Mathematics Teacher Preparation Research Articles

Pelatihan Penggunaan Software Geogebra Bagi Guru MTSN 2 Bengkulu Tengah

The proposed Community Service (PKM) is "Training and Assistance in Using Geogebra Software for MTsN 2 Central Bengkulu Teachers. This activity is carried out in order to prepare mathematics teachers' knowledge about mathematics software with the Merdeka curriculum and with the rapid development of digital information technology which is starting to enter education World. On this basis, teachers are also required to improve their abilities in the IT field in an effort to support an effective learning process in the current digital era. PKM activity partner at MTsN 2 Central Bengkulu. Teachers at these schools will be given training in using Geogebra software. The specific target to be achieved in this PKM is that mathematics teachers at these partners are able to operate Geogebra software and make Geogebra a learning medium and are able to operate computers as a learning medium so that facilities such as computer labs and others can be used by all teachers at MTsN 2 Central Bengkulu.

Preparation of Future Teachers of Mathematics for the Development of Logical Thinking of Students

There is a great contradiction between the need for specialists in the modern education system who are ready to develop students ' logical thinking, and the discrepancy between the level of training of future teachers in the process of studying at universities. Based on a survey of the teaching staff, it was found that future mathematics teachers are not systematically trained in logical thinking of students (85.8% in the responses of teachers). In particular, the problem under study has not yet been sufficiently studied in the psychological and pedagogical literature: a) the conditions and system of logical thinking of students are poorly developed; b) an exhaustive model of preparation for logical thinking has not been developed. The goal of developing students ' logical thinking is: cognitive truth; formation of the correct system of cognitive techniques and methods. This is due to the fact that logic is a collection of knowledge about the forms and laws of abstract thinking in the knowledge of the world. Therefore, this article discusses the preparation of future mathematics teachers for the development of logical thinking of students.
 
 Received: 17 August 2023 / Accepted: 21 February 2024 / Published: 5 March 2024

Developing a Guide for a Mathematics Teacher Preparation Program: An Evaluation Study

This study aims to evaluate and develop the mathematics teacher preparation program at the College of Education in Sohag, utilizing a set of national and international standards. The primary objectives include diagnosing the current state of the program, establishing clear goals, standards, and skills for mathematics teacher preparation, and identifying strengths and weaknesses. The evaluation results highlight notable strengths, such as the presence of experienced faculty members with diverse backgrounds and the program's success in fostering positive attitudes towards the teaching profession. Additionally, the availability of various laboratories enhances students' academic and professional readiness. However, the study also identifies important weaknesses, including a traditionalist approach that fails to keep pace with current advancements. The objectives and standards of the program are found to be unclear and general, lacking specificity in the desired skills and competencies for teacher preparation. The study further reveals a lack of comprehensive descriptions and objectives for academic courses, insufficient emphasis on incorporating educational innovations into the curriculum, and a weak connection between the scientific content of the program and practical teaching applications. Additionally, the evaluation methods employed in the current program are deemed in need of development and diversification, as they primarily focus on rote memorization rather than measuring deeper understanding and application of knowledge. The creation of a comprehensive guide for the "Mathematics Teacher Preparation Program" underscores the crucial role of teachers as fundamental elements in the educational process. The guide has been meticulously developed using scientific methods, aiming to address a gap in the internal regulations of the College of Education in Sohag. It serves as a valuable resource for all individuals involved in the preparation of Mathematics Division students at the college, particularly those who will graduate and embark on careers as mathematics teachers. The guide presents the methodological components of mathematics teacher preparation in a manner that reflects systemic thinking, ensuring a cohesive and well-rounded approach to training future educators in the field of mathematics

Review of research on microteaching in mathematics teacher education: Promises and challenges

Microteaching has been viewed as a professional development tool that gives pre-service teachers the chance to strengthen their teaching skills. This paper presents an overview of the research on microteaching in mathematics teacher education, noting its prospects and challenges while also making recommendations for modifications to its application. A thorough analysis of 28 empirical papers on microteaching in mathematics teacher preparation that were published between 2000 and 12 May 2023, was conducted. Findings demonstrate that microteaching is an effective approach for enhancing pre-service teachers’ core mathematics teaching skills. It is suggested that microteaching, which begins in a laboratory setting with the development of essential teaching skills, should not end there; it should give trainee teachers an opportunity to learn and practice in a real classroom context. Microteaching activities require more time, more supervisors, and more resources to function at its maximum capacity. Technology has also demonstrated greater promise when it comes to enhancing microteaching’s position in facilitating the development of pre-service mathematics teachers’ instructional skills.

A proposed program for preparing mathematics teachers in colleges of education in the light of the state plan for sustainable development 2030 and its impact on the development of future thinking

A proposed program for preparing mathematics teachers in colleges of education in the light of the state plan for sustainable development 2030 and its impact on the development of future thinking

The readiness of IR4.0: Morality and technology integration among mathematics teachers

<abstract> <p>The rapid advancement of technology in the era of the Fourth Industrial Revolution presents both opportunities and challenges for education, particularly in the field of mathematics. As teachers incorporate technology into their instructional practices, it is crucial to examine the role of morality in shaping their approach and the subsequent impact on readiness to face the demands of this transformative era. This study investigates the effect of morality as a mediator between teachers' use of technology in mathematics education and readiness for the Fourth Industrial Revolution. The study adopted a quantitative research design, involving a sample of mathematics teachers from Malaysia and Indonesia. The findings found that the impact of technology use on the readiness for IR4.0 among mathematics teachers in Indonesia and Malaysia was found not statistically significant, but it significantly influences morality, suggesting that morality full mediates the relationship between technology use and readiness among mathematics teachers in Indonesia and Malaysia. This study contributes to understanding of how technology integration and moral values intersect in preparing mathematics teachers for the readiness of IR4.0. These insights can inform the development of effective strategies, policies, and interventions to equip teachers with the necessary skills and ethical frameworks to thrive in the digital age.</p> </abstract>

Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers post the COVID-19 pandemic

During the COVID-19 pandemic, teacher preparation programmes faced significant challenges as many universities transitioned to fully online or hybrid instructional models. These sudden shifts drastically decreased the opportunities for teaching in classrooms, which is now a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Thus, in mathematics education, visualisations are still used whenever possible to support teaching, inspire students and feed their need to see abstract mathematical facts. The present study examined the factors that impede the use of Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers during the COVID-19 pandemic, and how CVEs can be effectively integrated post-COVID-19 pandemic. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one Head of Department. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs during the COVID-19 pandemic was hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality, and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes after the COVID-19 pandemic, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods

AbstractThe adequate preparation of future teachers of mathematics is critical, requiring sufficient opportunities to develop both pedagogical skill and content knowledge. Yet, despite new recommendations for mathematics teacher preparation, we know little about the landscape of course-based learning opportunities in US elementary teacher education programs. To what extent do US elementary teacher education programs meet the Standards for Preparing Teachers of Mathematics outlined by the Association of Mathematics Teacher Educators (AMTE) for mathematics content and methods courses? Based on an a priori power analysis, we gathered a random sample of 291 higher education institutions. Within these institutions, we analyzed 736 programs, including Bachelor’s, Master’s, and Credential programs. We found that overwhelmingly US elementary teacher education programs do not meet the aspirations outlined in the AMTE standards, with Master’s and Credential programs and those covering all elementary grades particularly falling short. Potential explanations for these challenges and implications for teacher education program design are discussed.

How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District

How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.

Game-Based Learning and Gamification Technologies in the Preparation of Future Mathematics Teachers

Our paper advocates the preparation of future mathematics teachers for the use of game-based learning and gamification technologies. For this purpose, we created a university course that is dedicated to familiarizing the students with basic concepts of game-based learning and gamification and to conveying direct experience with their use. We support the concept and activities in this course by the positive results of the research on the opinions of 115 students. We hope that the positive results and our description of the course will be an inspiration for the broader incorporation of game-based learning and gamification technologies into the training of future mathematics teachers. Limitations of our research are the research sample, we investigated students’ reactions only at the author’s home university. Therefore, in the future, the research could be done with a broader sample and studying more in detail the students’ beliefs related to game-based learning and gamification before and after the course to get a better view of their development.

Coaching for change: preparing mathematics teachers for technology integration in differentiated classrooms

Coaching for change: preparing mathematics teachers for technology integration in differentiated classrooms

Mathematics Preservice Teachers’ Preparation in Designing Mathematics-Based Programming Activities Rich in Metacognitive Skills

Programming problems enrich the environment of mathematics learning, adding the flavor of technology to these problems. This is especially true when this programming is Scratch based, where Scratch is being used to make students’ learning of mathematics more meaningful. This role of programming in the mathematics classroom points at the importance of preparing mathematics teachers for designing mathematics-based programming problems activities. The present research describes one attempt to prepare mathematics preservice teachers in designing mathematics-based programming problems activities that could be used in the classroom to teach both programming and mathematics concepts. Twenty-three preservice teachers participated in the research, where they worked in eight groups of 2-3 members in each group. Data collected through observations based on video recordings of the sessions in which the preservice teachers discussed with the pedagogical supervisors the designed mathematics activities. The preparation model comprises of five stages related to the educational environment and to the design notions. The results show special importance for the concepts of struggle and devolution in designing this kind of activities, in addition to the concept of equilibrium between the creative and imitative thinking. The results also show the useful application of metacognitive skills when designing the activities, especially when designing the directions given to the students for solving each of the programming activities.

Болашақ математика мұғалімдерін геометриялық салу есептеріне даярлауда «деңгейлеп оқыту» технологиясын қолдану

The article examines the issue of methodological preparation of future mathematics teachers for teaching geometric construction problems, analyzing the educational program "Mathematics Teacher Training" prepared by the University from the subject and meta-disciplinary point of view. Based on the use of "level learning technology" in teaching future mathematics teachers to solve construction problems, students' creativity and research abilities, independent work, abstract thinking, etc. problems of improving methodological training by developing skills are studied. Mastering new technologies of teaching in the field of modern education helps the teacher to develop himself and effectively organize the educational process. The use of new technological methods of teaching increases the level of education of students in accordance with modern requirements. In the given article, the authors analyzed the state programs and concepts, the works of domestic and foreign scientists, the results of an online survey, and interviews conducted with students. 68 studentsofthe mathematics education program were involved in a pedagogical experiment, and the results were shown. As the analysis of the survey shows, after using the "level learning technology" in the lesson, students are recognized from a certain personal subjective point of view, which regulates their cognitive and practical activities. It has been shown that the use of "Level-level teaching technology" in the teaching of structural calculations allows effective and efficient organization of education, and increases the methodological training of future mathematics teachers.

Болашақ математика мұғалімдерін геометриялық салу есептеріне даярлауда «деңгейлеп оқыту» технологиясын қолдану

The article examines the issue of methodological preparation of future mathematics teachers for teaching geometric construction problems, analyzing the educational programs “Mathematics Teacher Training” prepared by the University from the subject and metadisciplinary point of view. Based on the use of “level learning technology” in teaching future mathematics teachers to solve construction problems, students’ creativity and research abilities, independent work, abstract thinking, etc. problems of improving methodological training by developing skills are studied. Mastering new technologies of teaching in the field of modern education helps the teacher to develop himself and effectively organize the educational process. The use of new technological methods of teaching increases the level of education of students in accordance with modern requirements. In the given article, the authors analyzed the state programs and concepts, the works of domestic and foreign scientists, the results of an online survey and interviews conducted with students. 68 students of the mathematics education program were involved in a pedagogical experiment, and the results were shown. As the analysis of the survey shows, after using the “level learning technology” in the lesson, students are recognized from a certain personal subjective point of view, which regulates their cognitive and practical activities. It has been shown that the use of “Level-level teaching technology” in the teaching of structural calculations allows effective and efficient organization of education, and increases the methodological training of future mathematics teachers.

Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice

<p>For individuals to become democratic citizens, they need to be exposed to at least three interrelated elements: collective identity, the privileges of membership, and social rights and benefits. This study investigates how South African universities prepare mathematics teachers for democratic citizenship. Data were generated from six mathematics teacher educators and 75 second- to fourth-year student teachers majoring in mathematics education who were undergoing teacher training at three different universities. Data were gathered through interviews, observations, and document reviews. Thematic analysis was employed to analyse the data. The study findings reveal contradictions with respect to theory and practice within the mathematics education programmes at South African universities. While the programmes contribute to the formation of active citizenry through the development of democratic skills and values, together with the incorporation of social justice issues in mathematics classrooms, they also inhibit and disempower students, given that the offerings emphasize the importance of teaching and testing, as well as the acceptance or rejection of “right” answers. Based on the findings, it is recommended that educators democratise mathematics education classrooms and adopt a humanising pedagogical approach based on care, trust and respect.</p>

Redefining engineering for early childhood educators through professional development

This study examined the impact of an intensive professional development series on early childhood educators’ content knowledge of engineering and their self-efficacy towards teaching engineering. Seventeen early childhood teachers participated and responded to questionnaires, surveys, and focus-group interviews before and after the professional development. The results show that these early childhood educators significantly (1) increased their knowledge of engineering; (2) improved their engineering teaching self-efficacy; and (3) enhanced their confidence level towards teaching engineering for young children. This study is important because it provides an example of an effective approach to enhance early childhood teachers’ preparation in teaching engineering activities for young children. It also sheds light on the urgency to improve overall teacher preparation and continuous education in science, technology, engineering, and mathematics for young children.

Navigating Mathematics Teacher Preparation During A Time of Crisis

In this paper we highlight the experience of a mathematics teacher educator (MTE) and their prospective teachers (PTs) in a middle school mathematics methods course during the 2020 shift to online instruction due to the COVID-19 pandemic. We believe it is valuable to report how the MTE reflected on their instructional decision-making in response to this massive transition to remote instruction. We also report that PTs needed support and guidance to employ new teaching practices they had learned in the methods course instead of reverting to familiar teaching methods.

“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom

As public schools in the United States become increasingly diverse, the need to prepare competent preservice teachers who can teach in culturally diverse contexts is imperative. There is dire need to prepare mathematics teachers who understand the importance of aligning classroom experiences with students’ home cultures to enhance their academic, social, and cultural wellbeing. This study, therefore, was designed to examine how one preservice teacher understood the concept of culturally responsive teaching, and how she later implemented culturally responsive practices in a third-grade mathematics classroom during her student teaching assignment.

THE IMPACT OF UNIVERSITY MATHEMATICS TEACHER TRAINING PROGRAMS ON THE QUALITY OF EDUCATION IN SCHOOLS

In connection with the implementation of the updated content of secondary education in schools of Kazakhstan, the issue of improving the methodological training of future teachers of mathematics in higher education institutions is relevant. Mathematics is able to make a significant contribution not only to the overall development of personality, but also to the formation of character, moral traits, contributes to the development of aesthetic perception of the world. Thus, teacher training universities faced a number of difficulties in teaching mathematical subjects. The effectiveness of the modernisation of Kazakhstan's schools depends on the level of teachers' understanding of the main ideas of innovative processes and their readiness to implement these changes. In this case, the amount of responsibility in training future teachers, in particular teachers of mathematics, will increase. After all, the level of mathematics education and training of a mathematics teacher often determines the level of knowledge of the population and the competitiveness of professionals. Higher education institutions preparing mathematics teachers should therefore pay attention to updating the content of secondary education, i.e. the issue of training future teachers of mathematics at university will be addressed through the development of educational programmes aimed at training teachers in the new format.