While the goal of mathematics education reform is to improve the mathematics achievement of all students (NCTM, 2000), at the core of these efforts is the teacher (Garet, Porter, Desimore, Birman, & Yoon, 2001). Educational change ultimately rests on the teachers who directly impact the students. Teacher leaders with expertise in all the dimensions of mathematics education can provide school-based professional development needed to support and maintain the teacher change process. The focus of this self-study is a critical examination of the influences on my development as an elementary mathematics teacher leader and on the strategies I develop as I coach teachers to improve, and change their practice. "Reciprocal Mathematics Coaching" was designed as a process to promote collaborative, job-embedded professional development. This model provided a means to meet each teacher's individual goals along a professional development continuum. Findings from the study indicate that teacher leader coaching interventions ranged along a continuum from the support of surface features of the curriculum, to co-teaching, and then to critical colleagueship in pursuit of a deeper pedagogy. Expected teacher outcomes occurred, but practice of reform-based instruction would require a longer time frame and the establishment of peer coaching support. My teacher leadership evolved from my approach to visualizing mathematics; elementary subject specialization; experience from teaching special education and regular education; beliefs in personalizing learning for students and teachers; self-reflective practice and practitioner research; and professional empowerment through collegial collaboration. Through "Reciprocal Mathematics Coaching", I came to learn how the pervasiveness of the affective domain impacts teachers even as they choose to improve their practice. Negative memories from their own mathematics education continue to influence their teaching. Formal teacher leadership can facilitate steps toward effective teacher growth and change. The strength of teacher leadership emanates from the nexus of teacher knowledge domains (Hill & Ball, 2004; Shulman, 1986;) situated within a learning community of reflective practice (Senge, 1990; Sergiovanni, 2000).

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, South Africa, 2014. / This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule were designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaire were then correctly analyzed. Three of four aims were connected to four hypothesis. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square 11 test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods have no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it. / Scientific Council of UDEBA-LAB

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2014 / This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers’ professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers’ professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule was designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaires were then correctly analyzed. Three of four aims were connected to four hypotheses. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods has no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it. / Scientific Council of UDEBA-LAB

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The Third International Assessment of Educational Progress (TIMMS) and the Programme for International Student Assessment (PISA) during the last decades regarding the results of mathematics teaching shows that China have a better performance than Sweden’s.Swedish teacher-guidelines focus on developing student’s individual interest and confidence for mathematics. In the Chinese teaching-guidelines for Mathematics Curriculum Standards, Ordninary Senior Secondary, the focus is given on: Elevate their mathematics literacy necessary for future citizenship and Development of citizen´s qualities (s.3).Teachers are the primary factors that impact teaching and learning of mathematics. Two teachers from Sweden and two from China were interviewed and their methods were compared in my study. The aim of my study was to understand mathematics teaching in China and Sweden. As a conclusion, this study will give advices of which concept and method should be emphasized and chosen in Mathematics teaching.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Amanda Marie Jansen, School of Education. Includes bibliographical references.

Η εργασία αναφέρεται στη διδασκαλία των μαθηματικών στο Γυμνάσιο και ιδιαίτερα στη διδασκαλία της μοντελοποίησης καθώς και στις σχέσεις και συναρτήσεις στο επίπεδο R2. Για τη συγγραφή της πραγματοποιήθηκε διδακτικό πείραμα σε ένα τμήμα της Γ΄ τάξης του Πειραματικού Γυμνασίου του Πανεπιστημίου Πατρών. Κατά τη διεξαγωγή του πειράματος δόθηκε στους μαθητές ένα πραγματικό πρόβλημα με δικές μας επιμέρους διδακτικές επιλογές και διαχείριση της τάξης. Μέσω των απαντήσεων που μας έδωσαν οι μαθητές, επιχειρούμε να κάνουμε γενικές παρατηρήσεις και να εξαγάγουμε συμπεράσματα για περαιτέρω διδακτική αξιοποίηση. / --

BEZERRA, Antonio Marcelo Araújo. A formação matemática do pedagogo: a relação entre o raciocínio matemático e as estratégias na solução de problemas matemáticos. 2017. 95f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-11-03T12:54:05Z No. of bitstreams: 1 2017_dis_amabezerra.pdf: 2658321 bytes, checksum: 1a006710dc7f634524bb49e9423ec7e2 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-11-03T19:41:48Z (GMT) No. of bitstreams: 1 2017_dis_amabezerra.pdf: 2658321 bytes, checksum: 1a006710dc7f634524bb49e9423ec7e2 (MD5) / Made available in DSpace on 2017-11-03T19:41:48Z (GMT). No. of bitstreams: 1 2017_dis_amabezerra.pdf: 2658321 bytes, checksum: 1a006710dc7f634524bb49e9423ec7e2 (MD5) Previous issue date: 2017 / The initial training in the Pedagogy Course of the Faculty of Education (FACED) of the Federal University of Ceará (UFC) involves an understanding by the student (future-teacher) not only of contents to be worked with his students, but also pedagogical practices that better facilitate the didactic transposition of knowledge. Faced with a teaching that is sometimes filled with rules to be memorized and with no meaning for the student, in particular the mathematical contents, we aim to analyze how mathematical strategies presented by the students of the Pedagogy course, aiming at a classification of mathematical problems not referring to reasoning : (i) concrete; (ii) graph (iii) arithmetic; and (iv) algebraic, with a view to the construction and not only the memorization of facts and formulas, raising questions related to the formation of the mathematics teacher. This research of a qualitative nature occurred in part with: (a) observation of mathematics classes; and (b) accomplishment of a set of mathematical problems, activities with the unemployed during a course of mathematics teaching in the course of the Course of Pedagogy semester of 2016.1. Previously, we also searched in books, theses and periodicals, research on teaching and learning math in the early years of elementary school. Collected as information, we began as analyzes on how strategies for students in solving the problems categorized as answers from the series made by Johannot (1947) regarding mathematical reasoning. The results indicate new and better spaces for reflection both in initial teacher training and in updating with students of Basic Education, especially in the initial years of elementary education. We show with this research the relevance in terms of an understanding of how Pedagogy students build their problem solving strategies and as consequences for the teaching of mathematical contents. What is the object of study of the research and the understanding of the strategies presented by the students on the mathematical reasoning, for the understanding as the strong support as observations to the actions mediated by the teacher, in particular, in the construction of new knowledge through the Fedathi Sequence. / A formação inicial no Curso de Pedagogia da Faculdade de Educação (FACED) da Universidade Federal do Ceará (UFC) envolve a compreensão por parte do aluno (futuro-professor) não somente dos conteúdos a serem trabalhados com seus alunos, mas também sobre como utilizar as práticas pedagógicas que melhor facilitem à transposição didática desses conhecimentos. Diante de um ensino trabalhado por vezes repleto de regras a serem memorizadas e sem qualquer significação para o aluno, em particular dos conteúdos matemáticos, objetivamos analisar as estratégias matemáticas apresentadas pelos alunos do curso de Pedagogia, visando a classificação de problemas matemáticos no que diz respeito aos raciocínios: (i) concreto; (ii) gráfico (iii) aritmético; e, (iv) algébrico, com vistas à construção e não apenas à memorização de fatos e fórmulas, levantando questões relativas à formação do professor de matemática. Esta pesquisa de natureza qualitativa se deu, em parte, com: (a) observação das aulas de matemática; e, (b) realização de um conjunto de problemas matemáticos, essas atividades foram desempenhadas durante a disciplina de ensino de matemática na turma do Curso de Pedagogia no semestre de 2016.1. Anteriormente, também buscamos em livros, teses e periódicos, pesquisas sobre ensinar e aprender matemática nos anos iniciais do ensino fundamental. Coletadas as informações, iniciamos as análises sobre as estratégias utilizadas pelos alunos na resolução dos problemas categorizamos as respostas a partir da classificação feita por Johannot (1947) quanto ao raciocínio matemático. Os resultados indicam para novos e melhores espaços de reflexão tanto na formação inicial de professores como na atuação direta com os alunos da Educação Básica, em especial nos anos iniciais do ensino fundamental. Mostramos com esta pesquisa a relevância no que se refere a compreensão de como os alunos de Pedagogia constroem suas estratégias de resolução de problemas e as consequências disso para o ensino dos conteúdos matemáticos. Embora que o objeto de estudo desta pesquisa seja o entendimento das estratégias apresentadas pelos alunos sobre o raciocínio matemático, para este entendimento tivemos como forte apoio as observações às ações mediadas pela professora, em particular, na construção de novos saberes por meio da Sequência Fedathi.

The purpose of the essay is to examine the possibilities for students to learn mathematics with a variety of senses through the tasks in the teaching materials Nya matematikboken, Singma and Favorit matematik during school year 1. The focus is on visual, auditory and kinesthetic/tactile support. Furthermore, the aim is to investigate the different elements of the teaching material and the extent of the different support in them. With categories based on different sensory input, a thorough content analysis has been made to compare the three chosen teaching materials. The result shows that there are good grounds for learning through many senses. However, the support varies in total and in the different elements. Both similarities and differences have been distinguished. The results also clearly show the benefits of using the teaching materials fully.