The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
The study aimed to investigate the effect of a training program based on the principles of conceptual understanding in enhancing the pedagogical knowledge of mathematics teachers. The study sample consisted of 34 male and female in-service mathematics teachers, who teach the middle grades (5-8). To achieve the objectives of the study, a quasi-experimental approach was used, with a pre-post design for two groups. In order to collect data, a pedagogical knowledge test was used for the content of numbers and algebra contained in the middle grades curriculum. The results showed a significant effect of the training program in enhancing the pedagogical knowledge of mathematics teachers, with two dimensions (knowledge of teaching mathematics: approaches and strategies, knowledge of students’ thinking). The results also showed an improvement in performance levels on the test in general among the teachers of the experimental group, as the percentage of teachers in the level of skilled performance increased from 0% on the pre-test to 53% on the post-test. In light of the results, the study recommended to conduct more research through employing more principles of conceptual understanding to enhance pedagogical knowledge among broader samples of mathematics teachers and different mathematics content.
Dados da obra
- Tipo
- Artigo
- Periódico
- Eurasia Journal of Mathematics Science and Technology Education, v. 19, n. 6, p. em2277
- Editora
- Modestum Limited
- Ano
- 2023 (2023-04-19)
- Idioma
- en
- Palavras-chave
- conceptual understanding; teacher professional development; pedagogical content knowledge; mathematics teachers; in-service teachers; junior high school mathematics; teaching methods
- Temas
- Álgebra, Currículo, Formação de Professores de Matemática
- DOI
- 10.29333/ejmste/13215
- ISSN
- 1305-8215, 1305-8223
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
IRSHID, Mervat Mohammad Bani; KHASAWNEH, Amal Abdallah; AL‐BARAKAT, Ali Ahmad. The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers. Eurasia Journal of Mathematics Science and Technology Education, v. 19, n. 6, p. em2277, 2023. DOI: https://doi.org/10.29333/ejmste/13215.
APA
Irshid, M. M. B., Khasawneh, A. A., & Al‐Barakat, A. A. (2023). The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers. Eurasia Journal of Mathematics Science and Technology Education, 19(6), em2277. https://doi.org/10.29333/ejmste/13215
BibTeX
@article{irshid2023,
author = {Irshid, Mervat Mohammad Bani and Khasawneh, Amal Abdallah and Al‐Barakat, Ali Ahmad},
title = {The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers},
year = {2023},
journal = {Eurasia Journal of Mathematics Science and Technology Education},
volume = {19},
number = {6},
pages = {em2277},
publisher = {Modestum Limited},
doi = {10.29333/ejmste/13215},
language = {en}
}RIS
TY - JOUR AU - Irshid, Mervat Mohammad Bani AU - Khasawneh, Amal Abdallah AU - Al‐Barakat, Ali Ahmad TI - The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers PY - 2023 JO - Eurasia Journal of Mathematics Science and Technology Education VL - 19 IS - 6 SP - em2277 DO - 10.29333/ejmste/13215 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
O USO DA MODELAGEM MATEMÁTICA NO ENSINO DE EQUAÇÕES DIFERENCIAIS ORDINÁRIAS: UMA REVISÃO CRÍTICA DA LITERATURA E SUAS IMPLICAÇÕES PARA O ENSINO SUPERIOR
Revista Tópicos., v. 4, n. 36 · DOI 10.70773/revistatopicos/786504083
- Álgebra
- Avaliação
- Currículo
- Formação de Professores de Matemática
- Inclusão
- Modelagem Matemática
- Tecnologias Digitais
Download disponível Baixar PDF na fonte: O USO DA MODELAGEM MATEMÁTICA NO ENSINO DE EQUAÇÕES DIFERENCIAIS ORDINÁRIAS: UMA REVISÃO CRÍTICA DA LITERATURA E SUAS IMPLICAÇÕES PARA O ENSINO SUPERIOR (abre em nova aba) Acessar texto completo: O USO DA MODELAGEM MATEMÁTICA NO ENSINO DE EQUAÇÕES DIFERENCIAIS ORDINÁRIAS: UMA REVISÃO CRÍTICA DA LITERATURA E SUAS IMPLICAÇÕES PARA O ENSINO SUPERIOR (abre em nova aba) -
Danish preservice teachers’ solving of linear equations: A challenge for teacher education
Nordic Journal of STEM Education, v. 10, n. 1 · DOI 10.5324/njsteme.v10i1.6447
-
Aprendizagem matemática em espaços não formais: a horta escolar como ambiente de investigação
Cadernos Cajuína, v. 11, n. 3 · DOI 10.52641/cadcajv11i3.2304
-
EDUCAÇÃO MATEMÁTICA INCLUSIVA
Eventos Pedagógicos, v. 16, n. 3 · DOI 10.30681/reps.v16i3.13957
-
Prospective Mathematics Teachers’ Creativity in Developing Mathematics Problems Based on Ethnomathematics Context and AKM Framework
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA, v. 8, n. 1 · DOI 10.33365/jm.v8i1.1136
Download disponível Baixar PDF na fonte: Prospective Mathematics Teachers’ Creativity in Developing Mathematics Problems Based on Ethnomathematics Context and AKM Framework (abre em nova aba) Acessar texto completo: Prospective Mathematics Teachers’ Creativity in Developing Mathematics Problems Based on Ethnomathematics Context and AKM Framework (abre em nova aba)