The Analysis of a Novice Primary Teacher's Mathematical Knowledge in Teaching: Area Measurement

Doğan Coşkun, Sümeyra; Işıksal Bostan, Mine

doi:10.4256/ijmtl.v19i1.13

Cited by 3 publications

(1 citation statement)

References 44 publications

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“…Thereby, several studies were conducted to support beginning teachers' PD (e.g., Bauml, 2014;Ginns et al, 2001;Harrison et al, 2006). In Turkey, although the majority of studies investigated the challenges of beginning teachers (e.g., Doğan-Coşkun & Işıksal-Bostan, 2018;Taneri & Ok, 2014;Yanik et al, 2016), very few focused on their PD (e.g., Guler et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks

Bağdat,

Yanık

2023

JPSP

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This qualitative case study investigated the improvement of two beginning middle school mathematics teachers' instruction to implement cognitively demanding tasks and to orchestrate productive discussions by using five practices framework. For this purpose, the study was carried out in two phases: pre and during the professional development (PD). Data were collected through classroom observations, student artifacts, interviews, and teachers' planning and monitoring documents. The results displayed that, before the professional development, teachers did not make plans based on student thinking, not provide adequate time for students to explore the tasks, not build an environment based on classroom discussions, and they usually implemented cognitively low-demanding tasks. Along with the professional development, teachers deeply considered on the purpose of cognitively demanding tasks, but didn't reach an expected level on detailed anticipating. They constructed a classroom setting based on students' exploration of tasks and consideration of multiple solutions. They purposefully selected and sequenced different solutions, initiate discussions to connect students' approaches and underlying concepts. However, they didn't reach the expected level of making connections among different solutions. Eventually, they mostly maintained the cognitive demand of high-level tasks in the professional development period.

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Section: Introductionmentioning

confidence: 99%

Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks

Bağdat,

Yanık

2023

JPSP

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Improve the ability of understanding mathematics and confidence of elementary school students with a contextual approach using VBA learning media for Microsoft Excel

Bernard

Akbar

Ansori

et al. 2019

J. Phys.: Conf. Ser.

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The main problem of this research is the lack of students understanding the ability and mathematical self-confidence for mathematics learning in elementary school students in Indonesia. Lack of students understanding of mathematics is caused by the learning process in school. Teachers still use conventional learning in the learning process. Also, the basic skills aspects of students also affect the ability of math skills. Furthermore, the learning process with a contextual approach assisted by VBA Learning Media (Visual Basic Application for Excel) gives positive influence on students both regarding mathematical understanding and self-confidence. The data processed in this study is from the post-test score. This score arises from both the experimental class group and the control class group. Then, the data processed using SPSS 22 and Microsoft excel. Data were analyzed using the t-test statistic. The final result of this study concludes achievement and improvement of mathematical understanding ability and Self Confidence students learning with contextual approach supported by VBA (learning media Visual Basic Application for Excel) are better than students who get conventional learning.

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Knowledge Quartet: dimensões, pesquisas e reflexões sobre o conhecimento profissional do professor que ensina matemática

Gumiero

Pazuch

2020

Bolema

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Resumo O Knowledge Quartet (KQ) é uma ferramenta teórica oriunda da prática do professor, composta por quatro dimensões. Neste artigo, apresenta-se uma síntese de literatura, envolvendo 16 artigos selecionados a partir de consultas nas bases de dados Scielo, ERIC, PsycINFO, Web of Science e MathEduc. Discute-se três questões norteadoras: Como têm sido realizadas as pesquisas que têm como foco o KQ? Que dimensões e códigos do KQ são utilizados em pesquisas em Educação Matemática? Como o KQ contribui para a constituição do conhecimento profissional do professor que ensina Matemática? Essas pesquisas destacam as potencialidades do KQ por meio da abordagem qualitativa e do uso de vídeo. Contemplar todas as dimensões e os códigos tem sido a prática mais comum, com ênfase para a dimensão contingência. Identificou-se que o KQ oportuniza reflexão e ampliação do conhecimento docente de forma individual ou colaborativa, valorizando a prática do professor.

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The Analysis of a Novice Primary Teacher's Mathematical Knowledge in Teaching: Area Measurement

Cited by 3 publications

References 44 publications

Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks

Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks

Improve the ability of understanding mathematics and confidence of elementary school students with a contextual approach using VBA learning media for Microsoft Excel

Knowledge Quartet: dimensões, pesquisas e reflexões sobre o conhecimento profissional do professor que ensina matemática

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