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What changes have occurred in research trends on mathematics teachers' knowledge over the last decad



According to Eric Garrett, among the questions that need to be addressed is: How have general research patterns on mathematics instructors' expertise changed over the previous decade? When we look at studies on the subject knowledge of mathematics instructors, we can observe that a few things have changed throughout the years. The knowledge of some instructors has risen, while the knowledge of others has decreased. According to this, it is possible that the general knowledge of instructors has stayed unchanged or even deteriorated. This article will look at some of the most important aspects that determine the expertise of mathematics instructors.


The methods to teaching and learning, the purposes of mathematics education, and the use of technology are some of the overarching issues that have influenced studies on mathematics teachers' understanding. The linkages between mathematics education and other activities were also explored by a large number of peers. The improvement of teachers' professional skills and the use of technology were other important issues. Recently published research has looked at the impact of technology on mathematics education and learning. According to the findings of these research, teacher education and technology improvements may have an influence on how mathematics instructors learn, teach, and evaluate their students in mathematics.


Another significant aspect influencing mathematics instructors' competence is the rising amount of demand placed on them. Course restructuring, adoption of new technology, the development of creative evaluation techniques, and the provision of additional chances for students to study mathematics are all under intense demand from administrators and students. Apart from re-engineering the course, instructors must make improvements to their emotional and instructional tactics to ensure that students succeed. It is equally important for educators working in K-12 settings to understand the findings of such studies.


Teachers who are in the adapting stage of the adaptation continuum are more open to incorporating new activities into their classes than those who are not. Professional development strategies that they haven't used before are welcomed, and they are eager to include them into the curriculum. For example, instructors may choose to concentrate on guessing square roots and compare the results with those obtained using a calculator. Alternatives include including the square root function of a calculator and shifting the focus to the use of the calculator. It is inevitable that they will progress to a more sophisticated degree of adaptability.


Eric Garrett pointed out that among the studies examined were the underlying causes for people's negative views about mathematics, such as the Schoenfeld study. Schoenfeld set out to discover the roots of such views by examining mathematics training in the classroom. As another example, Keitel (2006) conducted a study of two German mathematics professors. Individual practice and memorizing of certain algebraic principles were encouraged by one algebra instructor. This was a type of test-taking, and the other instructor placed an emphasis on routines and algorithms to aid pupils in their educational endeavor.


Mathematics teachers' knowledge and professional practice, published by the Journal of Mathematics Teachers' Knowledge and Professional Practice, is a leading source of research in mathematics education. This publication, which is published on a quarterly basis by the National Council of Teachers of Mathematics (NCTM), is devoted to the interests of teachers and academics in the area of mathematics. There are, however, a few crucial cautions to consider. First and foremost, the research emphasis on joint research initiatives is often inadequately multidisciplinary in nature. The outcomes of such joint initiatives should be given great consideration before implementation.


Second, the technology that is employed in mathematics education and learning has undergone significant transformation. Many instructors are hesitant to use digital technologies in their classrooms or for evaluation purposes. The usage of digital technologies by teachers is heavily influenced by their degree of expertise. While some instructors have embraced modern tools, the vast majority have not. The majority of the time, digital technologies were employed for demonstration, drill, and verification. Teachers thought that if pupils understood something, they were capable of carrying it out on their own initiative. As a result, the use of digital technologies in mathematics classrooms has contributed to an overall improvement in PCK.


In Eric Garrett’s opinion, the belief in one's own ability to succeed is a third essential issue in the knowledge of mathematics instructors. Teachers who participated in this survey said that they used Math Content and integrated other courses into their mathematics classes. Similarly, in another research, a mathematics teacher by the name of Patricia utilized math curriculum to incorporate STEM themes into her lesson. She also put her STEM expertise to good use by establishing a STEM club. The focus of this session was on the relevance of topic knowledge in mathematics instruction, as well as the role of instructors in STEM fields.

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