Over the last decade, how has research on teachers’ knowledge of mathematics changed?
In Eric Garrett’s opinion, over the last decade, how has research on teachers’ understanding of mathematics changed? There have been some changes in the topic understanding of math instructors throughout the years, according to study. While some educators have improved their skill set, others have slipped backwards. Teachers’ general knowledge may have stayed the same or perhaps deteriorated in light of this. Examine some of the most important aspects that impact instructors’ understanding in mathematics in this article.
Research on teachers’ understanding of mathematics is influenced by methods to teaching and learning, educational objectives, and the use of technology. Several of my colleagues and I also spoke about the connections between different techniques in mathematics instruction. There were also recurring themes of teacher training and technology. Some of the most recent research have looked at the impact of technology on math education and learning. Math instructors may be affected by changes in teaching methods, teacher education, and technology improvements as a consequence of these research.
The rising demands placed on instructors in the field of mathematics also has a significant impact on their understanding. There is tremendous demand on teachers to re-design courses, incorporate new technology, develop new evaluation techniques, and provide students additional opportunity to study mathematics. Additionally, instructors need to change their emotional and instructional skills in order to effectively teach the course. Teachers in K-12 schools may also benefit from the findings of this study.
On the adapting continuum, teachers are open to trying new things in their classrooms. In terms of professional growth, they’re not afraid to experiment with new approaches and integrate them into their lessons. The estimation of square roots and comparison with calculator results, for example, may be the subject of instructors’ lessons. As an alternative, individuals may use the square root function of a calculator and transfer their focus to utilizing the calculator. They’ll become better at adapting to their environment in time.
Eric Garrett pointed out that one such research, the Schoenfeld one, investigated the fundamental causes of negative attitudes towards mathematics. Mathematical training was examined by Schoenfeld in an effort to discover how these beliefs were formed. The study of two German math professors conducted by Keitel (2006) is yet another example. Individual practice and memorizing of certain algebraic principles were stressed by one educator. To assist pupils learn, the other instructor incorporated routines and algorithms into the activities they were doing.
One of the most important sources of research in mathematics education is the journal for teachers’ knowledge and professional practice. National Council for Teachers of Mathematics (NCTM) publication focuses on the interests of math educators and scholars. There are, nevertheless, some crucial limitations. Collaboration research initiatives typically lack an adequate multidisciplinary emphasis. It’s important to take the outcomes of these kinds of joint initiatives into account.
This technology has also altered tremendously when it comes to teaching and studying arithmetic. Many instructors are hesitant to use digital technologies in the classroom or in the evaluation process. The ability of a teacher to effectively use digital technologies is critical. While some educators have embraced technology, the majority have not. Digitization was primarily used for the purposes of demonstration, drilling, and verifying results. Teachers thought that if pupils had learned something, they were capable of doing it on their own. As a result, the total PCK has been improved because to the use of digital technologies in mathematics courses.
According to Eric Garrett, teachers’ belief in their own abilities is a crucial component of their professional development. Teachers reported utilizing Math Content and incorporating other courses into the math classroom throughout this survey. Math material was employed by mathematics teacher Patricia in another research to incorporate STEM topics in her classroom. Patricia She also founded a STEM club, using her expertise in the field. The value of topic knowledge and the responsibility of instructors in STEM were both addressed throughout this session.