Professional Development Of Mathematics Teachers Research Articles

Senior High School Mathematics Teachers’ Perceptions and Use of Continuous Assessment

This study sought to ascertain how Senior High School mathematics teachers perceived Continuous Assessment (CA) and used CA scores. It also explored relationships between teachers’ perceptions of CA and their use of CA scores as well as the difficulties mathematics teachers faced administering CA. One hundred sixty (160) Senior High School mathematics teachers from two districts in the Central Region of Ghana participated in the study. Questionnaires were administered to the research participants in 16 Senior High Schools (SHSs) across the two districts. The data collected was analyzed, using both descriptive and inferential statistics. The results from the study revealed that the participants perceived CA primarily as a means of generating grades and providing feedback. The majority of the participants used their students’ CA scores for the purpose of generating end-of-term grades. Teachers’ teaching experience and professional status were found to have effect on their perception of CA and the use of CA scores. A strong positive correlation was found to exist between teachers’ perception and their use of CA as well as their teaching experience and the use of CA scores. The implications of the findings for policy and continuous professional development of mathematics teachers have been provided.

An Approach to the Teacher Educator’s Pedagogical Content Knowledge for the Development of Professional Noticing in Pre-Service Teacher Education

This study endeavors to illustrate how research on the professional development of mathematics teachers can help to enhance and nurture the professional knowledge of mathematics teacher educators (MTEs), thus becoming a potential source of professional growth for MTEs. To achieve this, a professional task was administered to 38 prospective secondary teachers from two Spanish public universities to explore their level of development in professional noticing. Specifically, the study focused on their skill of attending to children’s strategies in relation to transformations between semiotic representations as well as their awareness of the role of the semiotic register in task design. Drawing from the responses provided for the task, we offer a range of insights regarding expected or desirable Pedagogical Content Knowledge (MTEPCK) aimed at fostering the development of professional noticing, such as several challenges to be overcome by pre-service teachers or the identification of three potential levels of progression in their skill to attend to children’s strategies.

The Understanding of Effective Professional Development of Mathematics Teachers According to South Sudan School Context

This paper aims to provide an understanding of effective professional development (PD) for mathematics teachers according to the context of South Sudan schools. Hunsicker’s (2011) checklist of effective PD was taken as a framework. The framework has five characteristics—supportive, job-embedded, instructional focused, collaborative, and ongoing—and these five characteristics have been used for shaping the study. Interviews were designed and administered to educational officials, principals of two schools, and six sampled mathematics teachers, patterning their understanding about effective PD of mathematics teachers in the South Sudan school context. The analysis showed that the types of PD that exist in the South Sudan school context include the preparation of a lesson plan and the scheme of work for novice teachers, a weekly professional participation of teachers within their working hours, and informal dialog and guidance among peers. In addition, some unqualified teachers are sent to teacher training institutions during holiday times, which can be regarded as a kind of in-service and continuous PD. Our findings are that most of the participants do not have a clear view of what effective PD means. The participants mentioned aspects that can be seen as parts of effective PD according to the literature, but none of them had a holistic or explicit understanding. There is a need to engage those stakeholders to work deeply on aspects of effective PD if a meaningful improvement in student learning is to happen in classrooms.

Correlation between STEM Knowledge and STEM Teaching Practice: A Study of Mathematics Teachers' Professional Development

This research aims to investigate the relationship between mathematics teachers' knowledge of STEM (Science, Technology, Engineering, and Mathematics) education and their teaching practice in schools during a STEM professional development program. The study involved 34 Indonesian mathematics vocational high school teachers enrolled in the STEM professional development program. Tests and reports on STEM teaching practices served as data sources for this study. Our finding shows a positive correlation between mathematics teachers' STEM knowledge and how they facilitate STEM project-based learning for their students. We discuss two different points of view to interpret this result. Furthermore, we suggest the need for further research to develop sustainable efforts in strengthening the STEM education interdisciplinary approach for the professional development of mathematics teachers.

Examining Indonesian Pre-Service Teachers’ Beliefs on the Nature of Mathematics

Introduction. Beliefs about the nature of mathematics influence a teacherʼs mindset and, as a result, the way he or she teaches in the classroom. Several studies have been conducted in this area, but they have rarely focused on pre-service teachers. The implication is that the instruments used to measure these beliefs must be modified. This study aims to refine and validate a scale to measure pre-service teachersʼ beliefs about the nature of mathematics and to determine the demographic analysis results that influence these beliefs. Materials and Methods. A scale development study was adopted to achieve the objectives of this study. The participants were 410 pre-service teachers from undergraduate programs at one University with A (excellent) accreditation in the capital city of Indonesia. We used factor analysis to obtain a valid and reliable instrument. We also used multiple regression analysis to look at the relationships between pre-service teachersʼ gender, academic major, academic level, and mathematical beliefs. Results. This study established a valid and reliable scale that includes three factors that underlie beliefs about the nature of mathematics. One factor is related to the philosophy of traditional mathematics, namely objective, and the other two factors are related to the philosophy of constructivism mathematics, namely relevant and dynamic. Additionally, we discover that the impact of the academic major variable is more significant than the influence of the other variables (gender and academic level). Discussion and Conclusion. Beliefs about the nature of mathematics are central to the professional development of mathematics teachers because these beliefs have an implicit impact or are related to the beliefs, views, conceptions, or attitudes of teachers about teaching and learning mathematics and, in turn, lead to choices and practices carried out in class. Therefore, the beliefs scale developed in our research will allow researchers and/or interested parties to know the extent to which teachersʼ subjective knowledge of mathematics is used to improve these beliefs and lead to more meaningful mathematics practices.

Experiences of a Mathematics Teacher Implementing Micro Learning During Emergency Distance Teaching

Purpose: The aim of this study is to contribute to a better understanding of the effects of digital sources on the works and professional development of mathematics teachers. In line with this aim, the microlearning experiences of an experienced secondary-school-mathematics teacher who is pursuing a Ph.D. in a university, in an e-learning environment is the focus of this study.
 Design/Methodology/Approach: The study design is a narrative analysis. The researcher's diaries and interview recordings were analyzed in this context. The researcher diaries were written by one of the researchers, a PhD student mathematics teacher who took an active role in the practice.In addition, the semi-structured interview recordings with the same teacher are included in the research as data and documents, and they were analyzed in detail. The diaries of the teacher, the researcher, which are kept during the microlearning period and the interviews were analyzed using the content analysis method. Categories and codes were created as a result of the analysis.
 Findings: As a result of the analysis, it was identified that the teacher especially focused on the teachers’ concerns before teaching using microlearning and how these concerns change in time, the process of preparing digital lessons, student observations during the implementation, and changes within herself in diaries and interviews. 
 Highlights: The study has revealed important results in terms of supporting e-learning. It may be recommended to integrate micro learning and micro content into mathematics and other courses. By eliminating the limitations of the research, comprehensive research of qualitative, quantitative, or mixed type can be conducted with more participants.

Professional Development of Mathematics Teachers: Its Impact on Their Classroom Delivery in Ghana

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

(Auto)Biographical Narratives and the Professional Development of Mathematics Teachers who Teach Probability and Statistics

Background: Investigating narratives from the (auto)biographical perspective has expanded the possibilities of research in mathematics education, in the personal and professional aspects of the individuals and their choices during professional development. Objectives: This article aims to analyse (auto)biographical narratives of mathematics teachers who teach stochastics in basic education and their teacher professional development processes. Design: It is qualitative research, from the (auto)biographical perspective. Setting and Participants: The lexical corpus is composed of ten narratives by teachers from the states of São Paulo and Espírito Santo, Brazil, participants of a continuing education course offered in a virtual learning environment. Data collection and analysis: For the textual and lexical analysis of the content, the IRaMuTeQ software and its respective analysis resources were used: word cloud technique, similarity analysis and the descending hierarchical classification (DHC). Results: From this analysis, four thematic categories emerged: initial education, professional challenges, school practice, and continuing education. Conclusions: We concluded that school practice is directly related to initial education and the challenges the mathematics teacher faces. Second, only by reflecting on their practices can the teacher be convinced of their need for updating in continuing education.

Professional Development of Mathematics Teachers’ Pedagogical Content Knowledge in Teaching Basic Algebra

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.

Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations

eaching the concept of fractions to students stays challenging, yet representations define an effective strategy to overcome such a challenge. Considering the impact of teachers’ knowledge on students’ achievement, this study aimed at portraying mathematics teachers’ knowledge for teaching fractions through representations, precisely, the addition process that remains a prerequisite to other operations. Hence, a purposefully selected sample of novice mathematics teachers was asked to propose a pedagogical activity through which the addition of fractions could be taught to early-age students. Later, their responses were analyzed through the study framework, which was developed by combining the five interrelated constructs of fractions with the types of activities used when teaching the addition of fractions. As a result, teachers’ knowledge was crystallized into three principal categories of utilizing the Part-whole, Measure, and Operator constructs. Furthermore, the related concepts of the unit and proportional equivalence, the fractional unit, including the iteration process, and the connection between addition and subtraction were discussed. Also, manners of representing (1) the added fractions and the result through two distinct models, (2) the added fractions and the result jointly in one model, and (3) only the added fractions emerged. These results provide a foundation for the professional development of mathematics teachers.

Analysis of Tutoring in the Professional Development of STEM Teachers

The aim of this work is to explore the impact of the use of five lenses for the professional development of mathematics teachers in a Practicum environment of a master’s degree in Teaching in Secondary Schools in Spain, based on based on the video-related model and facilitated by a tutor. This qualitative ethnographic study is part of an action research and focuses on two cases of future secondary mathematics teachers who share a university tutor. The results indicate that the application of the lenses in the video-related model produces signs of changes in professional development, both in terms of the notable events noticed by the teachers and in their narrative, and, in addition, promotes self-regulation of training. It should be noted that, throughout this process, the intervention of the university tutor or facilitator is essential. It is concluded that this model can be replicated in other STEM teacher training specializations.

Online Mathematics Education during the COVID-19 Pandemic: Didactic Strategies, Educational Resources, and Educational Contexts

One of the impacts of the COVID-19 pandemic has been restrictions on mobility and thus the closure of schools. This has had consequences on the teaching strategies of primary mathematics educators who were not familiar with online education. Most schools in Chile have adopted virtual and hybrid classes to continue educational processes. From a quantitative approach with a sample of n = 105 primary school educators and through an online survey, we analyzed how educators implemented the mathematics curriculum during the pandemic using various didactic strategies and educational resources, as well as their respective contexts. The results show that there is a relationship between the level of technical knowledge of teachers, the years of experience, and the types of teaching strategies they use. Likewise, differences were found between educators in rural and urban sectors according to the use of teaching strategies and the types of educational resources used. Regarding the didactic strategies, it is shown that the emerging strategies most used are metaphorical and analogical, whereas in traditional strategies the automation of procedures is imposed. The implications for practice include suggestions and guidelines for improving the training and professional development of mathematics teachers including increasing and strengthening the number and quality of teachers’ didactic strategies and online pedagogical management skills and promoting metacognition through virtual forums. Finally, we discuss the context of the use of didactic strategies in mathematics during the pandemic, analyzing its challenges and opportunities.

Deskripsi Pengembangan Keprofesian Berkelanjutan Guru Matematika

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).

Teaching mathematics in post-Apartheid South Africa: the perspectives of teachers of black students

ABSTRACT Using a critical race theoretical lens, we examine how South African secondary mathematics teachers of Black students characterised their preparation in the post-apartheid era, how they portrayed good mathematics instruction, and what challenges they identified as barriers to becoming a good mathematics instructor. We found that teachers characterised their preparation in terms of their students’ achievement, often talked about the importance of teaching their students mathematical skills and procedures, identified challenges associated with using English as the language of instruction, and engaged in student blaming. Implications from this study include prioritising quality professional development for mathematics teachers of Black students that focuses on developing teachers specialised mathematical knowledge. Professional development should also strengthen South African mathematics teachers’ abilities to teach the mathematics register in English and support teachers to examine the detrimental effects of student blaming.

Impact of Transformative Leadership Practices of Educational Supervisors on the Sustainable Professional Development of Mathematics Teachers

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

Integrated professional development for mathematics teachers: A systematic review

Integrated professional development for mathematics teachers: A systematic review

Predviđanje prihvatanja upotrebe računara na tradicionalnom i inovativnom nivou u nastavi matematike u Srbiji

The aim of this paper is to determine whether pre-service and in-service teachers in Serbia accept to use computers in teaching mathematics and to predict their use of computers at traditional and innovative levels. Research to date has shown that teachers' intention to use computers in their lessons has the greatest impact on their readiness or acceptance to use them. In this research we used the technology acceptance model to examine the predictors of intention, expanded with external variables taken from relevant theories and adapted for mathematics instruction. The following predictors of intention were examined: respondents' attitudes towards computers, their experience with computers in terms of the relative easiness or difficulty of use, their opinions regarding the usefulness of computers, technological-pedagogical familiarity with the content of mathematics, subjective norm and technological complexity. The analysis of modelling using structural equations, conducted on the sample of 228 in-service and pre-service teachers of mathematics, showed that the proposed model is appropriate and that the given variables are important predictors of teachers' intention to use computers at both traditional and innovative levels in mathematics instruction. On the other hand, the findings indicate that there are differences among in-service and pre-service teachers in terms of the importance of direct and indirect predictors. The technological-pedagogical knowledge of the mathematics content is the dominant predictor of the intention to use computers at all levels, with the exception of the in-service teachers' innovative use of computers. Their intention to use computers in an innovative way is primarily conditioned by their attitudes towards computers. Based on the research results, we offer recommendations for professional development of mathematics teachers, as well as implications for pre-service teachers' education.

Scientific and Methodological Support for Teachers in the Context of Gamification in Mathematics Study in the Russian System of Additional Education

The relevance of this study is due to the practical significance of the issues of using game mechanisms in the process of teaching mathematics, the lack of research into the issues of symbiosis of game and didactic technologies in mastering complex mathematical knowledge, the need to search for effective technologies to establish how they affect the development of students and the formation of a modern style of thinking. The analysis of global trends and practices of introducing elements of gamification into the education system has shown that the mastering of complex knowledge and patterns of mathematical activity, the solution of problem areas of mathematics at different levels of learning and complexity is carried out by a complex of mathematical and information methods without the integration of game elements. It has been substantiated that gaming technologies in combination with the informatization of mathematical activity give a powerful motivational charge to the study of mathematics, actualize the processes of self-organization of cognitive activity, and contribute to the development of a probabilistic style of thinking. The purpose of the study is to provide a theoretical substantiation and effective methodological support for the process of professional development of mathematics teachers in the context of gamification in mathematics study with the effect of developing a probabilistic style of thinking. The authors have developed an arrangement mechanism and determined the content of scientific and methodological support for teachers working in the constituent entities of the Russian Federation to provide additional educational services in the context of gamification in education. The developed materials, in particular, include evaluative case tests for identifying competence deficiencies in teachers, which ensure the formation of a probabilistic style of thinking based on gamification processes by managing the information saturation of the motivational field of learning. In addition, the authors proposed an additional professional education program for teachers, Mathematics in Gaming Activities (Business, Didactic and Intellectual Games) , and developed new forms of certification and assessment materials (gamification-based didactic solutions and effective practices). Using the concept of gamification, it was possible to demonstrate the activation of cognitive and motivational structures, in particular, the effective development of a probabilistic style of thinking in the process of mastering complex mathematical knowledge through its adaptation to school mathematics. The results of the study allow making it possible to bring the process of teaching students and developing their personalities to a modern qualitative level using current achievements in the field of digitalized education.

Interactional production of deficit talk in a professional development for mathematics teachers

Interactional production of deficit talk in a professional development for mathematics teachers

Network Community as a Resource for Supporting the Activities of Mathematics Teachers in the Context of COVID-19

The process of professional development in the information society is associated with the constant updating of organizational forms of interaction and the provision of conditions for the continuous professional development of a modern teacher. The transition to remote interaction of subjects of the educational process in the conditions of COVID-19 has significantly complicated this process. High demands were placed on the level of IT competencies of the teacher, related to the provision of the educational process in the conditions of using distance technologies and e-learning. The teacher has faced with complex professional tasks. At this stage, network communities have become a key resource for supporting the teacher's professional activities. The review of scientific and pedagogical publications on the research topic determines the basis of the article. The paper attempts to clarify the concept of "network professional community to identify the key capabilities of the "network professional community to identify the levels of effective interaction and constructive work, as well as to determine the optimal conditions for professional development in the conditions of remote interaction of the subjects of the educational process. The generalization of the regional experience of the network community is aimed at the formation of strategic directions in the formation of a continuous system of professional development of mathematics teachers in the information society, to determine the effective conditions for the organization of professional interaction in the network structure. Based on the results of monitoring the work of the network community of mathematics teachers, the authors identified active forms of professional interaction and relevant topics for professional development. The paper defines the structural components of the model of continuing education in the context of the network community of mathematics teachers, as well as the key characteristics of the network professional community at the regional level.