The relevance of the article is conditioned by the fact that motivation is one of the major prerequisites for the improvement of the quality of teaching mathematics.Motivation in studying, as a type of motivation, depends on a number of factors: the educational system, organisation of the educational process, the individual features of the educator and the student. This paper touches upon such an insufficiently investigated topic as motivation in teaching mathematics.Research and pedagogical experience indicates that both students and teachers who are just starting their career underestimate the role of motivation in teaching mathematics, and their skills in motivating are insufficient.The aim of this research is to identify the abilities of mathematics to motivate and the methods of training students to use those abilities during their teaching careers. The research methods used in this study are theoretical analysis of the current state of the problem, questioning, and participant observation.This research has showed that students and teachers who are just starting their career know basic methods of motivating but do not recognize the motivational potential of mathematics and the exact topics with which this potential can be realised. In addition, it has been determined that motivational work can be implemented while introducing mathematical terms and algorithms, learning new operations, doing exercises, and proving theorems.
The relevance of the problem stated in the article is determined by the fact that success in professional teaching activities depend on skills to analyze and evaluate pedagogical activity and based on this to plan, and organize further actions.The purpose of the article is to identify ways to improve professional development of future mathematics teachers at the Institute of Mathematics and Mechanics of KFU, based on a comparative analysis of students' self-esteem and expert evaluation of professional skills necessary to organize teaching activities.The development of meaningful comprehension of his pedagogical capabilities and qualities plays a significant role in the formation of professional self-awareness in future teachers. Adequate self-evaluation of professional training becomes the basis for successful future teaching activities.The leading methods of research of this problem are questionnaires, written interviews, conversations, testing, and studying of 4-5th year students' teaching practice documents from 2012 to 2017.The study has showed that students' self-esteem and evaluation differ before and after teaching practice, they depend on the level of their subject and methodological training. If 4th year students are optimistic about their opportunities in organizing pupils' educational and cognitive activities since they have not faced a real teaching situation yet, then 5th year students' self-esteem becomes more adequate, real.The main results of the research consist in revealing the unambiguity of the conformity of future mathematics teachers' self-esteem, and evaluating the professional preparation and constructing of individual plans for their further development.
The quantitative study focused on comparative analysis of middle school mathematics teachers' content knowledge in two countries. The sample consisted of lower secondary mathematics teachers from the US (grades 6-9, N=102) and Russia (grades 5-9, N=97). The instrument was designed to assess teacher content knowledge based on the cognitive domains of knowing, applying, and reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra, Geometry, Data and Chance. The results suggest that there are significant differences in teacher knowledge between the countries in content as well as in cognitive domains. The study results may inform the field on priorities placed on lower secondary mathematics teachers' knowledge in USA and Russia. Keywords: сomparative studies, teacher knowledge, lower secondary mathematics. Creative Commons by the Authors is licenced under CC-BY Аннотация Количественное исследование сосредоточено на сравнительном анализе предметных знаний учителей математики в двух странах. Выборка состоит из учителей математики среднего зве-на школы в США (6-9 классы, N = 102) и России (5-9 классы, N = 97). С этой целью был разра-ботан тест для оценки предметных знаний учителя на основе когнитивных уровней (знания, применения, и рассуждения), а также содержательных тем курса математики среднего звена школы: арифметики, алгебры, геометрии, вероятности и статистики. Полученные результаты свидетельствуют о том, что существуют статистически значимые различия в знаниях учите-лей между странами в содержании, а также по когнитивным уровням. Результаты исследова-ния могут информировать теорию и практику сравнительных исследований о приоритетах в подготовке учителей математики среднего звена школы в США и России. Ключевые слова: cравнительные исследования, знания учителя, среднее звено школы. Сравнительный анализ предметных знаний учителей математики в США и России через призму результатов TIMSS
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