Distance Mathematics Education as a Means for Tackling Impulse Control Disorder: The Case of a Young Convict.

The extent to which schools in a country or region prioritize the professional development of mathematics teachers influences the quality of these teachers, thereby affecting students’ mathematics learning and performance. Over the years, the PISA test has evolved into the largest and most influential international educational assessment program. This study, based on PISA 2022 questionnaire data, examines the relationship between the professional growth of mathematics teachers and students’ mathematics performance by analyzing samples from sixteen countries/ economies. The research focuses on schools’ support for mathematics teachers’ professional growth, investigating the correlation with students’ mathematics literacy test scores through metrics such as the average proportion of teachers who participated in professional development training courses in the past three months and the average proportion of schools offering different types of in-house professional growth training. Based on the findings, recommendations are proposed, including placing greater emphasis on the professional development and growth of mathematics teachers, as well as anchoring this growth in students’ learning and development. This study provides multinational insights and scientific evidence for educational management related to mathematics teachers’ professional development, offering theoretical support for improving the quality of secondary mathematics education, fostering students’ mathematical literacy, and promoting educational equity.

The study imperatively ascertains the impact of Professional Development (PD) of mathematics teachers in their classroom delivery in Kwabre East Municipality (KEM). The study was embedded with positivist philosophical assumptions concerning how knowledge was gained and constructed. A descriptive survey was adopted and the census sampling technique was used to sample all the Junior High School (JHS) mathematics teachers. The sample selected was made up of 221 mathematics teachers. It was concluded that PD for mathematics teachers enhanced their mode of delivery, which improved their students’ understanding of mathematics. The study also suggests that teachers’ development of rudimentary skills and knowledge for classroom management was based on their own beliefs as well as professional beliefs and practices. The factors that contribute to low performance after PD are high and depend on the lack or unavailability of training materials for teachers to use after training and inadequate teaching and learning materials or resources to teach students. It is recommended that the government institutes a policy that requires every teacher to attend PD training to be considered for promotion. Our educational institution’s headmaster/teacher and leaders should also make it a habit to hold in-house workshops and seminars to refresh their teachers’ knowledge and skills in delivering instructional objectives. Additionally, the Ministry of Education and other non-government organisations should help improve our schools by focusing on resources that make teaching and learning better

Professional development (PD) for mathematics teachers often emphasizes transformative instructional change. However, a more modest, incremental approach may offer a higher likelihood of success in ways that complement transformational efforts. This Editorial discusses the potential advantages of incremental PD where teachers make small but meaningful improvements to their practice over time. We explore the differences between transformational PD and incremental PD as evidenced by the articles in this Special Issue. We also distinguish between varieties of incremental PD projects, from those that focus on a small piece of a larger instructional vision (piece-and-support incremental PD), those that set out to achieve a modest goal without appeal to a broader instructional transformation (modest-goal-with-support incremental PD), to a more radically modest approach that involves offering small, optional instructional suggestions without investments of time or training (nudge-based incremental PD). Ultimately, this Editorial, and this Special Issue as a whole, advocates for new conversations and investigations into how PD is structured and how the promoted instructional changes might spread among mathematics teachers.

The aim of the study presented in this paper was to explore factors that influence teachers' problem-solving preferences in the process of (a) solving a problem, (b) explaining it to a peer, (c) liking it, and (d) teaching it. About 170 mathematics teachers took part in the different stages of the study. A special mathematical activity was designed to examine factors that influence teachers' problem-solving preferences and to develop teachers' preferences concerning whether to use symmetry when solving the problems. It was implemented and explored in an in-service program for professional development of high-school mathematics teachers. As a result, three interrelated factors that influence teachers' problem-solving preferences were identified: (i) Two patterns in teachers' problem-solving behavior, i.e., teachers' tendency to apply a stereotypical solution to a problem and teachers' tendency to act according to problem-solving beliefs, (ii) the way in which teachers characterize a problem-solving strategy, (iii) teachers' familiarity with a particular problem-solving strategy and a mathematical topic to which the problem belongs. Findings were related to teachers' developing thinking in solving problems and using them with their students. The activity examined in this paper may serve as a model for professional development of mathematic teachers and be useful for different professional development programs.

This article reports on the development of a custom-made questionnaire. The questionnaire was developed with the aim to compile guidelines for the professional development (PD) of mathematics teachers for the pedagogical use of information and communication technology (ICT) integration in teaching and learning. During the standardisation and validation of the questionnaire it was distributed to 179 schools and 300 teachers in eight educational management districts in the Western Cape, South Africa. The extracted factors had a reliability level higher than 0.8, which indicates the items in the questionnaire are significant to address the research problem and the questionnaire is valid for ICT PD.

\nНа основі аналізу законодавчих актів та нормативно-правових документів з’ясовано, що актуальність упровадження дистанційної освіти посилюється соціальними, політичними, культурними викликами суспільства, що зумовлює потребу в оновленні нормативно-правового супроводу дистанційного навчання, окресленні нових можливостей щодо його впровадження й фінансування.\n
\n\nСхарактеризовано діяльність науковців та практиків щодо поступового впровадження дистанційного навчання у закладах професійної (професійно-технічної) освіти та забезпечення функціонування організаційної структури дистанційної професійної освіти у співвідношенні з явищами, об’єктами, процесами, які є визначальними у системі професійної (професійно-технічної) освіти.\n
\n\nОбґрунтовано прогностичну модель дистанційного професійного навчання, котра містить такі блоки: цільовий – мета, концептуальні підходи та принципи, зовнішні та внутрішні чинники; суб’єктний, що передбачає партнерську взаємодію суб’єктів навчання (педагогів, тьюторів, адміністраторів СДН, учнів/слухачів) в електронному середовищі; змістово-функціональний, що містить компонентну структуру готовності педагогів до впровадження дистанційного навчання кваліфікованих робітників та функції, які має реалізовувати педагог у дистанційному професійному навчанні; організаційно-методичний – представлений організаційно-педагогічними умовами та методичним супроводом їх реалізації; результативний блок – механізми оцінювання динаміки рівнів розвитку готовності педагогів до впровадження дистанційного професійного навчання та ефективність застосування дистанційного навчання в закладах професійної (професійно-технічної) освіти.\n
\n\nУзагальнено, що запровадження прогностичної моделі дистанційного професійного навчання в закладах професійної (професійно-технічної) освіти з чіткою орієнтацією на специфіку професійної підготовки майбутніх кваліфікованих робітників відносно обраної професії забезпечить досягнення соціального ефекту, а саме: урізноманітнення форм професійної освіти і навчання; задоволення індивідуальних освітньо-професійних потреб особистості; підвищення якості професійної підготовки учнів/слухачів; зменшення фінансових витрат у системі професійної (професійно-технічної) освіти.\n

Teacher education through Open and Distance Learning (ODL) mode is a collaborative effort to support the quality teaching and learning with integration of Information and Communication Technologies (ICTs) in present word. It is a challenge to explore effective and efficient utilization of technologies to ensure meaningful learning of distance learners. Research and development in the field of ODL system is a means to improve pedagogical practices with meaningful integration of ICTs. In the present world technology has emerged as a powerful means of learning in face-to-face mode and ODL system as well. Utilisation of technology is not just limited to classroom teaching learning process. It has extended beyond the four walls of classroom to facilitate and promote student learning of learners in the ODL system. This technology mediated interventions has multiplier effort for providing better access, quality and equality in terms of providing services to all. IGNOU is emerged as a leader in the field of ODL system in our country in terms of bringing innovations in designing and developing technology enabled learning environment for training & orientation of teachers through ODL mode. In ODL system of IGNOU, the key is to promote collaborative learning, leading to a move towards autonomous learning. IGNOU pays an important role in the field of teacher education at national level through ODL system. IGNOU contributed training of 25510 (B. Ed) and 983 (M. Ed) teachers in the year 2015. B. Ed and M. Ed Programmes of IGNOU attracted large number of students in the country in the field of teacher education. Despite of all initiatives, it’s true that we have a long way to go in terms of effective and efficient implementation of technology mediated interventions with an appropriate Learning Management System (LMS) for our distance learners. This demands capacity building of teacher educators, teachers, student teacher, academic administrators and leaders to adapt to new technology in view of diversities of all kind of our distance learners. Commitment of people associated with the collaboration for effective implementation of programmers through ODL mode is important. The present paper is an attempt to explain the potentials of ODL system of IGNOU in the field of teacher education in our country. Attempt has been made to analyze the trends in enrolment of students (2001-2015) admitted in B. Ed and M. Ed Programmes of IGNOU and challenges in terms of maintaining the quality of implementation of the programmes in ODL system and addressing to the issues of equity and quality at national lrvel. It would be a source of rich experience to bring evaluation in teacher education programmes offered through in ODL mode in our country to further revamp it, keeping in view of needs and expectations of distance learners of our country. The paper covers aspects such as; i) issues in hand; ii) context of the study; iii) enrolment trend in terms of gender, area, category; iv) major challenges; and v) implication. It would provide a base/foundation for taking further research in the field of ODL system in teacher education and how best integration of technology in general and web based technology in particular be made meaningfully for all functionaries in the field of teacher education in our country.

A comparative study is presented, developed with the purpose of identify and characterize proposals for the professional development of mathematics teachers in primary schools around the world from situated approaches, which involve collaborative learning amongst teachers that results in the improvement of their professional practice. The countries whose proposals were analysed are Argentina, Australia, Brazil, Canada, Colombia, Cuba, Spain, France, England, Japan, Mexico, and the Dominican Republic. The conclusions identify and characterize some privileged conditions for designing training processes that contribute to the professional development of mathematics teachers: they must be creative, situated, proactive, collective, based in evidence, and balanced. The professional development of mathematics teachers requires the articulation between two components: an institutional training component and a specific training component subject to a map of vacancies and priorities based on evidence taken from national and international evaluations.

Didactics of mathematics has developed internationally as a scientific field of studies in the late 1960s in the wake of the modern mathematics movement. Particularly important landmarks in this development were the creation of the journal Educational Studies in Mathematics by Hans Freudenthal in 1968, and the establishment of the Journal for Research in Mathematics Education in 1970, with David Johnson as its first editor. In Portugal, didactics of mathematics began as a research field between 1980 and 1990 when the first graduates had obtained their PhDs from foreign universities and when master’s degree programs were set up at Portuguese universities. The national research journal Quadrante was established in 1992. Since then, the mathematics teacher has been one of the subjects to receive the most attention from local and international researchers studying teacher conceptions, knowledge and professional practices, as well as teacher education, development and identity. In the last ten years, the focus on the teacher has clearly been centred on the professional practices, together with institutional conditions and teacher education processes that may promote their transformation in order to further students’ learning.

The purpose of this study was to describe the continuous professional development of mathematics teachers at SMPN 6 Panyabungan which includes aspects of self-development, scientific publications, and innovation works. The data collection method used consisted of observation, interviews, and document studies. Data analysis used descriptive qualitative analysis method which aims to describe how the continuous professional development of mathematics teachers at SMP Negeri 6 Panyabungan and how to deal with problems faced in carrying out continuous professional development of mathematics teachers. The results of the study concluded that in carrying out the Continuing Professional Development (PKB) mathematics teachers there were several problems, namely the lack of a given quota, ignorance of Continuing Professional Development (PKB) and the lack of a teacher's intention to participate in Continuing Professional Development (PKB).

Preface. PART I: SETTING THE STAGE. The Road to Reform, Robert Reys. The Genesis of the NSF Curriculum Implementation Centers, John S. (Spud) Bradley. The Show-Me Project: A Decade of Support for Standards-Based Curriculum Implementation, Barbara Reys. PART II: ADOPTION CASE STUDIES AND IMPLEMENTATION STORIES. Teacher Investment in Curriculum Adoption: The Role of Piloting Materials, Cary Tuckey. Consensus Building: A Key Component of Curriculum Adoption, Cheryl Rectanus. The Critical Work of a Review Committee in Curriculum Adoption, Leslie E. J. Nielsen. Informing a State Adoption Process Through Curriculum Implementation, Murrel Brewer Hoover. Curriculum Implementation Through Teacher Collaboration, Chip Sharp. Curriculum Implementation: Teachers on a Journey, Carol Den Otter. The Role of Teacher Leaders in Curriculum Implementation, Emily R. Fagan and Rhonda K. Weinstein. Supporting Curriculum Implementation Through Its Ups and Downs, Linda A. Tetley. When Things Go Wrong in Curriculum Implementation, Jane O. Swafford and Cynthia W. Langrall. Issues of Implementation: Making Mathematics Accessible to All Learners, Jennifer M. Bay-Williams and Rebecca McGraw. PART III: PROFESSIONAL DEVELOPMENT AND TEACHER EDUCATION. An Overview of Professional Development, Elizabeth Phillips, Glenda Lappan, Yvonne Grant, and Fran Arbaugh. Key Features of Connected Mathematics for Professional Development, Elizabeth Phillips and Glenda Lappan. Key Features of Mathematics in Context for Professional Development, David C. Webb. Key Features of MathScape for Professional Development, Fred Gross and Emily R. Fagan. Key Features of Middle Grades Mathematics for Professional Development, Rick Billstein and Jim Williamson. Teachers' Needs at Different Phases of Curriculum Implementation, Fran Arbaugh. Professional Development for Administrators: What They Need to Know to Support Curriculum Adoption and Implementation, Margaret R. Meyer and Fran Arbaugh. A Story of Teacher Growth: Increasing Expectations, Jane Peterson Porath. A Story of Teacher Growth: Teacher as Learner, Barbara Diliegghio. A Story of Teacher Growth: Making a Difference, Kelly Watts. A Story of Teacher Growth: From Telling to Facilitating, Fabienne Anderson. Research Mathematician and Mathematics Educator: A Foot in Both Worlds, Ira J. Papick. Using NSF-Funded Mathematics Curricula to Enhance Teacher Preparation, Jeffrey Frykholm. NSF-funded Mathematics Curricula in the Field: A Preservice Teacher's Opportunity to See Theory in Practice, Ann Bledsoe. PART IV: WHAT HAVE WE LEARNED AND WHERE DO WE GO FROM HERE? Lessons Learned from the Show-Me Project, Barbara Reys. Looking into the Future: Curriculum Challenges for the Next Ten Years, Margaret R. Meyer and Cynthia W. Langrall. References.

This study aimed to examine the impact of transformational leadership practices of educational supervisors on the sustainable professional development of mathematics teachers in the Sultanate of Oman. To achieve the objectives of the study, the descriptive approach was adopted. The study’s sample were 261 mathematics teachers. The researchers used the supervisors' practice of transformational leadership scale, and the researcher's sustainable professional development scale. The validity of the content of the two scales was measured through the validity of the terms and sampling validity. The reliability of internal consistency was also measured by the Alpha Cronbach. To ensure the factorial structure of the two scales, the researchers conducted a confirmatory factor analysis of the assumed model for each scale, and for the hypothetical model, and the results showed obtaining two models that match the current study data to large extent. The researchers used Structural Equation Modeling (SEM), where the results showed a positive and significant impact of transformational leadership practices for educational supervisors on the sustainable professional development of mathematics teachers in planning, curriculum, evaluation, professional development, and teaching methods.
 
 Received: 13 September 2021 / Accepted: 24 November 2021 / Published: 3 January 2022

This article presents the findings of the mathematics teachers’ professional development (PD) in teaching algebra from a continuously implemented two months PD program. The program was conducted as a case study for a group of 20 secondary level mathematics teachers who are following a two-year in-service teacher training course. This program targeted to improve the secondary level mathematics teachers’ pedagogical content knowledge (PCK) in teaching algebra. The content of the PD program included the nature of algebraic concepts, psychological aspects related to PCK, algebraic thinking and the algebraic learning styles. The result of the paired t-test indicated 0.345, a positive correlation between the post-test marks and pre-test marks. It interprets a favourable progress of the professional development (PD) program. From the interview findings, teacher trainees asserted the importance of algebraic thinking and the psychological foundation for making mathematics education effective and quality. The results asserted that the mathematics teachers’ PCK in algebra could be developed toa considerable extent from this PD program. The findings further revealed that mathematics teachers could develop their algebraic thinking from the program and it isa must. Since mathematics teachers’ PCK directly influence on students’ algebra learning and mathematics achievement, the findings of the study deepens the understanding that the mathematics teachers PCK must be developed to increase the students’ mathematics learning and understanding of the concepts. Therefore, I recommend that teacher education courses and continuous education programs must be developed in the teacher education curriculum with reforms for enhancing the quality of mathematics education in Sri Lanka.

Virtual environments have proven to be a space where the professional development of mathematics teachers can take place. This training modality has gained importance due to the rapid growth in its supply and demand. However, little is yet known about how these online spaces are used to promote the professional development of mathematics teachers. This essay presents a literature review that synthesizes what advances have been made in this research area during the last decade. In particular, I identify the main arguments why online settings are thought to be adequate to promote the professional development of mathematics teachers; what theoretical references have been used for the design and analysis of the training activities that promote this type of professional development, and what are the relevant aspects that have not been sufficiently investigated in relation to this topic.

With online learning becoming a more viable and attractive option for students and teachers around the world, we discuss how one effort in the U.S. is focused on designing, implementing, and evaluating MOOCs designed for professional development of mathematics teachers. We share design principles and learning opportunities, as well as discuss specific impacts participants report for changes to teaching practices and how these MOOCs have impacted engagement of educators.