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"Mathematics teachers"
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Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
This paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice.
Journal Article
The narrative of mathematics teachers : elementary school mathematics teachers' features of education, knowledge, teaching and personality
\"The issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners\"-- Provided by publisher.
Book
Pre-service mathematics teachers’ perceptions of using GenAI for practicing teacher questioning: A semester-long study
This study investigated pre-service mathematics teachers’ (PSMTs’) perceptions of using generative artificial intelligence (GenAI) tools–specifically ChatGPT 4.0 and Student GPT–to support the development of teacher questioning strategies within a mathematics methods course. We examined four key areas: perceived usefulness, perceived ease of use, self-efficacy, and behavioral intention, while tracking changes in perceptions over a semester. Data sources included two written reflections, two surveys, and a final interview. Findings indicated that with increased familiarity and improved prompt-writing proficiency, PSMTs developed more positive views of GenAI integration. Perceptions were influenced by factors such as prompt writing skills, prior teaching experience, and training needs. The results highlighted the importance of sustained engagement with GenAI tools and the critical role of mathematics teacher educators in offering structured guidance and formative feedback. The practical implications for designing effective AI-integrated instructional activities were discussed.
Journal Article
The effect of a training program based on TIMSS to developing the levels of habits of mind and mathematical reasoning skills among pre-service mathematics teachers
This study aimed to investigate the effect of a training program based on the trends in international mathematics and science study (TIMSS) on developing the habits of mind and mathematical reasoning skills among pre-service math teachers in Oman. The study sample consisted of 24 female pre-service math teachers divided into two equal groups: experimental and control. The study data was collected by sued the mathematical reasoning test and questionnaire that measured the level of habits of mind after appropriate validity and reliability. The study results showed statistically significant differences between the two study groups in favor of the experimental group in the mathematical reasoning test and the habits of mind scale. The study recommended that the need for pre-service math teachers to use programs based on international studies such as TIMSS, PISA, PIRLS, and TAILS; this was done to prove their effectiveness in developing the levels of habits of mind and mathematical reasoning skills by subjecting them to training programs, courses, and workshops with the aim of training teachers to implement the training programs effectively.
Journal Article
Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving
In this study, we report on what types of mathematical knowledge for teaching teachers (MKTT) mathematics teacher educators (MTEs) use and develop when they work together and reflect on their teaching in a Community of Practice while helping prospective primary teachers (PTs) generate their own mathematical knowledge for teaching in learning mathematics via problem solving. Two novice MTEs worked with an experienced MTE and reflected on the process of learning to teach via problem solving and supporting PTs in developing deep understandings of foundational mathematical ideas. Taking a position of inquiry as stance, we examined our experiences teaching mathematics content courses for PTs via problem solving. We found that all of the MTEs used and developed some MKTT through (a) understanding and deciding on the mathematical goals of both the individual lessons and the two-course sequence as a whole, (b) choosing and facilitating tasks, and (c) using questions to scaffold PTs learning and engage them in mathematical processes such as making conjectures, justifying their reasoning, and proving or disproving conjectures.
Journal Article
Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials
Building on the work of Professional Noticing of Children's Mathematical Thinking, the authors introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them.
Journal Article