Mathematics teaching program to become a professional teacher in the digital era: Recent developments
DOI:
https://doi.org/10.62568/jplse.v1i1.45Keywords:
Teacher Professionalism, Mathematics Teacher, Digital Era Mathematics TeacherAbstract
This paper presents a systematic literature review aimed at exploring the initiatives undertaken to enhance the professionalism of mathematics teachers in the digital era. Utilizing Scopus as a source, we meticulously selected 7,570 articles based on specific keywords relevant to our research focus. Through a rigorous elimination process guided by defined criteria, we distilled these to 15 pivotal studies that specifically address the augmentation of mathematics teachers' professionalism. Our findings illuminate the evolving landscape of educational practices, particularly highlighting how educational practitioners are increasingly integrating technology to foster professional growth among mathematics teachers. This paper not only showcases various digital learning innovations but also offers a comprehensive analysis of the current state of mathematics teachers' professionalism, thereby contributing valuable insights into the intersection of education, technology, and professional development in the realm of mathematics teaching.
References
Ahmadi, D. M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115–125. http://ijreeonline.com/article-1-120-en.html&sw=Mohammad+Reza+Ahmadi
Alejandro, P., & David, I. (2018). Educational Research and Innovation Teachers as Designers of Learning Environments The Importance of Innovative Pedagogies: The Importance of Innovative Pedagogies. OECD Publishing. https://books.google.com/books?hl=en&lr=&id=m5pUDwAAQBAJ&oi=fnd&pg=PA3&dq=the+aim+of+implementing+innovative+pedagogy+in+schools&ots=3Z8LnoJLkf&sig=mXx9Os0K9YSvzTtx82Qbp4HP6to
Aljaberi, N. M. (2015). University students’ learning styles and their ability to solve mathematical problems. International Journal of Business and Social Science, 6(4). https://www.researchgate.net/profile/Nahil-Jaberi/publication/331731138_University_Students'_Learning_Styles_and_Their_Ability_to_Solve_Mathematical_Problems/links/5c89e400a6fdcc381752767b/University-Students-Learning-Styles-and-Their-Ability-to-Solve-Mathematical-Problems.pdf
Andriani, S., Kesumawati, N., & Kristiawan, M. (2018). The influence of the transformational leadership and work motivation on teachers performance. International Journal of Scientific & Technology Research, 7(7), 19–29. https://osf.io/9m426/download
Auslander, S. S., Bingham, G. E., Tanguay, C. L., & Fuentes, D. S. (2023). Developing elementary mathematics specialists as teacher leaders during a preparation program. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-023-09582-7
Azhari, B., & Fajri, I. (2022). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology, 53(7), 1934-1954. https://doi.org/10.1080/0020739X.2021.1875072
Bennett, C. A., Thorpe, J., & Ray, B. (2022). Considering mathematics educators’ perceptions of professionalism in rural contexts. Teacher Development, 26(2), 279–298. https://doi.org/10.1080/13664530.2022.2049858
Bolyard, J., & Baker, C. (2023). Examining the practice of elementary mathematics specialists through narratives: Implications for professional learning and development. Professional Development in Education, 49(3), 565–579. https://doi.org/10.1080/19415257.2021.1876150
Bruckmaier, G., Krauss, S., Blum, W., & Leiss, D. (2016). Measuring mathematics teachers’ professional competence by using video clips (COACTIV video). ZDM, 48(1–2), 111–124. https://doi.org/10.1007/s11858-016-0772-1
Capone, R., Adesso, M. G., Manolino, C., Minisola, R., & Robutti, O. (2023). Culturally crafted Lesson Study to improve teachers’ professional development in mathematics: A case study in Italian secondary school. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-023-09578-3
Chan, M. C. E., Clarke, D. J., Clarke, D. M., Roche, A., Cao, Y., & Peter-Koop, A. (2018). Learning from Lessons: Studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany. Mathematics Education Research Journal, 30(1), 89–102. https://doi.org/10.1007/s13394-017-0214-6
Chang, J., & Park, J. (2020). Developing teacher professionalism for teaching socio-scientific issues: What and how should teachers learn? Cultural Studies of Science Education, 15(2), 423–431. https://doi.org/10.1007/s11422-019-09955-6
Chao, T., Chen, J., Star, J. R., & Dede, C. (2016). Using Digital Resources for Motivation and Engagement in Learning Mathematics: Reflections from Teachers and Students. Digital Experiences in Mathematics Education, 2(3), 253–277. https://doi.org/10.1007/s40751-016-0024-6
Chauraya, M., & Brodie, K. (2017). Learning in Professional Learning Communities: Shifts in Mathematics Teachers’ Practices. African Journal of Research in Mathematics, Science and Technology Education, 21(3), 223–233. https://doi.org/10.1080/0035919X.2017.1350531
Chen, C.-H., & Tsai, C.-C. (2021). In-service teachers’ conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Education, 170, 104224. https://www.sciencedirect.com/science/article/pii/S0360131521001019
Dalby, D., & Noyes, A. (2022). Developing the mathematics teacher workforce in England’s FE colleges: Towards a ‘communities of practice’ strategy. Research in Post-Compulsory Education, 27(3), 413–435. https://doi.org/10.1080/13596748.2022.2076055
Danijela, M. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 6(2), 33–45. https://www.ceeol.com/search/article-detail?id=690086
Darling-Hammond, L. (2015). Getting teacher evaluation right: What really matters for effectiveness and improvement. Teachers College Press. https://books.google.com/books?hl=en&lr=&id=dZcbAgAAQBAJ&oi=fnd&pg=PP1&dq=Teachers+are+assigned+to+evaluate+the+learning+process&ots=7k1xaXl2op&sig=Bm8IEq2Z3NgB4NDGqmWeImBTYlw
Di Martino, P., & Gregorio, F. (2019). The Mathematical Crisis in Secondary–Tertiary Transition. International Journal of Science and Mathematics Education, 17(4), 825–843. https://doi.org/10.1007/s10763-018-9894-y
Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12. https://www.sciencedirect.com/science/article/pii/S0742051X15000141
Dolezal, D., Posekany, A., Vittori, L., Koppensteiner, G., & Motschnig, R. (2019). Fostering 21st century skills in student-centered engineering education at the secondary school level: Second evaluation of the learning office. 2019 IEEE Frontiers in Education Conference (FIE), 1–9. https://ieeexplore.ieee.org/abstract/document/9028646/
Drijvers, P. (2015). Digital Technology in Mathematics Education: Why It Works (Or Doesn’t). In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 135–151). Springer International Publishing. https://doi.org/10.1007/978-3-319-17187-6_8
Dumciuviene, D. (2015). The impact of education policy to country economic development. Procedia-Social and Behavioral Sciences, 191, 2427–2436. https://www.sciencedirect.com/science/article/pii/S1877042815025628
Eichler, A., Ferretti, F., & Maffia, A. (2023). Cultural values and prospective teachers’ beliefs about success in mathematics and in its teaching. International Journal of Mathematical Education in Science and Technology, 54(8), 1681–1696. https://doi.org/10.1080/0020739X.2023.2203159
Ekanayake, S. Y., & Wishart, J. (2015). Integrating mobile phones into teaching and learning: A case study of teacher training through professional development workshops. British Journal of Educational Technology, 46(1), 173–189. https://doi.org/10.1111/bjet.12131
Engelbrecht, J., Llinares, S., & Borba, M. C. (2020). Transformation of the mathematics classroom with the internet. ZDM, 52(5), 825–841. https://doi.org/10.1007/s11858-020-01176-4
Erdogan, A., & Yemenli, E. (2019). Gifted students’ attitudes towards mathematics: A qualitative multidimensional analysis. Asia Pacific Education Review, 20(1), 37–52. https://doi.org/10.1007/s12564-018-9562-5
Eronen, L., & Kärnä, E. (2018). Students Acquiring Expertise through Student-Centered Learning in Mathematics Lessons. Scandinavian Journal of Educational Research, 62(5), 682–700. https://doi.org/10.1080/00313831.2017.1306797
Feist, D., & Reid, D. (2018). Technology and teaching: Technology and student-centered pedagogy in 21st century classrooms. In Handbook of research on digital content, mobile learning, and technology integration models in teacher education (pp. 69–87). IGI Global. https://www.igi-global.com/chapter/technology-and-teaching/186244
Fokides, E. (2018). Digital educational games and mathematics. Results of a case study in primary school settings. Education and Information Technologies, 23(2), 851–867. https://doi.org/10.1007/s10639-017-9639-5
Fowler, S., Leonard, S. N., & Gabriel, F. (2023). Empowering mathematics teachers to meet evolving educational goals: The role of “epistemic objects” in developing actionable practice knowledge in tumultuous times. Asia-Pacific Journal of Teacher Education, 51(1), 45–57. https://doi.org/10.1080/1359866X.2022.2119368
Gafoor, K. A., & Kurukkan, A. (2015). Why High School Students Feel Mathematics Difficult? An Exploration of Affective Beliefs. Online Submission. https://eric.ed.gov/?id=ED560266
Gomez, K., Gomez, L. M., Rodela, K. C., Horton, E. S., Cunningham, J., & Ambrocio, R. (2015). Embedding Language Support in Developmental Mathematics Lessons: Exploring the Value of Design as Professional Development for Community College Mathematics Instructors. Journal of Teacher Education, 66(5), 450–465. https://doi.org/10.1177/0022487115602127
Gutierez, S. B., & Kim, H.-B. (2017). Becoming teacher-researchers: Teachers’ reflections on collaborative professional development. Educational Research, 59(4), 444–459. https://doi.org/10.1080/00131881.2017.1347051
Hadza, C., Sesrita, A., & Suherman, I. (2020). Development of Learning Media Based on Articulate Storyline. Indonesian Journal of Applied Research (IJAR), 1(2), 80–85. http://iojs.unida.ac.id/index.php/IJAR/article/view/54
Hogue, M. D. (2022). A quantitative data analysis of video-based instruction in an asynchronous online mathematics methods class for teacher certification. E-Learning and Digital Media, 19(4), 380–395. https://doi.org/10.1177/20427530221092866
Hollebrands, K., Anderson, R., & Oliver, K. (Eds.). (2021). Online Learning in Mathematics Education. Springer International Publishing. https://doi.org/10.1007/978-3-030-80230-1
Hopkins, D. (2015). Improving the quality of education for all: A handbook of staff development activities. Routledge. https://books.google.com/books?hl=en&lr=&id=DwgeCwAAQBAJ&oi=fnd&pg=PP1&dq=The+development+of+a+teacher+quality+is+built+from+activities+that+are+used+for+development+and+meeting+educational+needs&ots=JU9V5ZAreU&sig=0EGnOFB8b4iLfjaZfklGubVThZw
Horn, I. S., Kane, B. D., & Wilson, J. (2015). Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers’ Learning Opportunities. American Educational Research Journal, 52(2), 208–242. https://doi.org/10.3102/0002831215573773
Hu, S., Torphy, K. T., Evert, K., & Lane, J. L. (2020). From Cloud to Classroom: Mathematics Teachers’ Planning and Enactment of Resources Accessed within Virtual Spaces. Teachers College Record, 122(6), 1–33. https://doi.org/10.1177/016146812012200606
Hurley, M., Butler, D., & McLoughlin, E. (2023). STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: A Systematic Literature Review. Journal for STEM Education Research. https://doi.org/10.1007/s41979-023-00089-7
Julie, G.-N. (2015). 3 A Model Of Teacher Professional Knowledge And Skill Including Pck. Re-Examining Pedagogical Content Knowledge in Science Education. https://books.google.com/books?hl=en&lr=&id=w_WTBwAAQBAJ&oi=fnd&pg=PT37&dq=The+skills+possessed+by+professional+teachers+are+obtained+through+practice+and+taking+lessons+from+experience&ots=QnTSqsDdGx&sig=shuAmdkMWrrl3T2FPmFR6jATpAs
Kaiser, G., & König, J. (2019). Competence Measurement in (Mathematics) Teacher Education and Beyond: Implications for Policy. Higher Education Policy, 32(4), 597–615. https://doi.org/10.1057/s41307-019-00139-z
Kaleli-Yilmaz, G. (2015). The views of mathematics teachers on the factors affecting the integration of technology in mathematics courses. Australian Journal of Teacher Education (Online), 40(8), 132–148. http://iojs.unida.ac.id/index.php/IJAR/article/view/54
Karsenty, R., & Arcavi, A. (2017). Mathematics, lenses and videotapes: A framework and a language for developing reflective practices of teaching. Journal of Mathematics Teacher Education, 20(5), 433–455. https://doi.org/10.1007/s10857-017-9379-x
Kelly, A. M., Gningue, S. M., & Qian, G. (2015). First-Year Urban Mathematics and Science Middle School Teachers: Classroom Challenges and Reflective Solutions. Education and Urban Society, 47(2), 132–159. https://doi.org/10.1177/0013124513489147
Kim, M. K., & Cho, M. K. (2015). Design and implementation of integrated instruction of mathematics and science in Korea. EURASIA Journal of Mathematics, Science and Technology Education, 11(1), 3–15. https://www.ejmste.com/article/design-and-implementation-of-integrated-instruction-of-mathematics-and-science-in-korea-4361
Kini, T., & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Learning Policy Institute. https://eric.ed.gov/?id=ED606426
Koparan, T. (2017). Analysis of Teaching Materials Developed by Prospective Mathematics Teachers and Their Views on Material Development. Malaysian Online Journal of Educational Technology, 5(4), 8–28. https://eric.ed.gov/?id=EJ1156942
Koybasi, F., Ugurlu, C. T., & Bakir, A. A. (2017). The Factors That Influence Bureaucracy and Professionalism in Schools: A Grounded Theory Study. Journal of Education and Practice, 8(8), 196–207. https://eric.ed.gov/?id=EJ1139040
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712
Lazar, S. (2015). The importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering and Education, 3(1), 111–114. https://cyberleninka.ru/article/n/the-importance-of-educational-technology-in-teaching
Lee, E.-J., Lee, K.-H., & Park, M. (2019). Developing Preservice Teachers’ Abilities to Modify Mathematical Tasks: Using Noticing-Oriented Activities. International Journal of Science and Mathematics Education, 17(5), 965–985. https://doi.org/10.1007/s10763-018-9891-1
Lee, F. L. M., Yeung, A. S., Tracey, D., & Barker, K. (2015). Inclusion of Children With Special Needs in Early Childhood Education: What Teacher Characteristics Matter. Topics in Early Childhood Special Education, 35(2), 79–88. https://doi.org/10.1177/0271121414566014
Lin, M.-H., Chen, H.-C., & Liu, K.-S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. https://www.ejmste.com/article/a-study-of-the-effects-of-digital-learning-on-learning-motivation-and-learning-outcome-4843
Lissitsa, S., & Chachashvili-Bolotin, S. (2019). Enrolment in Mathematics and Physics at The Advanced Level in Secondary School Among Two Generations of Highly Skilled Immigrants. International Migration, 57(5), 216–234. https://doi.org/10.1111/imig.12550
Lu, X., Leung, F. K. S., & Li, N. (2021). Teacher agency for integrating history into teaching mathematics in a performance-driven context: A case study of a beginning teacher in China. Educational Studies in Mathematics, 106(1), 25–44. https://doi.org/10.1007/s10649-020-10006-z
Lutovac, S., & Kaasila, R. (2022). Towards conceptualising failure in mathematics as an autobiographical experience. European Journal of Teacher Education, 45(5), 689–706. https://doi.org/10.1080/02619768.2021.1892070
Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The Role of Mathematics in interdisciplinary STEM education. ZDM, 51(6), 869–884. https://doi.org/10.1007/s11858-019-01100-5
Makhubele, Y. (2018). An investigation of the impact of the 1 + 4 Mathematics Teaching Intervention Programme on the attitude of Grade eight and nine Mathematics teachers after two years of attendance. African Journal of Science, Technology, Innovation and Development, 10(3), 267–278. https://doi.org/10.1080/20421338.2018.1452846
Makonye, J. P. (2016). Mathematics Pedagogical Shifts through a Learning Study at an Initial Teacher Education Institution. International Journal of Educational Sciences, 13(3), 271–275. https://doi.org/10.1080/09751122.2016.11890461
Marrero, M. E., Riccio, J. F., Woodruff, K. A., & Schuster, G. S. (2010). Live, online short-courses: A case study of innovative teacher professional development. The International Review of Research in Open and Distributed Learning, 11(1), 81–95. http://www.irrodl.org/index.php/irrodl/article/view/758
Marshall, S. A., McClain, J. B., & McBride, A. (2023). Reframing translanguaging practices to shift mathematics teachers’ language ideologies. International Journal of Qualitative Studies in Education, 0(0), 1–14. https://doi.org/10.1080/09518398.2023.2178683
Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752–761. https://www.sciencedirect.com/science/article/pii/S0747563214007110
McCulloch, A. W., Hollebrands, K., Lee, H., Harrison, T., & Mutlu, A. (2018). Factors that influence secondary mathematics teachers’ integration of technology in mathematics lessons. Computers & Education, 123, 26–40. https://www.sciencedirect.com/science/article/pii/S0360131518300885
McKnight, K., O’Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning. Journal of Research on Technology in Education, 48(3), 194–211. https://doi.org/10.1080/15391523.2016.1175856
Melnyk, N., Bidyuk, N., Kalenskyi, A., Maksymchuk, B., Bakhmat, N., Matviienko, O., Matviichuk, T., Solovyov, V., Golub, N., & Maksymchuk, I. (2019). Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine. Zbornik Instituta Za Pedagoska Istrazivanja, 51(1), 46–93. https://doiserbia.nb.rs/Article.aspx?ID=0579-64311901046M
Merliza, P., & Retnawati, H. (2018). Continuing professional development (CPD) for junior high school mathematics teachers: An evaluation study. REID (Research and Evaluation in Education), 4(1), Article 1. https://doi.org/10.21831/reid.v4i1.18757
Misfeldt, M., & Zacho, L. (2016). Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. Journal of Mathematics Teacher Education, 19(2–3), 227–241. https://doi.org/10.1007/s10857-015-9336-5
Mishal, A., & Patkin, D. (2016). Contribution of mathematics in-service training course to the professional development of elementary school teachers in Israel. Teacher Development, 20(2), 253–274. https://doi.org/10.1080/13664530.2016.1138997
Mtetwa, D., Chabongora, B., Ndemo, Z., & Maturure, E. (2015). Features of Continuous Professional Development (CPD) of School Mathematics Teachers in Zimbabwe. International Journal of Educational Sciences, 8(1), 135–147. https://doi.org/10.1080/09751122.2015.11917599
Myers, K. D., Auslander, S. S., Smith, S. Z., & Smith, M. E. (2021). Prospective Elementary Mathematics Specialists’ developing instructional practices: Support and mentorship during an authentic residency. Journal of Mathematics Teacher Education, 24(3), 309–330. https://doi.org/10.1007/s10857-020-09460-6
Norton, S., & Allen, J. (2020). Pre-service primary teachers have a say on genericism in mathematics curriculum preparation. Curriculum Perspectives, 40(2), 159–172. https://doi.org/10.1007/s41297-020-00105-5
Oke, A., & Fernandes, F. A. P. (2020). Innovations in teaching and learning: Exploring the perceptions of the education sector on the 4th industrial revolution (4IR). Journal of Open Innovation: Technology, Market, and Complexity, 6(2), 31. https://www.sciencedirect.com/science/article/pii/S2199853122004267
Osei, W., & Agyei, D. D. (2023). Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra. Cogent Education, 10(2), 2232240. https://doi.org/10.1080/2331186X.2023.2232240
Ozmantar, M. F., & Agac, G. (2023). Mathematics teacher educators’ knowledge sources in teacher education practices. Mathematics Education Research Journal, 35(1), 175–201. https://doi.org/10.1007/s13394-021-00382-x
Pahrudin, P., Martono, T., & Murtini, W. (2016). The effect of pedagogic competency, personality, professional and social competency teacher to study achievement of economic lesson in State Senior High School of East Lombok District Academic year 2015/2016. Proceeding of the International Conference on Teacher Training and Education, 2(1), 332–345. https://jurnal.uns.ac.id/ictte/article/view/8192
Pang, J. (2016). Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM, 48(4), 471–483. https://doi.org/10.1007/s11858-016-0768-x
Paradis, A., Lutovac, S., Jokikokko, K., & Kaasila, R. (2018). Canadian and Finnish upper-secondary school mathematics teachers’ perceptions of autonomy. Pedagogy, Culture & Society, 26(3), 381–396. https://doi.org/10.1080/14681366.2017.1407957
Pardimin, & Huda, M. (2018). Investigating Factors Influencing Mathematics Teaching Performance: An Empirical Study. International Journal of Instruction, 11(3), 391–402. https://eric.ed.gov/?id=EJ1183591
Paulsen, R. (2015). Professional Development as a Process of Change: Some Reflections on Mathematics Teacher Development. International Journal of Educational Sciences, 8(1), 215–221. https://doi.org/10.1080/09751122.2015.11917607
Pennington, M. C., & Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources. ZDM, 49(5), 799–812. https://doi.org/10.1007/s11858-017-0870-8
Pepin, B., Xu, B., Trouche, L., & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: An examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94(3), 257–274. https://doi.org/10.1007/s10649-016-9727-2
Philippou, S., Papademetri-Kachrimani, C., & Louca, L. (2015). ‘The exchange of ideas was mutual, I have to say’: Negotiating researcher and teacher ‘roles’ in an early years educators’ professional development programme on inquiry-based mathematics and science learning. Professional Development in Education, 41(2), 382–400. https://doi.org/10.1080/19415257.2014.999381
Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53–60. https://eric.ed.gov/?id=ej1244451
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
Ren, L., Green, J. L., & Smith, W. M. (2016). Using the Fennema-Sherman Mathematics Attitude Scales with lower-primary teachers. Mathematics Education Research Journal, 28(2), 303–326. https://doi.org/10.1007/s13394-016-0168-0
Roulston, K., & Shelton, S. A. (2015). Reconceptualizing Bias in Teaching Qualitative Research Methods. Qualitative Inquiry, 21(4), 332–342. https://doi.org/10.1177/1077800414563803
Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., Leony, D., & Kloos, C. D. (2015). ALAS-KA: A learning analytics extension for better understanding the learning process in the Khan Academy platform. Computers in Human Behavior, 47, 139–148.
Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and Teaching, 22(4), 413–425. https://doi.org/10.1080/13540602.2015.1082732
Sadak, M. (2023). How important are teacher characteristics to predict mathematics achievement in European countries? European Educational Research Journal, 14749041231180958. https://doi.org/10.1177/14749041231180958
Saleh, M., Prahmana, R. C. I., & Isa, M. (2018). Improving the Reasoning Ability of Elementary School Student through the Indonesian Realistic Mathematics Education. Journal on Mathematics Education, 9(1), 41–54.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://www.sciencedirect.com/science/article/pii/S0742051X21000299
Saputra, E., & Fahrizal, E. (2019). The development of mathematics teaching materials through geogebra software to improve learning independence. Malikussaleh Journal of Mathematics Learning (MJML), 2(2), 39–44. https://ojs.unimal.ac.id/mjml/article/view/1860
Sardabi, N., Biria, R., & Golestan, A. A. (2018). Reshaping Teacher Professional Identity through Critical Pedagogy-Informed Teacher Education. International Journal of Instruction, 11(3), 617–634. https://eric.ed.gov/?id=EJ1183356
Schatz Oppenheimer, O., & Dvir, N. (2018). Novice mathematics teachers create themselves. Teacher Development, 22(2), 210–228. https://doi.org/10.1080/13664530.2017.1385516
Segal, R., Merzel, A., & Lehavi, Y. (2023). Improving the Professional Awareness of Mathematics Teachers and Teacher Instructors Using Video-Based Curiosity-Driven Discourse—A Case Study. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10418-2
Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, C.-K., McAndrew, P., & Rienties, B. (2016). Innovating pedagogy 2016. The Open University. https://www.learntechlib.org/p/195462/?nl=1
Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 13. https://doi.org/10.1186/s40594-017-0068-1
Smedsrud, J. (2018). Mathematically gifted accelerated students participating in an ability group: A qualitative interview study. Frontiers in Psychology, 9, 1359. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01359/full
Smilkov, D., Carter, S., Sculley, D., Viégas, F. B., & Wattenberg, M. (2017). Direct-Manipulation Visualization of Deep Networks (arXiv:1708.03788). arXiv. http://arxiv.org/abs/1708.03788
Smith, C., & Gillespie, M. (2023). Research on professional development and teacher change: Implications for adult basic education. In Review of Adult Learning and Liter acy, Volume 7 (pp. 205–244). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003417996-7/research-professional-development-teacher-change-implications-adult-basic-education-cristine-smith-marilyn-gillespie
Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132–2148. https://doi.org/10.1080/03075079.2019.1582015
Speer, N. M., King, K. D., & Howell, H. (2015). Definitions of mathematical knowledge for teaching: Using these constructs in research on secondary and college mathematics teachers. Journal of Mathematics Teacher Education, 18(2), 105–122. https://doi.org/10.1007/s10857-014-9277-4
Stauffer, S. D., & Mason, E. C. M. (2013). Addressing Elementary School Teachers’ Professional Stressors: Practical Suggestions for Schools and Administrators. Educational Administration Quarterly, 49(5), 809–837. https://doi.org/10.1177/0013161X13482578
Stronge, J. H. (2018). Qualities of effective teachers. Ascd. https://books.google.com/books?hl=en&lr=&id=x7RUDwAAQBAJ&oi=fnd&pg=PP1&dq=Teachers+are+the+key+holders+of+programs+and+improving+the+quality+of+education&ots=iew0Cqg-c5&sig=n5UU65_AtkkrmrrXHNW9yBDMTDQ
Taranto, E., & Arzarello, F. (2020). Math MOOC UniTo: An Italian project on MOOCs for mathematics teacher education, and the development of a new theoretical framework. ZDM, 52(5), 843–858. https://doi.org/10.1007/s11858-019-01116-x
Taylor, B., Hodgen, J., Jacques, L., Tereshchenko, A., Cockerill, M., & Kwok, R. K. W. (2022). Access to mathematics learning for lower secondary students in England during school closures: Implications for equity and quality. Teachers and Teaching, 0(0), 1–15. https://doi.org/10.1080/13540602.2022.2062717
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Treacy, M. (2017). Spoon-feeding to tongue-biting and beyond: Factors that contributed to changes in Irish primary school teachers’ mathematics practice. Irish Educational Studies, 36(3), 375–397. https://doi.org/10.1080/03323315.2017.1333443
Van Der Heijden, H. R. M. A., Geldens, J. J. M., Beijaard, D., & Popeijus, H. L. (2015). Characteristics of teachers as change agents. Teachers and Teaching, 21(6), 681–699. https://doi.org/10.1080/13540602.2015.1044328
Wald, H. S. (2015). Professional identity (trans) formation in medical education: Reflection, relationship, resilience. Academic Medicine, 90(6), 701–706.
Watters, J. J., Diezmann, C. M., & Dao, L. (2018). Using classroom videos to stimulate professional conversations among pre-service teachers: Windows into a mathematics classroom. Asia-Pacific Journal of Teacher Education, 46(3), 239–255. https://doi.org/10.1080/1359866X.2017.1401585
Wiliam, D., & Thompson, M. (2017). Integrating assessment with learning: What will it take to make it work? In The future of assessment (pp. 53–82). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315086545-3/integrating-assessment-learning-take-make-work-dylan-wiliam-marnie-thompson
Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2018). Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism? Teaching and Teacher Education, 76, 126–139. https://www.sciencedirect.com/science/article/pii/S0742051X18305626
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641
Yan, Z., Chai, C. S., & So, H.-J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4). https://ajet.org.au/index.php/AJET/article/view/3755
Yang, X., König, J., & Kaiser, G. (2021). Growth of professional noticing of mathematics teachers: A comparative study of Chinese teachers noticing with different teaching experiences. ZDM – Mathematics Education, 53(1), 29–42. https://doi.org/10.1007/s11858-020-01217-y
Yow, J. A., Wilkerson, A., & Gay, C. (2021). Mathematics and Science Teacher Leadership Understanding Through a Teacher Leadership Course. International Journal of Science and Mathematics Education, 19(4), 839–862. https://doi.org/10.1007/s10763-020-10080-y
Yuan, H., & Huang, X. (2019). China-England Mathematics Teacher Exchange and Its Impact. Frontiers of Education in China, 14(3), 480–508. https://doi.org/10.1007/s11516-019-0023-7
Zheng, P., Wang, H., Sang, Z., Zhong, R. Y., Liu, Y., Liu, C., Mubarok, K., Yu, S., & Xu, X. (2018). Smart manufacturing systems for Industry 4.0: Conceptual framework, scenarios, and future perspectives. Frontiers of Mechanical Engineering, 13(2), 137–150. https://doi.org/10.1007/s11465-018-0499-5
Downloads
Submitted
Accepted
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Husna Fatwana, Sahar Abdo Mohamed Elsayed, Budi Azhari, Satish Prakash Chand
This work is licensed under a Creative Commons Attribution 4.0 International License.