative method, a case study design, involving 19 mathematics teachers from various regions in Indonesia in the informal development process in the range of 2019-2021. The informal approach was carried out using question-and-answer techniques and guided discussions on mathematical problems. From the teacher development processes, 30 mathematics problems and their solutions were collected. As an illustration of this development process, this article presents five problems and their solutions, including solutions for two mathematics problems on conceptual understanding and three mathematics problems on problem-solving. We conclude that this informal approach is fruitful in helping mathematics teachers solve mathematics problems. This study implies that the teacher development process carried out in this study can be used as a model for informal teacher development by other higher education academics in their respective places.

The Impact of Teaching Practice on Female Students’ Preparation for Mathematics Teacher Education Programme in Delta State University, Abraka, Nigeria

This small sample study was conducted to investigate the impact of teaching practice on female students’ preparation for mathematics teacher education programme. The design adopted was a descriptive survey research design. A sample of 30 female students was selected from 50 students who have participated in teaching practice programme for the degree programme at Delta State University, Abraka, Nigeria. Data were collected through closed-ended and open-ended questionnaires administered to the sampled students, and teaching practice supervisors, co-coordinators, and heads of Departments from the school where the students did their teaching practice respectively. The data were analysed using descriptive statistics and by categorising the responses of the participants according to the theme of the study. The findings include, amongst others that teaching practice beyond enhancing the students’ preparation for mathematics education programme, it helps female students to develop more interest and confidence in studying and teaching mathematics. Following the findings, recommendations for mathematics teacher education programme were made. It was recommended amongst others, that there is need to continue to use teaching practice programme to prepare pre-service teachers in mathematics education.

Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators

Preparing future mathematics teacher educators (MTEs) with knowledge that are needed to effectively support pre-service teachers (PSTs) is very important. However, little attention was paid to MTEs’ knowledge development, which is multifaceted and complex. This study investigates successes, challenges, and tensions that four international graduate MTEs and one mathematics teacher educator (TE) experienced in developing their identity as math teacher educators. In total, 20 h of interactive interviews were analyzed by using qualitative methods. Emerging themes include how MTEs establish a sense of credibility and how they feel they are navigating multiple identities. Among the graduate MTEs, credibility was described as having the following: (a) knowledge of and experience teaching in the US education system; (b) experience in teaching using a problem-solving approach; (c) the ability to enact theory in practice. While navigating multiple identities, graduate MTEs recognize their ethnic identities are central and influence their perceptions of self as MTEs, and how they think they are perceived by others. The results highlight the importance of understanding MTEs tensions and challenges and provide “in-the-moment” support along the journey of becoming teacher educators.

Methodological knowledge of mathematics as a necessary condition for the formation of professional competencies of future teachers of mathematics

The article deals with the problem of preparing a future mathematics teacher for professional activity in the conditions of digitalization. The requirements for the mathematical training of a future teacher are highlighted and one of the ways to improve mathematical and methodological competencies is proposed. The main idea of the article is to analyze and describe the experience of solving the problems of filling the content of online courses to involve students in an independent research search, the experience of correlation of methods of organizing the educational process in the conditions of offline and online student learning. The author, based on the analysis of the content of methodological knowledge in mathematics and mathematical knowledge proper, reveals the content and essence of the methodological component in the professional activity of a future mathematics teacher. The purpose of the article is to determine the strategies of organizing a course in which future mathematics teachers receive not only mathematical, but also methodological training using different.

Alignment of the Philippine Mathematics Teacher Education Curriculum with the Programme for International Student Assessment

<p style="text-align: justify;">This study aimed to examine the alignment of the Philippine mathematics teacher education curriculum with the 2021 mathematics literacy framework of the Programme for International Student Assessment (PISA). Such study could inform the Philippine Commission on Higher Education (CHED) if its mandated bachelor’s degree in secondary education major in mathematics could produce teachers at the secondary level prepared to deliver the expectations of PISA to mathematically literate 15-year-old learners. Through document analysis, the researcher reviewed the alignment of two official documents accessible online: the 2017 Philippine mathematics teacher education curriculum and the 2021 PISA mathematics literacy framework. Three mathematics education experts validated the researcher’s analysis. The results revealed alignment of the content and competencies covered by the teacher education curriculum and PISA mathematics literacy framework. However, the researcher found gaps in the curriculum in terms of its responsiveness in capturing some contexts and 21st century skills emphasized in PISA 2021 mathematics literacy framework. The study provided recommendations in addressing the gaps to inform needed updating in the teacher education curriculum to meet the expectations of PISA as a step to meeting the international standards of quality educational program.</p>

Simulation of Teacher Interventions in a Training Course of Mathematics Teacher Educators

This work aimed to characterize simulated teacher interventions to manage a didactic configuration in which students solve problem situations using an ICT resource. We also aimed to identify patterns of interaction between the teacher and the students that make it possible to characterize styles of interaction and assess both their interactional and their ecological suitability. To do this, we used the tools of the Onto-semiotic Approach to Mathematical Cognition and Instruction to analyze the level of reflection of 102 educators of preservice teachers of mathematics, about hypothetical problem resolutions of their students and the types of interactions simulated by them to manage the students’ learning. The educators were participants of a Teacher Training of the Teacher Specialization in Education and ICT in Argentina. The results show that there are three levels of reflection and four types of interaction (maieutic, falsificationist, dogmatic and paternalistic). We did not find a high interactional suitability in their proposals of dialogues, and participants do not consider aspects of the ecological suitability, such as the adaptation to the official curriculum. We conclude that the type of interventions that teacher educators propose is closely related to their level of reflection about the reasons why their students respond to problems in one manner or another.

PENGENALAN KONSEP CODING SEBAGAI TUGAS PROYEK

ABSTRAKSejak September 2021 pembelajaran tatap muka terbatas (PTM) telah dilaksanakan. PTM terbatas ini memiliki banyak opsi dalam pelaksanaannya, misalnya dengan menggabungkan metode online dan PTM. Perubahan ke pembelajaran online didasarkan pada banyak asumsi, seperti semua anggota masyarakat memiliki akses ke berbagai perangkat. Namun, kenyataan di masyarakat masih banyak yang belum memiliki akses internet secara stabil. Mengatasi masalah tersebut, guru matematika di SMA Negeri 1 Kuta Utara menekankan kepada siswa bahwa pembelajaran matematika tidak hanya untuk mengejar ketercapaian materi yang ada di buku teks, tapi menekankan kepada siswa tentang cara berpikir kritis dan menyelesaiakan masalah. Pengabdian ini memberikan kesempatan kepada guru untuk memiliki pengalaman dalam menyusun sebuah tugas proyek dengan menggunakan konsep coding. Pelaksanaan pengabdian ini terdiri dari tiga tahap yaitu tahap perencanaan, pelaksanaan, dan refleksi. Hasil yang diperoleh yaitu pengabdian ini membantu guru dalam mencari alternatif baru dalam menyusun tugas proyek yang masih mengedepankan tujuan pembelajaran. Selain itu, siswa juga tidak mengalami kesulitan dalam mengerjakan tugas yang diberikan oleh guru. Kata kunci: coding; tugas proyek; matematika. ABSTRACTSince September 2021 limited face-to-face learning (PTM) has been implemented. This limited PTM has many options in its implementation, for example by combining online and PTM methods. The shift to online learning is based on many assumptions, such as all members of society having access to multiple tools. However, the reality is that there are still many people who do not have stable internet access. To overcome this problem, the mathematics teacher at SMA Negeri 1 Kuta Utara emphasized to students that learning mathematics is not only to pursue the achievement of the material in the textbook, but emphasizes to students how to think critically and solve problems. This service provides an opportunity for teachers to have experience in compiling a project assignment using the concept of coding. The implementation of this service consists of three stages, namely the planning, implementation, and reflection stages. The results obtained are that this service helps teachers find new alternatives in compiling project assignments that still prioritize learning objectives. In addition, students also do not have difficulty in doing the assignments given by the teacher. Keywords: coding; project assignment; mathematics.

Experiências com etnomatemática na escola carlos Marighella: narrativas de um professor

O presente trabalho é fruto de minha pesquisa desenvolvida ao longo do curso de Especialização em Educação do Campo Agricultura Familiar e Currículo, Instituto Federal do Pará (IFPA), Campus Rural Marabá. A pesquisa teve como objetivo discutir minha experiência como professor de matemática na escola Carlos Marighella, a partir de narrativas constituídas por memórias evocadas, considerando a perspectiva da Etnomatemática. A mesmas foi realizada na Escola M.E.F. Carlos Marighella, localizada no assentamento 26 de março no município de Marabá – Pará. A pesquisa foi desenvolvida a partir de uma experiência desenvolvida com a turma de 4º ano do ensino fundamental, tendo como base o ano letivo de 2019. Esta pesquisa caracteriza-se como autobiográfica, tendo as minhas narrativas como professor de matemática. Como constituição de dados, assim como a memória de experiências pessoais e profissionais como elemento basilar de investigação. Como pressuposto, este estudo estabelece o ideário que memória do narrador (reconstrutiva da significação de suas vivências) e os instrumentos de análise e interpretação do pesquisador são elementos que se imbricam e complementam para melhor compreensão de dimensões da realidade autobiográfica pesquisada, tanto na perspectiva pessoal/social do narrador, como na perspectiva contextual da atuação do professor como produto/produtor de conhecimento sobre ensino de matemática na perspectiva da Etnomatemática. Para tanto tomo como base teórica D’Ambrósio que me ajuda a compreender a Etnomatemática; Knijink que me ajuda a articular educação popular e a Etnomatemática, e Bosi (1979) e Grazzition (2016) que me fundamentam sobre discutir minhas memórias como produção de conhecimentos. Como resultados mostro como fotografias são evocadores de minhas memórias e têm o potencial de me subsidiar na interpretação de minha experiência como professor de matemática. The present work is the result of my research developed during the course of Specialization in Education of the Field, Family Agriculture and Curriculum, Instituto Federal do Pará (IFPA), Campus Rural Marabá. The research aimed at discussing my experience as a mathematics teacher at Carlos Marighella school, from narratives constituted by evoked memories, considering the Ethnomathematics perspective. It was carried out at Escola M.E.F. Carlos Marighella, located in the 26 de Março settlement in the municipality of Marabá - Pará. The research was developed from an experience developed with the 4th grade class of elementary school, based on the 2019 school year. This research is characterized as autobiographical, having my narratives as a mathematics teacher. As data constitution, as well as the memory of personal and professional experiences as the basic element of investigation. As an assumption, this study establishes the idea that the narrator's memory (reconstructive of the meaning of his experiences) and the researcher's instruments of analysis and interpretation are elements that intertwine and complement each other for a better understanding of the dimensions of the autobiographical reality researched, both from the narrator's personal/social perspective and from the contextual perspective of the teacher's performance as a product/producer of knowledge about mathematics teaching from the perspective of Ethnomathematics. To this end, I take as my theoretical basis D'Ambrósio, who helps me to understand Ethnomathematics; Knijink, who helps me to articulate popular education and Ethnomathematics, and Bosi (1979) and Grazzition (2016), who support me in discussing my memories as a production of knowledge. As results I show how photographs are evocative of my memories and have the potential to subsidize me in interpreting my experience as a mathematics teacher.