Eine Rekonstruktion des Beweises von Theodoros

2021 ◽  
pp. 17-28
Author(s):  
Harald Boehme
Keyword(s):  
Mathematics Education ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
University Education ◽  
Special Focus ◽  
Mathematics Content Knowledge ◽  
School Practice ◽  
And Mathematics

We present ProfiWerk, a professionalization course geared towards pre-service Gymnasium teachers in mathematics, which is part of the preparation for an extended school-internship phase. Since the transition from university education to school practice can come with adverse discontinuity effects – rendering, at worst, university education ineffective – special focus is put on establishing stable connections between both mathematics content knowledge and mathematics education knowledge to the professional demands on mathematics teachers.

scholarly journals Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape

Mathematics ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 137
Author(s):  
Rooselyna Ekawati ◽  
Masriyah ◽  
Abdul Haris Rosyidi ◽  
Budi Priyo Prawoto ◽  
Rully Charitas Indra Prahmana ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Mixed Methods ◽  
Conceptual Framework ◽  
Content Knowledge ◽  
Exploratory Factor Analysis ◽  
Mathematics Teachers ◽  
Sampling Technique ◽  
Mathematics Content Knowledge ◽  
Figural Reasoning ◽  
Object Relationship

Space and shape is one of the geometry topics that should be mastered by students and require proper teachers’ Mathematics Content Knowledge (MCK) for teaching to avoid misconception. This study aimed at developing a constructive conceptual framework as an instrument to examine mathematics pre-service teachers’ MCK on space and shape contents and describing their profile on this topic. The present study used mixed methods, in which the obtained data were analyzed both quantitatively using Exploratory Factor Analysis (EFA) and qualitatively described in nature. The developed MCK instrument was administered to 21 senior Indonesian mathematics pre-service teachers who were in their third year of study which and by a purposive sampling technique. The results showed that the instrument had very good 10 final items with a consistent reliability coefficient of 0.67 and resulted in four factor components, namely, figural representation, area and circumference of object, relationship between properties of objects, and figural reasoning. Of the four factors, figural representation and reasoning factors had mostly been the challenges for Indonesian mathematics pre-service teachers. On the contrary, they performed better in the area and circumference of objects and the relationships between properties of objects. The findings lead to redesigning the curriculum for mathematics pre-service teachers’ learning to accommodate all their challenges.

University Reading and Mathematics Clinics in the Digital Age

2015 ◽  
pp. 135-163
Author(s):  
Sheri Vasinda ◽  
Faryl Kander ◽  
Adrienne Redmond-Sanogo
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Native ◽  
Mathematics Content Knowledge ◽  
Technology Knowledge ◽  
Need Support ◽  
Technology Affordances ◽  
And Mathematics ◽  
Reading And Mathematics

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

University Reading and Mathematics Clinics in the Digital Age

2018 ◽  
pp. 1263-1294
Author(s):  
Sheri Vasinda ◽  
Faryl Kander ◽  
Adrienne Redmond-Sanogo
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Native ◽  
Mathematics Content Knowledge ◽  
Technology Knowledge ◽  
Need Support ◽  
Technology Affordances ◽  
And Mathematics ◽  
Reading And Mathematics

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

scholarly journals Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Joel Samson Mtebe ◽  
Betty Mbwilo ◽  
Mussa M. Kissaka
Keyword(s):  
Secondary Schools ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
School Science ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Subject Content Knowledge ◽  
The Government ◽  
And Mathematics ◽  
Science And Mathematics Teachers

<p class="Style2">Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of <em>performance expectancy</em>, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.</p>

scholarly journals An exploration of acceptance of innovative computer use in teaching mathematics among pre-service class teachers and mathematics teachers

2016 ◽  
Vol 48 (2) ◽  
pp. 339-366
Author(s):  
Verica Milutinovic
Keyword(s):  
Content Knowledge ◽  
Mathematics Teachers ◽  
Computer Use ◽  
Teaching Mathematics ◽  
Intention To Use ◽  
Mathematics Students ◽  
Service Class ◽  
Pedagogical Content ◽  
Students Attitudes ◽  
And Mathematics

Innovative computer use enables the strengthening and transformation of teaching practice. Notwithstanding, numerous studies have indicated that teachers do not use computers in teaching mathematics to a sufficient extent. This study was aimed at exploring the reasons for insufficient computer use by teachers, i.e. at examining the variables which may affect the acceptance of innovative computer use in teaching mathematics. Hence, the intention to use computers in teaching mathematics in primary school was explored on the sample of 455 pre-service class teachers and mathematics teachers from Serbia. The technology acceptance model was extended by external variables and the following were observed as the predictors of intention to use computers in teaching mathematics: students? attitudes towards computers, their perception of usefulness of computers in teaching mathematics, perceived ease of use, technological pedagogical content knowledge in mathematics, experience with use, subjective norms, technological complexity and content knowledge in mathematics. Structural equation modelling has shown that the proposed model had a good fit and that the selected variables were significant predictors of the intention to use computers. The proposed model explained 23.7% of variance in the intention to use computers. It has been shown that the intention to use computers is directly predicted by dominant technological pedagogical content knowledge in mathematics, students? attitudes towards computers and their experience, while it is indirectly predicted by perceived usefulness, subjective norm, technological complexity and content knowledge in mathematics. In accordance with the presented findings, the final part provides recommendations that may be beneficial for advancing the education of pre-service class teachers and mathematics teachers.

scholarly journals Kesalahan Siswa dalam Mengerjakan Soal Sistem Persamaan Linear Dua Variabel Berdasarkan Kriteria Watson

2020 ◽  
Vol 3 (2) ◽  
pp. 219-228
Author(s):  
Stepania Junita Sari ◽  
Timbul Yuwono
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Linear Equation ◽  
Mathematics Teachers ◽  
Equation System ◽  
Linear Equation System ◽  
8Th Grade ◽  
Using Data ◽  
And Mathematics ◽  
Made In

This study aimed to describe the errors that student made in completing the Two Variable Linear Equation System based on Watson's criteria. This was a descriptive qualitative study involving 29 students consisted of of 12 high-skilled students, 5 medium-skilled students, and 12 low-skilled students in 8th grade at SMP PGRI 6 Malang. The data were obtained from the types of errors that student made using the Two Variable Linear Equation System question tests and the results of the interviews based on the Watson's criteria indicators. The question sets used in this study had been verified by mathematics education lecturers and mathematics teachers. The results of this study were: a) high-skilled students were 'less thorough' at work; (2) medium-skilled students were ‘using data incorrectly at the early stages'; while (3) low-skilled students ‘did not give answers' because they did not understand the concepts of the learning materials. The three types of errors frequently made by students were errors in determining the operation to be used (mhk), errors in determining the stages of solving the question problems (mtl), and errors in drawing conclusions from the final results (kh).

Online Mathematics Teacher Education

2021 ◽  
pp. 713-733
Author(s):  
Jennifer Chauvot ◽  
Stephen J. Pape ◽  
Sherri K. Prosser ◽  
Kimberly Hicks
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Pedagogical Content ◽  
Design And Implementation ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this chapter, the authors describe two online programs that sought to impact teachers' content knowledge, pedagogical content knowledge, and instructional practices in K-12 classrooms. One program was a master's program for middle grades science and mathematics teachers, and the other was a yearlong professional development program for third- through fifth-grade general and special education teachers. They share the theoretical perspectives that informed the design and implementation of the programs and outcomes from each program. Examples of learning activities from each of the programs are provided. The authors contend that deliberate, theoretically-based design and implementation of online professional development programs with science and mathematics teachers is not only viable but also vital in supporting teachers' ongoing knowledge growth of learner-centered instruction.

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