After the Elementary Mathematics Teacher Workshop: Stories of Becoming Complex Instruction Teachers

Oslund, Joy A.

doi:10.1086/684941

Cited by 10 publications

(5 citation statements)

References 33 publications

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“…The PD programmes aimed to make changes in mathematics teacher knowledge and skills, their pedagogical content knowledge about mathematics and student thinking and teacher ability to incorporate all of this knowledge to evaluate mathematics teaching and enhance their teaching practice (Oslund, 2016). From the selected empirical studies, it can be seen that not all PD programmes designed for mathematics teachers were focused on student learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Mathematics is a subject that relates to numbers, measurements, quantities and shapes. Teaching mathematics cannot be conducted effectively without understanding knowledge, pedagogy and skills to be used in teaching and learning sessions (Oslund, 2016). As the technologies rise, mathematics teachers' methods to improve their teaching and learning process also grow.…”

Section: Literature Reviewmentioning

confidence: 99%

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Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

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“…The study of mathematics deals with quantities, measurements, numbers, and shapes. It is impossible to teach mathematics effectively without a thorough understanding of the pedagogy, knowledge, and skills that will be applied throughout instruction (Oslund, 2016). Instructors have long viewed mathematics as a discipline of facts that students must learn by heart, and they incorporate this mindset into their lessons.…”

Section: Introductionmentioning

confidence: 99%

Maximizing Content-Based Knowledge of the Novice Teachers in Mathematics: An Experimental Study

2024

JDSS

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This study used an experimental approach to find out the effect of content-based professional development training in mathematics on novice primary school teachers' achievement in mathematics. Professional development training to in-service teachers provides need-based support to maximize their knowledge in the areas they need support. The study has its theoretical bases on Knowles (1984) theory of adult learning that assumed that adults should be involved in the planning and evaluation of their learning as this experience provides them basis to teach the subject which is relevant to their lives. 140 primary school teachers from rural areas of Sheikhupura district were clustered into 5 places for intervention. The intervention included hands on activities related to mathematics lasted 40 hours to mathematics teachers during the span of one week. The study employed one group pre-test post-test experimental design. The teachers were pretested and post-tested on a researcher-made test related to Mathematics content knowledge taken from grade 5 textbook of mathematics. Descriptive and inferential statistics were used to analyze the data. The study revealed that achievement scores in posttest of the teachers were better as compared to pre-test for the mathematics subject. The researcher recommended that continuous professional development programs should be in practice to provide in-service teachers especially the novice teachers to support them.

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“…Özellikle matematiği etkili bir şekilde öğretmede bilginin miktarı, hangi becerilere sahip olunması gerektiği ve eğilimlerin neler olduğu soruları önemli bir yere sahiptir (Corven, 2021). Bu sebeple matematik öğretimi, öğretme ve öğrenmede kullanılan bilgi, pedagoji ve beceriler anlaşılmadan etkili bir şekilde yürütülemez (Oslund, 2016).…”

Section: Introductionunclassified