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Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
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- Computer assisted mathematics instruction (1)
- Curriculum change (1)
- Dynamic mathematics software (1)
- Exit examination (1)
- ICT (1)
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- ICT integration (1)
- Indigenous students (1)
- Interviews (1)
- Mathematics (1)
- Mathematics teacher (1)
- Mathematics teaching (1)
- Middle level (1)
- Pedagogic content knowledge (PCK) (1)
- Pre-service teachers (1)
- Pre-service teachers; pedagogical content knowledge; knowledge of students; variable-equality-equation concepts (1)
- TPACK (1)
- Teacher development (1)
- Teacher perception (1)
- Teacher self-efficacy (1)
- Teacher training (1)
- Teachers’ professional learning (1)
Articles 1 - 6 of 6
Full-Text Articles in Science and Mathematics Education
The Effect Of Dynamic Software On Prospective Mathematics Teachers’ Perceptions Regarding Information And Communication Technology, Enver Tatar
Australian Journal of Teacher Education
The aim of this study was to determine the effect of dynamic software on prospective mathematics teachers’ perception levels regarding information and communication technology (ICT). The study was conducted with senior prospective teachers studying in a department of secondary mathematics education. The data of the study used both quantitative and qualitative research approaches have been obtained using two different tests, namely “Technology Perception Scale” and “Computer Assisted Mathematics Instruction Perception Scale”. Consequently, it has been observed in the study that learning how to use dynamic software positively affects prospective mathematics teachers’ perception levels in a statistically significant way regarding the …
The Fitzroy Valley Numeracy Project: Assessment Of Early Changes In Teachers’ Self-Reported Pedagogic Content Knowledge And Classroom Practice, Lorraine Jacob, Andrew Mcconney
The Fitzroy Valley Numeracy Project: Assessment Of Early Changes In Teachers’ Self-Reported Pedagogic Content Knowledge And Classroom Practice, Lorraine Jacob, Andrew Mcconney
Australian Journal of Teacher Education
The Fitzroy Valley Numeracy Project (FVNP) was designed to improve numeracy outcomes for Indigenous students by developing a systematic, co-ordinated approach to teaching primary school mathematics. In this study, using early project data, we examine FVNP teachers’ self‑reported pedagogic content knowledge and classroom practice from initial and follow up questionnaires, as well as interviews from case study teachers. After the first FVNP year, teachers reported being better able to plan focused mathematics lessons and to monitor student learning. On the other hand, teachers also felt less able to make mathematics explicit to students and their confidence in providing engaging activities …
Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish
Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish
Australian Journal of Teacher Education
In 2010, the Australian Commonwealth government initiated an $8m project called Teaching Teachers for the Future. The aim of the project was to engage teacher educators in a professional learning network which focused on optimising exemplary use of information and communications technologies in teacher education. By taking part in this network, participants were afforded opportunities to transform their practice through a range of localised initiatives that applied information and communications technologies to the art and science of teaching and learning. One of these initiatives involved re-engineering a university mathematics unit targeted at pre-service teachers. Information and communications technologies were purposefully …
Middle Level Mathematics Teachers’ Self-Efficacy Growth Through Professional Development: Differences Based On Mathematical Background, Tara Stevens, Zenaida Aguirre-Munoz, Gary Harris, Raegan Higgins, Xun Liu
Middle Level Mathematics Teachers’ Self-Efficacy Growth Through Professional Development: Differences Based On Mathematical Background, Tara Stevens, Zenaida Aguirre-Munoz, Gary Harris, Raegan Higgins, Xun Liu
Australian Journal of Teacher Education
Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers’ self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such …
Teachers’ Perceptions On The Changes In The Curriculum And Exit Examinations For Biology And Human Biology, Mirko Krüger, Mihye Won, David F. Treagust
Teachers’ Perceptions On The Changes In The Curriculum And Exit Examinations For Biology And Human Biology, Mirko Krüger, Mihye Won, David F. Treagust
Australian Journal of Teacher Education
In the age of educational accountability, national and state-wide measures are assumed to secure and improve the educational quality. However, educators often wonder how much a new accountability measure may improve the actual teaching and learning practices when the agents of change (teachers) are not active participants of such educational reform. Nevertheless, in Australia, the National Curriculum is rolling in for the first time for K-10 school education in 2012-13. In Western Australia, the new Western Australian Certificate of Education (WACE) system with new compulsory exit examination requirements has been implemented recently for Years 11-12. In this study, using the …
Pre-Service Mathematic Teachers’ Knowledge Of Students About The Algebraic Concepts, Dilek Tanisli, Nilüfer Yavuzsoy Kose
Pre-Service Mathematic Teachers’ Knowledge Of Students About The Algebraic Concepts, Dilek Tanisli, Nilüfer Yavuzsoy Kose
Australian Journal of Teacher Education
This study aims at evaluating pre-service primary school mathematics teachers’ ability to discuss and question thinking processes of students about the concepts of variable, equality and equation, analyzing their ability to predict student difficulties and misconceptions, and in this respect presenting their subject matter knowledge and possible misconceptions on the related topic. The study was conducted with 130 the pre-service teachers in their fourth year studying elementary school mathematics teaching. The data were collected through a questionnaire that consists of open-ended questions and clinical interviews. The data obtained were analyzed qualitatively. The study found that in general the pre-service teachers …