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

Starpnozaru izglītības inovāciju centrs

Zinātniskās darbības rezultāts: Nodaļa grāmatā/enciklopēdijā/konferences krājumā › Konferences zinātniskais raksts › Pētniecība › koleģiāli recenzēts

Kopsavilkums

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

Oriģinālvaloda	Angļu
Publikācijas avota nosaukums	Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), ERME
Publikācijas avota apakšnosaukums	Proceedings
Publikācijas vieta	Bozen-Bolzano
Izdevējs	ERME
Lapas	1-10
Publikācijas statuss	Publicēts - 2025
Pasākums	Congress of the European Society for Research in Mathematics Education - Free University of Bozen-Bolzano, Bozen-Bolzano, Itālija Ilgums: 1 febr. 2025 → 1 febr. 2025 Konferences numurs: 14

Konference

Konference	Congress of the European Society for Research in Mathematics Education
Saīsinātais nosaukums	(CERME14), ERME
Valsts/Teritorija	Itālija
Pilsēta	Bozen-Bolzano
Periods	1/02/25 → 1/02/25

OECD Zinātnes nozare

5.3 Izglītības zinātnes
1.1 Matemātika

Piekļuve Dokumentiem

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

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@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. (kur) Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), ERME: Proceedings. ERME, Bozen-Bolzano, lpp. 1-10, Congress of the European Society for Research in Mathematics Education, Bozen-Bolzano, Itālija, 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. lpp. 1-10.

Zinātniskās darbības rezultāts: Nodaļa grāmatā/enciklopēdijā/konferences krājumā › Konferences zinātniskais raksts › Pētniecība › koleģiāli recenzēts

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

Kopsavilkums

Konference

OECD Zinātnes nozare

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