Identifying the needs of mathematics teachers during the implementation of new mathematics education goals

Ilze France; Ildze Čakāne; Astrīda Cīrule

Identifying the needs of mathematics teachers during the implementation of new mathematics education goals

Interdisciplinary Centre for Educational Innovation

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Research › peer-review

Abstract

Latvia, like many countries, is implementing a new mathematics curriculum emphasizing
understanding and problem-solving. The success of these changes relies heavily on teachers. This
study aims to explore the opportunities for students at different grade levels to understand
mathematics at different grade levels and the teaching profiles of Latvian mathematics teachers. This
research, conducted in rural and urban schools, used an exploratory mixed-method design, observing
and analysing 237 mathematics lessons from the year 2017 to 2024. The study found significant
differences in teaching performance across various criteria. Better performance in clarity of content
and lesson design was compared to student cognitive activation and metacognition. This highlighted
the need for targeted professional development to address the specific needs of teachers to best meet
new curriculum goals

Original language	English
Title of host publication	Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), ERME
Subtitle of host publication	Proceedings
Place of Publication	Bozen-Bolzano
Publisher	ERME
Pages	1-10
Publication status	Published - 2025
Event	Congress of the European Society for Research in Mathematics Education - Free University of Bozen-Bolzano, Bozen-Bolzano, Italy Duration: 1 Feb 2025 → 1 Feb 2025 Conference number: 14

Conference

Conference	Congress of the European Society for Research in Mathematics Education
Abbreviated title	(CERME14), ERME
Country/Territory	Italy
City	Bozen-Bolzano
Period	1/02/25 → 1/02/25

OECD Field of Science

5.3 Education
1.1 Mathematics

Keywords

understanding
teacher professional development
lesson observation
Teaching performance

Access to Document

https://hal.science/hal-05285867v1

Cite this

@inproceedings{c68a529a9ee74490aa48f77021c82d15,

title = "Identifying the needs of mathematics teachers during the implementation of new mathematics education goals",

abstract = "Latvia, like many countries, is implementing a new mathematics curriculum emphasizing understanding and problem-solving. The success of these changes relies heavily on teachers. This study aims to explore the opportunities for students at different grade levels to understand mathematics at different grade levels and the teaching profiles of Latvian mathematics teachers. This research, conducted in rural and urban schools, used an exploratory mixed-method design, observing and analysing 237 mathematics lessons from the year 2017 to 2024. The study found significant differences in teaching performance across various criteria. Better performance in clarity of content and lesson design was compared to student cognitive activation and metacognition. This highlighted the need for targeted professional development to address the specific needs of teachers to best meet new curriculum goals ",

keywords = "understanding, teacher professional development, lesson observation, Teaching performance",

author = "Ilze France and Ildze {\v C}akāne and Astrīda Cīrule",

year = "2025",

language = "English",

pages = "1--10",

booktitle = "Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), ERME",

publisher = "ERME",

note = "Congress of the European Society for Research in Mathematics Education, (CERME14), ERME ; Conference date: 01-02-2025 Through 01-02-2025",

}

France, I , Čakāne, I & Cīrule, A 2025, Identifying the needs of mathematics teachers during the implementation of new mathematics education goals. in Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), ERME: Proceedings. ERME, Bozen-Bolzano, pp. 1-10, Congress of the European Society for Research in Mathematics Education, Bozen-Bolzano, Italy, 1/02/25. <https://hal.science/hal-05285867v1>

Identifying the needs of mathematics teachers during the implementation of new mathematics education goals. / France, Ilze ; Čakāne, Ildze ; Cīrule, Astrīda.
Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), ERME: Proceedings. Bozen-Bolzano: ERME, 2025. p. 1-10.

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Research › peer-review

TY - GEN

T1 - Identifying the needs of mathematics teachers during the implementation of new mathematics education goals

AU - France, Ilze

AU - Čakāne, Ildze

AU - Cīrule, Astrīda

N1 - Conference code: 14

PY - 2025

Y1 - 2025

N2 - Latvia, like many countries, is implementing a new mathematics curriculum emphasizing understanding and problem-solving. The success of these changes relies heavily on teachers. This study aims to explore the opportunities for students at different grade levels to understand mathematics at different grade levels and the teaching profiles of Latvian mathematics teachers. This research, conducted in rural and urban schools, used an exploratory mixed-method design, observing and analysing 237 mathematics lessons from the year 2017 to 2024. The study found significant differences in teaching performance across various criteria. Better performance in clarity of content and lesson design was compared to student cognitive activation and metacognition. This highlighted the need for targeted professional development to address the specific needs of teachers to best meet new curriculum goals

AB - Latvia, like many countries, is implementing a new mathematics curriculum emphasizing understanding and problem-solving. The success of these changes relies heavily on teachers. This study aims to explore the opportunities for students at different grade levels to understand mathematics at different grade levels and the teaching profiles of Latvian mathematics teachers. This research, conducted in rural and urban schools, used an exploratory mixed-method design, observing and analysing 237 mathematics lessons from the year 2017 to 2024. The study found significant differences in teaching performance across various criteria. Better performance in clarity of content and lesson design was compared to student cognitive activation and metacognition. This highlighted the need for targeted professional development to address the specific needs of teachers to best meet new curriculum goals

KW - understanding

KW - teacher professional development

KW - lesson observation

KW - Teaching performance

M3 - Conference paper

SP - 1

EP - 10

BT - Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), ERME

PB - ERME

CY - Bozen-Bolzano

T2 - Congress of the European Society for Research in Mathematics Education

Y2 - 1 February 2025 through 1 February 2025

ER -

Identifying the needs of mathematics teachers during the implementation of new mathematics education goals

Abstract

Conference

OECD Field of Science

Keywords

Access to Document

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Cite this