Pre-service Mathematics Teachers Research Articles

Microteaching and Peer Assessment in Mathematics Teaching Practice

Considering the characteristics that teachers should have, concepts such as critical thinking, active learning, taking responsibility, evaluation, analysis, self-evaluation and reflective thinking are important. In this context, micro-teaching and peer assessment methods come to the fore. Micro-teaching is defined as sharing a part of the course with peers and receiving feedback from peers or advisors. Peer assessment, on the other hand, involves providing constructive suggestions among peers, reviewing and giving feedback according to predetermined criteria. In the study, pre-service teachers' views on micro-teaching and peer assessment methods were evaluated. The study was designed as a case study, one of the qualitative research methods. The participants of the study consisted of eight pre-service mathematics teachers studying in the Department of Elementary Mathematics Teaching at a university in Turkey. Questionnaires about microteaching and peer assessment were used as data collection tools. A 14-week microteaching and peer assessment implementation process was carried out with the participants. As a result of the applications, pre-service mathematics teachers' opinions about these concepts were obtained. As a result, the pre-service teachers stated that the application provided positive developments in their cognitive, affective and psychomotor behaviors and that they gained professional experience.

Pre-service mathematics teachers' views of nature of science in the context of COVID-19

A framework for K-12 science education (National Research Council [NRC], 2012) supports science learning on social and political issues to make informed decisions and solve problems. Socio-scientific issues have been considered as a context to teach characteristics of nature of science (NOS). This study is a qualitative study in nature to examine how pre-service mathematics teachers define science and address different aspects of science and scientific literacy in the context of coronavirus (COVID-19). Data sources included written reports and reflections on basic science-related questions. Responses from 50 pre-service mathematics teachers were analyzed through thematic analysis. The results indicated that pre-service mathematics teachers defined science as a product in the form of systematic knowledge, fact or theories-laws-models, and they provided informed or partially informed views on empirical, sociocultural, tentativeness, and subjectivity aspects by referring to cognitive, developmental, and sociocultural dimensions of science literacy. Pre-service mathematics teachers’ definition of science as accumulated knowledge was not aligned with their desirable views on aspects of NOS. The study suggests possible implications for further studies.

Unveiling problem-solving strategies of pre-service mathematics teachers: A visual and discursive exploration

This study explores how pre-service mathematics teachers (PMTs) in South Africa use visualization and self-discourse to solve mathematical problems. Visualization is known to enhance mathematics learning, while effective communication skills are critical for teaching and learning mathematics, especially in contexts, where the language of instruction may not be the first language of students or teachers. By understanding the visualization techniques and discursive properties employed by PMTs, insights can be gained into how to improve mathematics learning and teaching. The study is informed by the commognitive framework and uses qualitative data from a purposive sample of 10 PMTs who participated in a performance test and semi-structured interviews. The study found that PMTs rely on mental visualization for simpler mathematical problems but use both symbolic and iconic visual mediators for more complicated problems. The use of language to engage in self-discursive activity during problem-solving was found to be key for successful visualization.

Teacher self-efficacy sources during secondary mathematics initial teacher education

This one-year phenomenological study focuses on exploring sources of teacher self-efficacy (TSE) among pre-service secondary mathematics teachers during their initial teacher education. The findings of the study shed light on the significance of enactive, social and affective sources of TSE, and suggest the need to broaden the understanding of these sources. They also emphasize the need to explore previously unexamined aspects of TSE, in order to gain a more comprehensive understanding of this important construct in the field of education. Furthermore, the study highlights the importance of considering factors beyond just mathematics teacher knowledge when considering mathematics teacher professional learning.

Creating learning environments with origami: Experiences of pre-service mathematics teachers

Creating learning environments with origami: Experiences of pre-service mathematics teachers

Research Trends Mathematics Concepts on Pre-Service Mathematics Teachers: A Bibliometric Analysis Using Vosviewer From 2017 To 2022

Preparing qualified teacher candidates also helps to create a sustainable education system, therefore, the preparation of teacher candidates should be a priority for any education system that wants to achieve success and sustainability. Some research on prospective mathematics teachers has developed rapidly. This study aims to investigate: 1) what is the performance analysis of publication and citation-related metrics and their trends from pre-service teacher mathematics studies, and 2) what is the science mapping and network analysis of citation analysis, authorship partner analysis, and word partner analysis from pre-service teacher mathematics studies. A research method is a bibliometric approach using the Scopus database with two search keywords namely "pre-service teacher" and "mathematics concepts". A total of 181 documents related to the two keywords were distributed in the range of 2017-2022. Data analysis was done by performance analysis, science mapping, and network analysis using Publish or Perish and VOSviewer software. The results showed that publications related to the study of "pre-service teacher mathematics" with 337 citations from 118 documents. Research on "pre-service teacher" and "mathematics concepts" has grown rapidly in the last five years, Visualization Network co-authorship emergence is Suryadi from Indonesia. While the occurrence of keywords (co-occurrence) often appears among others teacher knowledge, concept map, professional development, stem education, and content mathematics. but there is still a gap for us to make new research as a development of previous research in the development of quality pre-service mathematics teachers.

Promoting pre-service teachers’ professionalism in steam education and education for sustainable development through mathematical modelling activities

To successfully solve the complex challenges facing us in the 21st century, people with expertise in the science, technology, engineering, arts and mathematics (STEAM) fields and other fields are needed, especially for their interdisciplinary way of thinking and working. These competencies should be learned in school, which first implies teacher education to that effect. In this article, a detailed theoretical reflection on the connections or overlapping areas between STEAM education and the dimension of sustainability in a model-like way is presented. It is also argued that mathematical modelling can be a possible instrument for promoting pre-service teachers’ professionalism in STEAM education and education for sustainable development (ESD). Based on authors’ developed model of this theoretical framework, an ESD-modelling seminar was created for pre-service mathematics teachers in which they also worked on that ESD and STEAM-based modelling problems. In the written reflections on the seminar, which were used as the survey instrument within the conducted empirical study, the teachers presented their subjective views on the connection between modelling and ESD. Based on an evaluation of these written reports by type-forming qualitative content analysis, three teacher profiles for handling ESD within mathematical modelling were developed. These types of teachers illustrate a strong awareness of promoting STEAM and ESD through modelling activities in their upcoming teacher life.

Transformation of preservice mathematics teachers' teacher identity orientations through a video club

Transformation of preservice mathematics teachers' teacher identity orientations through a video club

Pre-service Mathematics Teachers Online Teaching Training Using Authentic Learning Activities: It’s Effect on Their Online Teaching Self-Efficacy

Pre-service Mathematics Teachers Online Teaching Training Using Authentic Learning Activities: It’s Effect on Their Online Teaching Self-Efficacy

Contextualizing the Mathematical Knowledge for Teaching Framework for teachers of Emergent Bilinguals

We are amid a rapid demographic shift, with Emergent Bilinguals (EBs) being the fastest growing K-12 student population. This has created an ambitious goal for teacher education programs as they must prepare mathematics pre-service teachers (PSTs) to assess the needs of EBs. As a response, this study conducted a qualitative analysis of 16 PSTs to propose a contextualized version of the Mathematical Knowledge for Teaching (MKT) framework as an emerging knowledge base of teaching that can be used to further guide the planning and enactment of teacher education programs in the mathematics education of EBs, specifically.

Pre-service mathematics teachers’ understanding of vector

Vector is an important concept in mathematics. Pre-service mathematics teachers explore vector concepts in several courses. This concept is also related to various concepts in mathematics. The purpose of this study is to describe the pre-service mathematics teachers' understanding of vectors. This research is non-experimental research with a descriptive design. 67 pre-service mathematics teachers are participants in this study. Data were collected by survey method using the Test of Understanding of Vector instrument. Data analysis was carried out quantitatively using descriptive and inferential statistics. The descriptive statistics used are the average, maximum, minimum, and standard deviation. The inferential statistics used are t-test statistics. The results showed that in general, the pre-service mathematics teachers' understanding of vectors was in the medium category. The results also show that there is no difference in understanding of vectors between male and female pre-service mathematics teachers. However, in the two concepts, namely "unit vector" and "scalar multiplication" there are significant differences between males and females.

The Use of Virtual Reality, Augmented Reality, and the Metaverse in Education: The Views of Preservice Biology and Mathematics Teachers

This research aims to analyse the views of preservice biology and mathematics teachers regarding the use of virtual reality (VR), augmented reality (AR), and the metaverse in education. The participants of the research consist of 24 pre-service biology and mathematics teachers. The views of preservice teachers on the use of VR, AR, and the metaverse in education were analysed on the benefits of using VR, AR, and the metaverse in education, with what subjects/modules they can be best associated, and what would be needed to make it most effective. The preservice biology and mathematics teachers demonstrate that the utility of VR, AR, and the metaverse in education is beneficial for increasing the quality of learning and improving the existing teaching methodologies. Preservice teachers believe that these technologies are effective for teaching subjects that require more visual material, such as organs, cells, ecosystems, geometry, and the geometry of space or solid bodies. Moreover, the preservice teachers draw attention to the need for infrastructure and well-informed individuals (students, preservice teachers, teachers) for VR, AR and the metaverse. The results provide value for pre-and in-service training, teacher training and designing the teaching environments for the future.

학교현장실습학기제에서 예비 수학교사의 경험 탐구

This study examined the experiences of secondary pre-service mathematics teachers in the first pilot operation of the school practicum semester system and sought implications for the enlargement of the system. The education trainees who participated in the study were three female students in the 4th year of the Department of Mathematics Education at the time of the research, and conducted a school practicum for 19 weeks. The data used in the study include mentoring data from trainees and advisors, records from the midterm evaluation meeting, satisfaction survey data from the final evaluation meeting, and focus group interview data after practicum. The results of this study were divided into three categories: experiences through school practicum (curriculum guidance, school educational activities, student guidance, assessment, training, and work), learning from school practicum (class design and implementation, teaching aptitude, understanding students), and difficulties (simultaneous college classes, preparation for school classes, class discontinuity, and preparation for Teacher Qualification Test). Finally, practical suggestions for the enlargement of the system are discussed.

The development and validation literacy scale for pre-service mathematics teachers

The 21st century is an era in which education determines the future of society. The relevant theoretical research on core literacy is mainly carried out around students, and the research on the core literacy of pre-service mathematics teachers in ethnic areas has not yet begun. By consulting literature and existing mature questionnaires, combined with pre-service mathematics teachers' characteristics in ethnic areas, a "core literacy scale of pre-service mathematics teachers in ethnic areas" was compiled. Taking 412 pre-service mathematics teachers in Guangxi, China as the research object, using SPSS22.0 and AMOS24.0 to carry out project analysis, exploratory factor analysis, and confirmatory factor analysis on the data, the scale was revised accordingly, and the formal scale contains knowledge There are 3 dimensions of, ability, character, and the corresponding 9 factors. The scale compiled has good reliability and validity. It can be used as an effective tool to measure the core literacy of pre-service mathematics teachers in ethnic areas, and it also provides a basis for in-depth research on the current situation and strategies of training the core literacy of pre-service mathematics teachers in ethnic areas.

Sustainable Development Education for Training and Service Teachers Teaching Mathematics: A Systematic Review

This study conducted a systematic review following the guidelines of the PRISMA statement, with the aim of analyzing the scientific production on Education for Sustainable Development (ESD) in in-service and pre-service mathematics teachers. Out of 211 articles identified in the indexed databases, WOS, SCOPUS, and SciELO, 16 were selected for an exhaustive analysis. It was determined that this topic is still in the process of development, focusing on aspects such as learning content, pedagogy, and the learning environment. Most studies employed qualitative methodologies. Contextualization in sustainability is the most advanced competency. The results highlight the importance of continuing to investigate and develop effective strategies to integrate ESD in the continuous education and training of mathematics teachers. It is essential to address the development of competencies in ecological and mediational facets, ensure solid knowledge of mathematical content, employ adequate pedagogical strategies, and understand the relationship between the environment and mathematics. These findings offer insights into the prevailing trend of integrating ESD into mathematics education through ESD elements and didactic competencies, as evidenced by recent studies involving both practicing and pre-service teachers. This understanding may promote the enhancement of the quality of mathematics education practices within this domain.

ROLE OF CONTEXT IN STATISTICS: INTERPRETING SOCIAL AND HISTORICAL EVENTS

Recent educational reforms include a vision of integrating reflective practice and contextual consideration into statistics education. Yet, statistics courses are rarely taught in a way that connects the data-enriched world to the educational experiences of learners. This deficiency highlights the need for statistics teaching courses to be aligned with the endeavors to equip pre-service mathematics teachers (PMTs) with skills needed in a data-enriched world. The data for the case study reported in this paper were collected from a newly developed statistics teaching course implemented at a university in Turkey. The aim of the research was to explore how seven PMTs used their context knowledge of data to examine statistical information critically. Researchers collected and analyzed videos of classroom activities, PMTs’ written work, and their written Google Blogger reflections. Results suggested the PMTs’ evaluation of examined historical events shifted from an emphasis on personal knowledge and experiences to the use of statistical reasoning and contextual knowledge. Context helped them understand the story reflected in the data, revise their initial perceptions or understanding of the events under examination, and pose further statistical inquiry questions.

Creative Thinking Level of Students in Posing Conditional Probability Problems

Mathematical creativity provides space for students to express their ideas. Hence, the mathematical activities should support their ability to pose and solve problems. However, students are not used to them and have difficulty in proposing and solving creative problems. The ideas proposed are in the form of problem-posing with free situational and semi-structural types and their solutions. This study aims to describe the level of creativity of students in problem-posing and problem-solving conditional probability problems. The research method used was qualitative, and participants were 35 second-year preservice mathematics teachers. The result indicates that, in posing a free situational type problem, students were generally at level 3 (creative) while, in posing a semi-structural problem, students were generally at level 0 (not creative). Although, the students in each type of problem-posing task were at the category of level 4 (very creative), level 3 (creative), level 2 (quite creative), level 1 (almost creative), and level 0 (not creative). This shows that there is a need for habituation for students to pose and solve problems, especially those that are related to semi-structural type problems.

중등 예비수학교사가 경험한 학교현장실습에서의 원격수업에 대한 내러티브 탐구

Objectives This study explores te experience of distance learning in practicum of seoncdary pre-service mathmatics teachers. The future of distance learning and the system for the effective practicum within and without the school field were discussed.
 Methods Three of fourth-grade students of the mathematics education department attending a local university were selected as research participants, and data collection and interviews were conducted. Data were collected for two months from October 2021, and interviews were conducted either directly with the research participants or using Zoom.
 Results The distance learning experienced by the secondary pre-mathematics teacher was insignificant, and the secondary pre-service mathematics teachers experienced difficulties due to the lack of interactive communication with students in distance learning at school, unskilled time arrangement and document implementation, and the gap of class participation among students. In addition, it was found that the practicum serves as an opportunity for secondary school pre-service mathematics teachers to improve the difficulties and problems they experienced.
 Conclusions Based on these findings, it was discussed that the advantages of distance learning should be maximized in the school field and the up-coming system of practicum, the gap of the quality of experience in practicum caused by differences between practical schools should be minimized, and the ability of pre-service mathematics teachers using technology in class should be improved.

How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study

Students' belief that abilities are unchangeable (fixed mindset) can hamper learning. Teachers should thus be able to recognize such problematic beliefs. We explored whether teachers' skills to notice students' fixed mindset were related to teachers' knowledge about learners' beliefs, teachers' mindset, and their experience. Our sample included pre-service and in-service mathematics teachers (N = 112). Noticing (i.e., attending and interpreting) was measured with text scenarios. Results indicate that knowledge supported noticing, especially interpreting, whereas teachers’ growth mindset was unrelated to noticing. Experience was associated with less declarative knowledge and, in turn, with less noticing.

Strategies of Pre-Service Mathematics Teachers when Articulating Representations of a Function

Background : Several investigations have shown the difficulties that pre-service mathematics teachers present in articulating the elements of a function, in particular, its different representations. Objective : To analyse pre-service mathematics teachers’ articulation of semiotic representations and partial meanings of the notion of function. Design: This research uses qualitative design. Setting and participants : The respondents’ sample comprised 37 pre-service mathematics teachers from a Chilean university. Data collection and analysis : To collect the information, interviews were applied based on the answers given by the pre-service teachers when solving problem situations that involve functional relationships, of which they had to produce and connect their representations, both with conceptual elements and with the sociocultural context. The information was processed using the content analysis technique. Results: The results show a good state of development of the mathematical dimension of the participants’ didactic-mathematical knowledge. Regarding didactic knowledge, while some managed to articulate the partial meanings of function and the representations produced adequately, others show limitations, by not putting at the service of mathematical knowledge the knowledge with which they can potentially carry out teaching situations, establishing few connections between the elements of the representations produced, with corresponding conceptual and sociocultural elements. Conclusions: There is a need for implementing strategies that allow pre-service teachers to articulate partial meanings and representations of a function with conceptual and sociocultural elements that leads them to envision potential teaching activities of this concept.