Thesis (M.A.)--Victoria University of Wellington, 2008. / Includes bibliographical references.

The overall purpose of this concurrent mixed methods study was to develop an online performance assessment using content questions taken from a reputable seventh and eighth grade standardized assessment that effectively evaluated and allowed preservice middle grades mathematics teachers to demonstrate their mathematics knowledge for teaching in the four main content strands of algebra, probability and statistics, geometry, and number and operations. In addition, this study examined differences in mathematics knowledge for teaching in enrollment characteristics, in courses taken and currently taking, and in three different cohorts, each at different stages in the program, of 122 preservice middle grades mathematics teachers at a large public university in central Texas. Constant comparative analysis and descriptive statistics revealed average scores on the seventh and eighth grade content questions. The middle grades preservice teachers’ content understanding and pedagogical understanding responses indicated several misunderstandings and misinterpretations in the middle grades mathematics they were tested on. Content knowledge, content understanding, and pedagogical understanding together made up a preservice teacher’s mathematics knowledge for teaching. The study revealed that although preservice middle grades teachers could answer a content question correctly; they did not necessarily understand the process they used to arrive at their answer. In addition, their lack of explanation and knowledge of how to complete the problem correctly was transferred to their pedagogical understanding of the same problem. There was a general indication of increasing mathematics knowledge for teaching for each content strand across enrollment characteristics (freshmen, sophomore, etc.) and cohorts. However, there was a noticeable decrease in average mathematics knowledge for teaching scores during middle grades preservice teachers’ junior year. Special integrated mathematics and pedagogy courses (MASC) and the middle grades methods course had the greatest affect on preservice teachers’ mathematics knowledge for teaching each content strand scores. Recommendations are also included in the study which may be used to help shape reform initiatives in teacher education programs throughout the United States.

Doctor of Philosophy / Curriculum and Instruction Programs / David S. Allen / This study examined pedagogical content knowledge (PCK) and Mathematics knowledge for teaching (MKT) from a perspective that blends existing definitions, questions, and methodologies into a unique method of collecting and analyzing data. Many studies on MKT have been done using qualitative methodology, usually with the researcher interviewing or testing individual teachers and analyzing that data using qualitative methods. A smaller number of studies have attempted to measure MKT using a quantitative approach, often times involving paper pencil tests with multiple choice and some open ended questions. Current research is also heavily weighted towards pre-service elementary teachers in the area of MKT for division by fractions (Depaepe et al, 2013). Although it may be true many pre-service elementary teachers have difficulties with division by fractions (Li & Kulm, 2008; Ma, 1999; Tirosh, 2000), we do not know if these problems persist for in-service elementary teachers or with secondary teachers at any stage. This study used a survey created by the researcher as a synthesis of existing questions from research on MKT with regards to division by fractions. This survey was delivered through an online format. The qualitative data in this research was then coded into quantitative data using a rubric developed by the researcher producing MKT scores that could be analyzed using statistical methods and generalized to a larger population. This study examined the Mathematical Knowledge for Teaching held by elementary, middle, and secondary in-service teachers in the domain of division by fractions. In particular this research asked if there was a relationship between the educational background, training, and experience of teachers and their MKT. Multiple analysis including independent t-tests, independent one-way ANOVAs, and Multiple regression analyses revealed that Middle school teachers and teaching at a middle school were significant predictors of increased MKT scores when compared with other groups of teachers. The type of teaching license, the type of degree held, total experience, and grade level experience were all found to have no significant relationship to MKT scores.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-08-09T19:37:17Z No. of bitstreams: 1 KARITON PEREIRA LULA.pdf: 2937275 bytes, checksum: f13c5a9b0a6d1394388ac78e78c447c4 (MD5) / Made available in DSpace on 2017-08-09T19:37:17Z (GMT). No. of bitstreams: 1 KARITON PEREIRA LULA.pdf: 2937275 bytes, checksum: f13c5a9b0a6d1394388ac78e78c447c4 (MD5) Previous issue date: 2017-06-26 / The present work entitled “The Training of Mathematics Teachers’ Trainers: a study in the Degree in Mathematics of IFG - Campus Goiânia” has as its main objective to carry out a study that allows to identify and to understand how the formation of the trainers of Mathematics Teachers’ Trainers in basic education is constituted at the Federal Institute of Education, Science and Technology of Goiás - Campus Goiânia. In order to achieve this goal, we carried out a historical contextualization of teacher training and the emergence of higher mathematics courses in Brazil, as well as how the situation in the state of Goiás is in relation to the formation of Mathematics teachers. For a more in-depth knowledge of the subject, a review of the literature on “Teacher Training” was performed, among articles, dissertations and theses available in the main research environments such as: CAPES journal bank, digital libraries of several Universities and magazines linked to the area of Education. This consultation was also extended to several books by a variety of authors, Brzezinski (2006, 2014), D'Ambrósio (1996), Fiorentini (2003), Tardif (2012) and their indications. This review, in addition to providing a new insight into the current scenario of teacher education, shows the categories that emerge related to the formation of teachers' trainers, among them the construction of teacher professionalism, teacher identity, professional development and the set of knowledges that the trainer possesses. All of these categories will be discussed in detail during this work. The in loco research was developed at the Federal Institute of Goiás - Campus Goiânia, specifically in the Mathematics Degree course. It became necessary to know the reality of this institution from the beginning of course creation until the present moment and also to understand how the process of creation of this specific course was analyzed through its Political Pedagogical Project. To obtain the data about the trainers, a research was carried out with students, teachers and the coordinator of the course. In each segment, different methodologies were adopted. In relation to the students, a questionnaire was applied, the coordinator participated in a semi-structured interview and the trainers of the selected teachers answered a questionnaire and also participated in a semi-structured interview. All these instruments served as a basis for future conclusions about the training of trainers. In addition to the analysis of the interviews and the questionnaires, all Completion Course Works were analyzed in the period between 2013-2016, with the objective of seeking possible convergences between the proposed themes with the training of the supervisor and with the performance of the teacher in basic education. After the analysis of all the researched material and data collected, we could observe that the formation of the trainers directly influences the construction of the knowledge employed in their teaching practice. The positioning of the respondents who have completed their studies in the area of Mathematics Education or Education make it clear that specific knowledge is necessary, but not enough to train new teachers. A more comprehensive training in teaching enables mathematics teachers to reflect, understand and transform their practices. / O presente trabalho intitulado “A Formação dos Formadores de Professores de Matemática: um estudo na Licenciatura em Matemática do IFG – Campus Goiânia” tem como objetivo principal realizar um estudo que permita identificar e compreender como se constitui a formação dos/as formadores/as de professores/as para o ensino da matemática na Educação Básica no Instituto Federal de Educação, Ciência e Tecnologia de Goiás – Campus Goiânia. Para que este objetivo fosse alcançado, realizou-se a contextualização histórica acerca da formação de professores/as e o surgimento dos cursos superiores de Matemática no Brasil, e como se encontra a situação no estado de Goiás em relação à formação de professores/as de Matemática. Para um maior aprofundamento e conhecimento sobre a temática, fez-se uma revisão de literatura sobre “Formação dos Formadores de Professores”, entre artigos, dissertações e teses disponibilizados nos principais ambientes de pesquisa como: banco de periódicos da CAPES, bibliotecas digitais de diversas universidades, revistas ligadas à área de Educação. Esta consulta estendeu-se também a vários livros de diversos autores, Brzezinski (2006, 2014), D’Ambrósio (1996), Fiorentini (2003), Tardif (2012) e suas indicações. Essa revisão, além de proporcionar uma nova visão sobre o atual cenário da formação de professores/as, mostra as categorias que surgem ligadas à formação dos/as formadores/as de professores/as, entre elas estão a construção da profissionalidade docente, a identidade docente, o desenvolvimento profissional e o conjunto de saberes que o/a formador/a possui. Todas essas categorias serão discutidas detalhadamente durante o trabalho. A pesquisa in loco foi desenvolvida no Instituto Federal de Goiás – Campus Goiânia, em específico no curso de Licenciatura em Matemática. Tornou-se necessário conhecer a realidade desta Instituição, desde o início de sua criação até o presente momento e também compreender como foi o processo de criação do curso especificado, por meio da análise de seu Projeto Político Pedagógico. Para a obtenção dos dados sobre os/as formadores/as, foram pesquisados alunos/as, docentes e Coordenador do curso em questão. Em cada segmento, foram adotadas metodologias diferenciadas. Em relação aos/as discentes, aplicou-se um questionário, o Coordenador participou de uma entrevista semiestruturada e os formadores/as de professores/as selecionados responderam a um questionário e participaram de entrevista semiestruturada. Todos esses instrumentos serviram de subsídio para as futuras conclusões a respeito da formação dos/as formadores/as. Além das análises das entrevistas e dos questionários, foram analisados todos os Trabalhos de Conclusão de Curso no período de 2013-2016 com o objetivo de buscar possíveis convergências entre os temas propostos com a formação do/a orientador/a e com a atuação do/a professor/a na Educação Básica. Após realizadas as análises de todo o material pesquisado e dos dados coletados, pode-se perceber que a formação dos/as formadores/as influencia diretamente na construção dos saberes utilizados na sua prática docente. Os posicionamentos dos respondentes, que concluíram seus estudos na área de Educação Matemática ou Educação, deixam bem claro que o conhecimento específico é necessário, mas não é suficiente para formar novos/as professores/as. A formação mais abrangente a respeito da docência possibilita que os/as formadores/as de professores/as de Matemática possam refletir, compreender e transformar suas práticas.

The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers&rsquo / knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers&rsquo / knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtained from 1593 prospective teachers who were enrolled in first, second, third, and fourth years of Elementary Mathematics Education undergraduate program of nine universities located in seven geographical regions of Turkey through clustered random sampling. The scales used in the data collection were Knowledge of History of Mathematics (KHM) Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education (ABHME) Questionnaire. The two-way ANOVA results clarified that prospective teachers&rsquo / knowledge of history of mathematics improved as the years enrolled in the program increased. Results also revealed that males had significantly higher mean scores on KHM Test than females in the first two years of the program. In the third and fourth years, this situation reversed such that females had higher KHM mean scores, but this difference was not statistically significant. Results also showed that prospective teachers&rsquo / ABHME mean scores increased as years of enrollment in the program increased. More clearly, senior prospective teachers&rsquo / relevant mean scores were significantly higher than that of freshmen and sophomores, and juniors&rsquo / attitudes and beliefs were significantly higher than that of freshmen. In addition, females&rsquo / ABHME mean scores were significantly higher than that of males for all years. Lastly, a positive correlation between prospective elementary mathematics teachers&rsquo / KHM mean scores and ABHME mean scores was found through Pearson product-moment correlation analysis.

Thesis (Ph. D.)--Ohio State University, 2006. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2009 Feb 20

This study investigates how mathematics teachers help Visually Impaired (VI) learners to construct mathematics knowledge. This investigation involved identifying the challenges encountered by high school mathematics teachers in teaching mathematics to VI learners, the approaches used and the assistive technology used to adapt and modify the curriculum to accommodate VI learners, and also aid the learners to access and construct mathematics knowledge. A constructivist approach was employed, allowing a discussion of how high school mathematics teachers redefine their position from that of a teacher to that of a facilitator who guides and stimulates VI learners to construct their own knowledge. A case study of two teachers from one of the special schools that offer mathematics up to FET phase was conducted. Data were collected from the teachers through classroom observation and semi-structured interviews. The study revealed that the teachers‘ experience resulted in a variety of challenges in teaching mathematics to VI learners. This finding further reveals that the approaches used to teach mathematics to VI learners are not different from those used in mainstream education. However, modification to the curriculum content is inevitable. Additionally, the selection of the appropriate approach and the effectiveness of using it to assist the VI learner depends on the skill, knowledge and the experience of the teacher in teaching mathematics to VI learners. The study also revealed that assistive technology is essential for enlarging the text to the correct font of the learner and translating print text to braille to help blind learners complete their tasks. For example, while a transformer HD is used to enlarge text, the scientific notebook, Math Type and Duxbury programs are used to generate braille text. Additionally, the Tactile View and View Plus programs are used to produce embossed sketches, while Perkins braillers and talking calculators provide further independence. Due to the limited number of participants in the study and the focus on a single case, the dissertation does not aim to generalise the results to all special needs schools in South Africa. However, the findings will be of great benefit to those teachers teaching mathematics in special needs schools with VI learners to take a step forward in introducing mathematics at FET phase level. / Dissertation (MEd)--University of Pretoria, 2019. / Science, Mathematics and Technology Education / MEd / Unrestricted

With the implementation of No Child Left Behind legislation and a push for reform curricula, prospective teachers must be prepared to facilitate learning at a conceptual level. To address these concerns, an exploratory mixed methods investigation of twenty-eight prospective middle grades teachers’ mathematics knowledge for teaching geometry and mathematical connection-making was conducted at a large public southeastern university. Participants completed a diagnostic assessment in mathematics with a focus on geometry and measurement (CRMSTD, 2007), a mathematical connections evaluation, and a card sort activity. Mixed methods data analysis revealed prospective middle grades teachers’ mathematics knowledge for teaching geometry was underdeveloped and the mathematical connections made by prospective middle grades teachers were more procedural than conceptual in nature.

Submitted by Mario BC (mario@bc.ufrpe.br) on 2016-08-17T12:28:06Z No. of bitstreams: 1 Isadora Goncalves Brasil.pdf: 1685544 bytes, checksum: 7b5264daf5e1bbb0ad4d7bfaa53da770 (MD5) / Made available in DSpace on 2016-08-17T12:28:06Z (GMT). No. of bitstreams: 1 Isadora Goncalves Brasil.pdf: 1685544 bytes, checksum: 7b5264daf5e1bbb0ad4d7bfaa53da770 (MD5) Previous issue date: 2015-05-29 / This study presents the results of a research that aimed to analyze the mobilization of pedagogical knowledge on teachers of the 3rd year (early years), course graduates degree in education from a public university in the city of Recife, in relation to the concept approach additive structures. It was adopted as the main theoretical basis the contribution of Lee Shulman for his categorization of teacher’s knowledge, taking into account the specificities of the subjects that they will teach. We also have the theoretical support of Gerard Vergnaud and his theory of conceptual fields, with the contribution in the places of additive structures. The research involved as data construction tools: research desk, observation activities in the classroom and conference room. It was found that the mathematical education offered in the investigated course provides essential knowledge to teaching practice, because it has a comprehensive curriculum, organized and guided by the -Parâmetros Curriculares Nacionais - National Curriculum Parameters (PCN). As the mobilization of the pedagogical knowledge of the investigated teachers, it is clear that the teaching activities has greatly influenced the education system organization, because on the one hand, in a given context we face a limited action that reflects only the teaching model adopted at school, on the other hand we have the most comprehensive teaching practice, as the context in which it is allows greater flexibility in support of the student’s development. / Este estudo apresenta resultados de uma pesquisa que teve como objetivo analisar a mobilização do conhecimento pedagógico do professor do 3º ano (anos iniciais), egressos do curso de Licenciatura em Pedagogia de uma Universidade pública na cidade do Recife, em relação à abordagem do conceito das estruturas aditivas. Adotou-se como fundamentação teórica principal a contribuição de Lee Shulman por sua categorização dos conhecimentos docentes, levando em consideração as especificidades das disciplinas que eles irão ensinar. Também contamos com o suporte teórico de Gerard Vergnaud e a sua teoria dos campos conceituais, com a contribuição no campo das estruturas aditivas. A pesquisa envolveu como instrumentos de construção dos dados: pesquisa documental, observação de atividades em sala de aula e entrevista. Identificou-se que a formação matemática ofertada no curso investigado, proporciona conhecimentos essenciais a prática docente, pois possui uma matriz curricular abrangente, organizada e norteada pelos Parâmetros Curriculares Nacionais (PCN). Quanto à mobilização do conhecimento pedagógico das professoras investigadas, percebe-se que a ação docente sofre grande influência da organização do sistema de ensino, pois se por um lado, em um determinado contexto nos deparamos a uma ação limitada que reflete apenas o modelo de ensino adotado na escola, em contrapartida temos a prática docente mais abrangente, já que o contexto no qual se encontra permite maior flexibilidade em prol do desenvolvimento do estudante.

Made available in DSpace on 2017-07-21T20:31:43Z (GMT). No. of bitstreams: 1 Rosemeire Wagner.pdf: 518120 bytes, checksum: 1688c54d72fdb742caddf18969cd66bc (MD5) Previous issue date: 2006-03-31 / This research aims to investigate the conceptions of the Mathematics teachers related with the process of Transference of Didactical Knowledge – through the relationship inter-disciplines and contextualization – and the relation it establishes with the complexity of the knowledge. It’s also aimed to search theoretical basis towards the understanding of what the complexity, the inter-discipline and the contextualization of knowledge and the relationship of those queries with the process of didactical transference. It is hypothetically assumed that the Mathematics teacher by the high hyper-expertise of knowledge which he works and stuck in the Cartesian Paradigm doesn’t worry about his formation as an epistemic subject and ends for formulating concepts based in the common sense. As a result we have the strong difficulty to understand and establish the relationship among such conceptions, the acceptance of the knowledge as something moving constantly and the process of didactical transference. As a piece of the most relevant data it is assumed that the contextualization and the inter-discipline are not actions, but epistemic conceptions on which the process of didactical transference is based, through the complexity of the knowledge. And the contextualization is essential condition for the knowledge to be transferred from scientific to knowledge to be taught. To the teachers, however the contextualization of the knowledge is understood as relating the mathematical knowledge with their daily lives and complexity as something of difficult understanding. For example, the Mathematics. / A pesquisa objetiva investigar as concepções dos professores de Matemática quanto ao processo de Transposição Didática do Conhecimento – pelo viés da interdisciplinaridade e da contextualização – e relação que ele estabelece com a Complexidade do saber. Busca também fundamentação teórica para o entendimento do que é a complexidade, a interdisciplinaridade e a contextualização do conhecimento e a relação dessas questões com o processo de transposição didática. Tem-se por hipótese que o professor de matemática, pela alta hiperespecialização do saber que trabalha, e preso ao Paradigma Cartesiano não se preocupa com a sua formação enquanto sujeito epistêmico e acaba por formular conceitos pautados no senso comum. Disto resulta tamanha dificuldade em entender e estabelecer relação entre tais concepções, a resistência em aceitar o conhecimento do conhecimento em constante movimento e a ausência de reflexão sobre o processo de transposição didática. Como parte dos dados analisados temse que a contextualização e a interdisciplinaridade não são ações, mas concepções epistemológicas, nas quais se fundamenta o processo de transposição didática, pelo viés da complexidade do conhecimento. E a contextualização é condição essencial para que o conhecimento seja transposto de cientifico a conhecimento a ser ensinado. Para os professores, no entanto a contextualização do saber é entendido como relacionar o conhecimento matemático com seu cotidiano. A reflexão sobre o processo de Transposição Didática se fez totalmente ausente. E a complexidade como algo de difícil entendimento, complicado, como por exemplo, a matemática.