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Criteria for effective mathematics teacher education with regard to mathematical content knowledge for teaching / Mariana PlotzPlotz, Mariana January 2007 (has links)
South African learners underachieve in mathematics. The many different factors that influence this
underachievement include mathematics teachers' role in teaching mathematics with
understanding. The question arises as to how teachers' mathematical content knowledge states
can be transformed to positively impact learners' achievement in mathematics.
In this study, different kinds of teachers' knowledge needed for teaching mathematics were
discussed against the background of research in this area, which included the work of Shulman,
Ma and Ball. From this study an important kind of knowledge, namely mathematical content
knowledge for teaching (MCKfT), was identified and a teacher's ability to unpack mathematical
knowledge and understanding was highlighted as a vital characteristic of MCKfT.
To determine further characteristics of MCKfT, the study focussed on the nature of mathematics,
different kinds of mathematical content knowledge (procedural and conceptual), cognitive
processes (problem solving, reasoning, communication, connections and representations) involved
in doing mathematics and the development of mathematical understanding (instrumental vs.
relational understanding). The influence of understanding different problem contexts and teachers'
ability to develop reflective practices in teaching and learning mathematics were discussed and
connected to a teacher's ability to unpack mathematical knowledge and understanding. In this
regard, the role of teachers' prior knowledge or current mathematical content knowledge states
was discussed extensively. These theoretical investigations led to identifying the characteristics of
MCKfT, which in turn resulted in theoretical criteria for the development of MCKfT.
The theoretical study provided criteria with which teachers' current mathematical content
knowledge states could be analysed. This prompted the development of a diagnostic instrument
consisting of questions on proportional reasoning and functions. A qualitative study was
undertaken in the form of a diagnostic content analysis on teachers' current mathematical content
knowledge states. A group of secondary school mathematics teachers (N=128) involved in the
Sediba Project formed the study population. The Sediba Project is an in-service teacher training
program for mathematics teachers over a period of two years. These teachers were divided into
three sub-groups according to the number of years they had been involved in the Sediba Project at
that stage.
The teachers' current mathematical content knowledge states were analysed with respect to the
theoretically determined characteristics of and criteria for the development of MCKfT. These
criteria led to a theoretical framework for assessing teachers' current mathematical content
knowledge states. The first four attributes consisted of the steps involved in mathematical problem
solving skills, namely conceptual knowledge (which implies a deep understanding of the problem),
procedural knowledge (which is reflected in the correct choice of a procedure), the ability to
correctly execute the procedure and the insight to give a valid interpretation of the answer.
Attribute five constituted the completion of these four attributes. The final six attributes were an
understanding of different representations, communication of understanding in writing, reasoning
skills, recognition of connections among different mathematical ideas, the ability to unpack
mathematical understanding and understanding the context a problem is set in. Quantitative
analyses were done on the obtained results for the diagnostic content analysis to determine the
reliability of the constructed diagnostic instrument and to search for statistically significant
differences among the responses of the different sub-groups.
Results seemed to indicate that those teachers involved in the Sediba Project for one or two years
had benefited from the in-service teacher training program. However, the impact of this teachers'
training program was clearly influenced by the teachers' prior knowledge of mathematics. It
became clear that conceptual understanding of foundation, intermediate and senior phase school
mathematics that should form a sound mathematical knowledge base for more advanced topics in
the school curriculum, is for the most part procedurally based with little or no conceptual
understanding. The conclusion was that these teachers' current mathematical content knowledge
states did not correspond to the characteristics of MCKfT and therefore displayed a need for the
development of teachers' current mathematical content knowledge states according to the
proposed criteria and model for the development of MCKfT.
The recommendations were based on the fact that the training that these teachers had been
receiving with respect to the development of MCKfT is inadequate to prepare them to teach
mathematics with understanding. Teachers' prior knowledge should be exposed so that training
can focus on the transformation of current mathematical content knowledge states according to the
characteristics of MCKfT. A model for the development of MCKfT was proposed. The innermost
idea behind this model is that a habit of reflective practices should be developed with respect to the
characteristics of MCKfT to enable a mathematics teacher to communicate and unpack
mathematical knowledge and understanding and consequently solve mathematical problems and
teach mathematics with understanding.
Key words for indexing: school mathematics, teacher knowledge, mathematical content
knowledge, mathematical content knowledge for teaching, mathematical knowledge acquisition,
mathematics teacher education / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.
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Faces of mathematics teachers in policy and practiceBasbozkurt, Hakan 30 September 2009 (has links)
This paper will report on the findings of the research that was conducted in a private school in Johannesburg about mathematics teachers’ identities described in policy and how these are demonstrated in practice. The central questions that guided the study were: ‘How are identities of mathematics teachers described in the new mathematics curriculum policy?’ and ‘How are these identities demonstrated in practice?’ I anticipated comparing teacher’s personal pedagogic and official pedagogic identities in classroom practice for Further Education and Training (FET) band from learners’ perspective since learners are at the center of the Outcome-Based-Education (OBE). This study was informed by theoretical concepts of ‘identity’ from Gee (2001), Boaler and Greeno (2000), and Jansen (2001). Naidoo and Parker’s (2005), Jita and Vandeyar (2006) and Parker (2006) analyzed tension between personal pedagogic and official pedagogic subject identities of South African teachers provided me a contextualized framework for this study. My analysis confirms that although the two teachers’ identities still have tension, reconstruction of the ‘new face’ of the teachers is on progress that has relation with ‘the kind of teacher’ is referred by the NCS.
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O motivo e a atividade de aprendizagem do professor de Matemática: uma perspectiva histórico-cultural / The motive and the Mathematics teachers learning activity: a cultural-historical approachCedro, Wellington Lima 07 November 2008 (has links)
Esta tese discute o processo de transformação e/ou criação dos motivos na atividade de aprendizagem dos futuros licenciados em Matemática durante o desenvolvimento do estágio supervisionado. Neste trabalho, os motivos são compreendidos como os elementos que impulsionam e orientam a ação e nascem das necessidades do sujeito. O pressuposto é que os motivos somente podem ser percebidos nas relações intrínsecas da atividade. Dentro desse contexto, essa pesquisa demonstra que o processo de formação do professor somente permitirá a descoberta do real sentido do trabalho docente a partir do momento que este esteja inserido em uma proposta de educação humanizadora, que supere o caráter alienante dos modelos atuais de formação do professor. Em decorrência disto, a formação docente deve ocorrer de um modo que possibilite aos indivíduos a apropriação da atividade de ensino. Tendo como base os aportes teóricos fornecidos pela abordagem histórico-cultural da psicologia e, em particular, da Teoria da Atividade. A tese, apoiada principalmente nas idéias de Leontiev, Vigotski e Davidov, destaca a atividade e a sua relação com os motivos, aborda a relação entre a atividade de ensino e atividade de aprendizagem como um componente estruturador da prática docente e como elemento de mediação do processo de apropriação do saber universal do homem. O procedimento metodológico utilizado nesta investigação foi o experimento formativo. Este experimento foi organizado e desenvolvido durante um ano letivo com estagiários do curso de licenciatura em Matemática de uma universidade pública brasileira. Os resultados obtidos pela pesquisa indicam para a necessidade de uma organização de processo de formação do docente que permita não somente a vivência da atividade de ensino, mas a reflexão e a tomada de consciência das suas ações possibilitando a superação da alienação do sujeito humano frente a si mesmo. Com isso acreditamos na possibilidade do processo de transformação da docência em atividade para o professor de Matemática. / This thesis discusses the process of transformation and/or creation of motives in the teaching activities of future bachelors in mathematics during the development of supervised training. In this work, the motifs are understood as elements which impulse and orient the action and induce the subjects necessities. Therefore, the motives can only be perceived in the intrinsic relations of the activity. In this context, this research demonstrates that the process of teacher education will only permit the discovery of the real meaning of the teachers work when it is inserted in a humanizing educational proposal, which overcomes the alienating character of actual models of teacher education. Due to this fact, the teachers education should occur in a way that allows the individuals to significantly appropriate the learning activity. Having as basis the theoretical references supplied for the cultural-historical approach and Activity Theory, supported mainly by the ideas of Vigotski, Leontiev and Davidov, the thesis highlights the activity and its relation with the motifs, tackles the relation between teaching activity and learning activity as a component structuring the teaching practice and as an element of mediation in the appropriation process of universal knowledge of man. The methodological procedure used in this investigation was the formative experiment. This experiment was organized and developed during one school year with pre-service mathematics teachers of a public Brazilian university. The results obtained by the research indicate the necessity of an organization of the teachers education process which allows not only the living of the teaching activity, but the reflection and consciousness taken from his actions making possible the overcoming the alienation of the human subject towards himself. With that we believe in a transformation process of teaching into an activity for the individual.
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CONCEPÇÕES DE DIDÁTICA NAS PESQUISAS SOBRE FORMAÇÃO DE PROFESSORES DE MATEMÁTICA NA REGIÃO CENTRO-OESTE (2005 A 2012).Leal, Marcia Rodrigues 03 September 2015 (has links)
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Previous issue date: 2015-09-03 / This dissertation analyzes the Didactics concept of the researches about Mathematics teachers
formation in the Midwest of the Brazil. The problem that sought to clarify was thatDidactic
concepts underlying theses and dissertations about mathematics teachers formation of the
Education postgraduate programs, Education-Teaching of Sciencies and Mathematics,
between 2005 and 2012. For the clarification of this question, it was realized a literature
search, in the form knowledge state, which found twenty (20) works related to the subject of
the investigation. The research was guided by the following questions: 1) What does the
researchesreveal about the Didacticon the Mathematics teachers formation? 2) For what levels
of education(kindergarten, elementary, middle or university) these researches and studies
have turned and how they are distributed throughout the region in relation to universities,
programs and researchlines? 3) What authors have been researched more often in the Midwest
about this theme? 4) What theoretical and conceptual Didactic bases predominate as
fundamentals of these studies and researches? It sought up to this research, theoretical support
in the contributions of Libâneo (1996, 2010, 2013), Candau (1982, 1984, 2014), and
LorenzatoFiorentini (2009), Fiorentini (2004, 2005), D Ambrosio (1993, 2000) and Davydov
(1982, 1988). The constitution of the corpus of the research was carried out from the
collections of databases of Graduate Programs in Education, Mathematics Education,
Education - Teaching of Science and Mathematics. In analyzing the data were adopted
guidelines Bogdan&Biklen (1994) to the categorization and systematization of data, outlining
to the following themes: Didactic, formation of Mathematics teacher and Mathematics
Education. The analysis pointed out the need to broaden the understanding of the Didactic
conceptions in all the actions of mathematics teacher education process. Comprehension that
it can bring out the didactic actions that are being developed to face the professiondilemmas,
giving a new meaning, like this, the teacher s task. / Esta dissertação analisa a concepção de Didática das pesquisas sobre formação de professores
de Matemática no Centro-Oeste do Brasil. O problema que se buscou esclarecer foi que
concepções de Didática fundamentam as teses e dissertações sobre formação de professores
de Matemática dos programas de pós-graduação em Educação, Educação Matemática,
Educação-Ensino em Ciências e Matemática, entre 2005 e 2012. Para o esclarecimento dessa
questão, realizou-se uma pesquisa bibliográfica, na modalidade estado do conhecimento, na
qual encontraram-se 20 (vinte) trabalhos relacionados ao tema da investigação. A pesquisa foi
norteada pelas seguintes questões: 1) O que revelam as pesquisas sobre as implicações da
Didática na formação do professor de Matemática? 2) Para que níveis de ensino (infantil,
fundamental, médio ou superior) essas pesquisas e estudos têm se voltado e como se
distribuem pela região em relação às universidades, programas e linhas de pesquisas? 3) Que
autores têm sido pesquisados com mais frequência na região Centro-Oeste a respeito dessa
temática? 4) Que bases teórico-conceituais da Didática predominam como fundamentos
desses estudos e pesquisas? Buscou-se, para essa pesquisa, aporte teórico nas contribuições de
Libâneo (1996, 2010, 2013), Candau (1982, 1984, 2014), Lorenzato e Fiorentini (2009),
Fiorentini (2004, 2005), D Ambrósio (1993, 2000) e Davydov (1982, 1988). A constituição
do corpus da pesquisa foi realizada a partir dos acervos dos bancos de dados dos Programas
de Pós-Graduação em Educação, Educação Matemática, Educação-Ensino em Ciências e
Matemática. Na análise dos dados foram adotadas as orientações de Bogdan&Biklen (1994)
para a categorização e sistematização dos dados, delineando-se às seguintes temáticas:
Didática, formação do professor de Matemática e Educação Matemática. A análise apontou a
necessidade de ampliar a compreensão das Concepções de Didática no conjunto das ações do
processo de formação dos professores de Matemática. Compreensão essa que possa trazer à
tona as ações didáticas que estão sendo desenvolvidas no enfrentamento dos dilemas da
profissão, ressignificando, assim, a tarefa do professor.
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Concepções sobre os processos de ensino e de aprendizagem de Matemática: um estudo de caso com professores graduados em áreas afinsZocolotti, Alexandre Krüger 10 November 2015 (has links)
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Previous issue date: 2015-11-10 / The research presented here focused on investigating conceptions of the
processes of teaching and learning mathematics teachers trained in areas
related to this discipline and who have attended a course in Educational
Complementation. An empirical study was conducted with four teachers of
mathematics - two teachers who worked in the Secondary School and two
teachers who worked in high school - who had training in those molds. The
theoretical study involved conceptions, teaching knowledge and training of
mathematics teachers, with special attention to the models of teacher education
in force in Brazil. For data collection, two different elements were used: semistructured
interviews and observations of the practice of each of the surveyed
teachers. In the data analysis, it was perceived details that have identified how
each participant understands the processes of teaching and learning of
mathematics. These details, which combine aspects that reveal knowledge of
each of the teachers showed differences in expressed or mathematical
knowledge in everyday practice observed, each of the participants. The
conclusion of the study highlights the need for a discussion on the restructuring
of Pedagogical Supplementary courses, as well as the urgency of a survey that
reveals, at national level, the number of mathematics teachers who have been
trained through these courses / A pesquisa aqui apresentada teve como foco investigar concepções sobre os
processos de ensino e de aprendizagem de professores de Matemática
formados em áreas afins a essa disciplina e que frequentaram um curso de
Complementação Pedagógica. Um estudo empírico foi conduzido com quatro
professores de Matemática duas docentes que atuavam no Ensino
Fundamental II e dois docentes que atuavam no Ensino Médio - que possuíam
formação nos moldes citados. O referencial teórico estudado envolveu
concepções, saberes docentes e formação de professores de Matemática, com
especial atenção aos modelos de formação docente vigentes no Brasil. Para a
coleta de dados, foram utilizados dois elementos diferentes: entrevistas
semiestruturadas e observações da prática de cada um dos professores
pesquisados. Na análise dos dados, foram percebidos detalhes que permitiram
identificar como cada um dos participantes entende os processos de ensino e
de aprendizagem da Matemática. Esses detalhes, que reúnem aspectos que
revelam saberes de cada um dos docentes, mostraram diferenças no
conhecimento matemático manifestado ou na prática cotidiana observada, de
cada um dos participantes. A conclusão do trabalho aponta a necessidade de
uma discussão sobre a reestruturação dos Cursos de Complementação
Pedagógica, bem como a urgência de um levantamento que revele, a nível
nacional, o número de professores de Matemática que foram formados por
esses cursos
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Formação de professores de Matemática: um estudo das contribuições da psicologiaMeira, Gianete Dutra 23 March 2016 (has links)
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Previous issue date: 2016-03-23 / This research deals with the issue of Mathematics teacher’s initial formation and
the Psychology of Mathematics Education in the context of Mathematics Education. It
analyzes the possibilities and potentialities of psychological knowledge in collaborating
to face the Mathematics teaching and learning challenges. It aimed to investigate the
contributions of psychology in teacher formation in their insertion in the Mathematics
bachelor´s degree. It was characterized as a bibliographical research, in a qualitative
approach, an incoming to understanding the effectiveness of the Psychology
contributions, based on previous studies in this approach, in the teacher formation
concepts as a reflective practitioner researcher professional, and the most significant
learning and development psychological theories to the mathematics education field.
It indicates the importance of Psychology of Mathematics Education for the
mathematics teacher formation, and defends their inclusion as a curricular component
for the bachelor´s degree level / Esta investigação trata a temática da formação inicial do professor de
Matemática e a Psicologia da Educação Matemática, no contexto da Educação
Matemática. Analisa as possibilidades e potencialidades do conhecimento
psicológico, em colaborar no enfrentamento dos desafios do processo de ensino e
aprendizagem de Matemática. Teve como objetivo investigar as contribuições da
Psicologia na profissionalização docente, em sua inserção no curso de Licenciatura
em Matemática. Caracterizou-se como uma pesquisa bibliográfica, numa abordagem
qualitativa, uma aproximação à compreensão da efetividade das contribuições da
Psicologia, com base nos estudos já realizados nesse enfoque, nas concepções de
formação do professor como profissional investigador prático reflexivo, e das teorias
psicológicas de desenvolvimento e de aprendizagem mais significativas ao campo da
Educação Matemática. Indica a importância da Psicologia da Educação Matemática
para a formação do professor de Matemática, e defende a sua inserção como
componente curricular em nível da Licenciatura
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Parceria entre universidade e escola em projetos de educação matemática / Partnership between university and school in mathematical education projectsOliveira, Natália Zulmira Massuquetti de [UNESP] 03 January 2017 (has links)
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Previous issue date: 2017-01-03 / Este estudo discute a parceria entre a universidade e a escola no âmbito de projetos que envolvem educação matemática. A pergunta que norteou a pesquisa foi a seguinte: “Como se apresenta a relação de parceria entre a universidade e a escola no âmbito de projetos que envolvem a educação matemática?”. Para isto, escolhemos os projetos envolvendo educação matemática vinculados ao Programa Núcleos de Ensino da Unesp e realizamos uma análise documental dos artigos publicados por eles em livros eletrônicos organizados Pró-Reitoria de Graduação (Prograd) da Unesp no período de 2007 a 2012. Para constituição dos dados elaboramos um fichamento destes artigos, e, a partir dos objetivos da pesquisa, os classificamos em: “Projetos com foco na formação de professores e ou de futuros professores”; “Projetos com foco em intervenções com alunos da educação básica; e “Outros”. Considerando esta classificação, desenvolvemos uma caracterização inicial destes projetos, tendo em vista três aspectos: a relação com as escolas, as características das ações desenvolvidas e as propostas de educação matemática implementadas. Estes aspectos foram posteriormente discutidos a luz do referencial teórico adotado tanto em relação a parceria entre universidade e escola quanto em relação a tendências em educação matemática. Os resultados indicam que a parceria permitiu uma formação de professores mais próxima da concepção de desenvolvimento profissional, e em relação a educação matemática, possibilitou que diferentes tendências desta área de pesquisa fossem implementadas de forma colaborativa nas escolas. / This study discusses the partnership between the University and the School in the context of projects involving mathematics education. The question that guided the research was: "How is the relationship between the University and the School in the context of projects involving mathematics education?". In order to explore this question, we developed the projects involving mathematics education linked to the “Núcleos de Ensino” Program at Unesp We conducted a documentary analysis of articles by this program published in electronic books which within the period from 2007 to 2012 were organized by the Undergraduation Pro-Rectory of Unesp (Prograd). Based on our research aim, the articles were classified in: "Projects with focus on inservice and prospective teacher education"; "projects focusing on interventions with students of basic education”; and “others". Considering this classification, we developed an initial characterization of these projects, taking into account three aspects: the relationship with the schools, the characteristics of the actions developed, and the mathematical education proposals implemented. These aspects were later discussed in light of our theoretical framework related to the partnership between university and school and related to trends in mathematics education. The results indicate that the partnership allowed a teacher education closer to the conception of professional development and related to mathematics education. It made possible that different trends of this area of research were implemented collaboratively in the schools.
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A Qualitative Case Study About Online Reflection for Elementary Mathematics TeachersTrofort, Michelle McCabe 01 January 2018 (has links)
Many teachers report that they rarely engage in reflection. Asynchronous forums have been used to foster reflection among prospective teachers, but there is limited research about the allocation of time for reflection in an asynchronous forum for practicing teachers. The purpose of this qualitative case study was to (a) determine teachers' perceptions about the benefits and drawbacks of the use of an online forum to allocate time for reflection and (b) to classify the levels of the teachers' reflections in the forum. A conceptual framework based on select writings by Dewey, Hatton and Smith, and van Manen was used to guide this study. The research questions addressed teachers' perceptions of the benefits, drawbacks, and use of a forum to allocate time to reflect as well as the levels of reflection achieved by the teachers in the forum. Ten online discussions and 2 sets of questionnaires were analyzed and coded using constant comparative data analysis. Seven elementary mathematics teachers completed the study and 52% and 56% of the discussion postings were coded as critical reflections using Hatton and Smith's framework and a summary of van Manen's framework, respectively. The themes pertaining to the benefits of reflecting online were convenience, sharing, and learning. Peer-to-peer interactions, however, were infrequent, and the teachers indicated that time was a factor that limited participation. This study may effect positive social change by advancing knowledge about using online forums to provide teachers with time earmarked for reflection focused on improving mathematics teaching and learning. Furthermore, educators can use information from this study to design online professional development experiences that include opportunities for reflection and reflective practice.
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Die invloed van die Sediba-onderrigprogram op die intrinsieke motivering van deelnemende wiskunde-onderwysers / C.G. BenadéBenadé, Catharina Gertruida January 2008 (has links)
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.
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Investigating Perceptions Of Preservice Mathematics Teachers On Their Technological Pedagogical Content Knowledge (tpack) Regarding GeometryBulut, Aykut 01 September 2012 (has links) (PDF)
The aim of this study is to investigate perceptions of preservice mathematics teachers&rsquo / technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers&rsquo / technological pedagogical content knowledge dimensions are examined.
This research study has been conducted with 780 preservice mathematics teachers who are enrolled in elementary mathematics education department of Education Faculties of seven public universities located in Central Anatolia. Perceived TPACK regarding geometry instrument has been developed to collect data. In order to determine the levels of preservice mathematics teachers&rsquo / perceptions related to TPACK in geometry, descriptive information have been used. The results indicate that preservice mathematics teachers&rsquo / perceptions of TPACK related to geometry is higher than moderate.
Furthermore, correlational analysis was conducted to identify the relationship among dimensions of TPACK. Positive significant correlations among the components of the TPACK framework were found in correlational analysis.
Besides, two-way MANOVA has been conducted to investigate a possible relationship between demographic information of preservice elementary mathematics teachers and their perceptions of TPACK. According to the MANOVA results, there are statistically significant differences between male and female preservice mathematics teachers in favor of male participants in three components of TPACK, namely technological knowledge, technological pedagogical knowledge and technological pedagogical content knowledge in favour of males.
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