The quality of science education teachers’ work determines the effectiveness of education and science education programs in many respects. Given that the results of students are not the same for teachers with the same formal characteristics, we formulate the research problem: when assessing the effectiveness of teachers, we can distinguish a system of indicators that affect the effectiveness of education and educational programs. The purpose of this article is to analyze the quality of work of science education teachers in the Kirov region and their teaching practice. The leading research methods in this case are the concept of the third international study of teaching and learning “Teaching and Learning International Survey”, collecting data obtained through a questionnaire of science education teachers, analyzing the quality of work and conditions of pedagogical practices, statistical processing of the research results, modeling and conversations with heads of secondary schools and representatives of executive authorities. As a result of a study conducted in 2017–2020, in which 1146 teachers of secondary schools of the European part of Russia took part, including 310 science education teachers, the author of the article found: the workload of a school teacher of science education is 0.65; subjects teachers spend on average 42.2 hours every week to perform their official duties, urban teachers have more work than rural teachers; with age, teachers of science education have a partial redistribution of labor activity from teaching to administrative work; actual teaching takes 53% of working time in the structure of workload for teachers of science education; teachers evaluate the completeness of their knowledge upon completion of training at the level of 38% of the required level for performing labor activities; there is a predominant share of teachers with a moderate level of need for knowledge in most areas of professional development. The results of the study allow us to develop a set of group measures for training and methodological support of science education teachers. These measures should take into account the specifics of workload and the characteristics of professional deficits.

A mathematics instructor with limited knowledge of content and pedagogy has little room for improvement or novelty in the classroom or the ability to arouse students' interest in learning mathematics. This case study was conducted in a foundation center of one of the public universities in Malaysia. The target of current research was to investigate the influence of lesson study (LS) on lecturers’ pedagogical content and content knowledge. The LS group comprises of seven lecturers of the mathematics group and the researcher. The group collaboratively prepared a research lesson on the subject of even and odd functions. Data gathered through interviews and observations on the lecturers’ activities in discussion meetings. Data from observations and interviews were analyzed descriptively and through thematic analysis method respectively. The results of this study show lecturers improved their knowledge in content and pedagogy considerably about even and odd functions. They enhanced their teaching knowledge through collaborative work and sharing of experiences. It seems the findings of this research not only help lecturers to have better performance in teaching the even and odd functions but also encourage them to experience the LS approach in teaching other mathematical concepts.

Research into knowledge which mathematics teachers require to teach abounds. There is also mounting interest among mathematics teacher education researchers to characterize mathematics teacher educator knowledge (MTEK). However, there is a generic dearth of studies focusing on conceptions of mathematics teacher educators (MTE) regarding MTEK. This article is a product of a qualitative case study underscoring teacher educator conceptions in that regard and the investigation involved two MTE who were practicing in a university. The research site was conveniently chosen, and participants were intentionally selected to respond to interview questions which elicited espoused views. Narrative analysis was used through exploration and subsequent interpretation of transcripts which aligned with questions posed. Analyses suggested a complexity to exhaustively categorize the MTEK necessary for MTE to train mathematics teachers. Notwithstanding, MTE believed that MTEK should include understanding of research in mathematics teacher education and teaching, mathematics teacher knowledge, and MTE professional development. Additionally, the findings suggested that MTE acquire mathematics teacher educator knowledge through postgraduate studies, on the job practice, mentorship, and participation in professional development activities. Research in other contexts is recommended to identify mathematics teacher educators’ understandings of MTEK and how that knowledge should be acquired.

This study examined the impact of the Rwanda African Institute for Mathematical Science, Teacher Training Program (AIMS-TTP) on 228 secondary school students’ interest to learn Mathematics and science taught by 7058-trained teachers over 5-years across 14 districts. Students were exposed to various AIMS-TTP interventions, including industrial visits, science hours, and international day for women and girls in science, mathematics competition, robotics and mathematics challenge, and the Pan African Mathematics Olympiad (PAMO). A survey research design was employed to collect data about students’ interest to learn Mathematics and science, and data on students’ choices of combinations were obtained from the National Examination and School Inspection Authority (NESA) for the academic years 2017 to 2022. Data analysis using bivariate correlation and regression analyses revealed a positive and significant relationship (p<.05) between AIMS-TTP interventions and students’ interest to learn Mathematics and science. Besides, linear regression model indicated that hands-on activities, exposure to mathematics and science role models, science hour and smart classroom were the best predictors of students’ interest to learn mathematics and science (β=.197, p< .05; β=.217, p<.05; β=.234, p< .05; and β=.218, p<.05 respectively). They contributed 66.7 % (Adjusted, R2 = .667, p < .05) of the variance in students’ interest in learning mathematics and science. The AIMS-TTP interventions significantly improved students’ interest to learning mathematics and science. Recommendations include comprehensive training programs with direct student engagement, diverse competitions, and ongoing teacher support through professional development. Future research should focus on students’ STEM interest in Technical, Vocational Education, and Training schools.

Bring your own device (BYOD) policy implementation in schools worldwide has allowed students to learn subjects, including mathematics, using personal mobile devices (PMDs). PMD use has enhanced students’ mathematics enjoyment by bridging the gap between theoretical mathematics concepts and their practical applications, which makes mathematics more meaningful and leads to improved results. Nonetheless, students in Namibian basic education are not authorised to learn with PMDs in school. While students’ PMD use in school remains a topic of debate, there remains a need to investigate its impact on students’ mathematics learning and teachers’ perceptions of BYOD in mathematics classrooms. This study evaluated the perceptions and intentions of 209 Namibian mathematics teachers from the Omusati and Khomas regions regarding students’ mathematics learning using PMDs in schools. Data were collected through an online survey. A structural equation model revealed teachers’ positive intentions towards students’ use of PMDs through BYOD in learning mathematics in school. Perceived usefulness (PU), perceived ease of use (PEoU), and price value (PV) factors directly affected the teachers’ behavioural intentions (BI) towards students learning mathematics through BYOD. PEoU significantly affected teachers’ PU, and PV significantly affected teachers’ PEoU and PU. PU significantly mediated the relationship between PEoU and teachers’ intentions. PV significantly indirectly affected teachers’ intentions through PU. PEoU non-significantly mediated the PV and intention relationship. Practical implications are discussed, and recommendations are offered for the Namibian Ministry of Education, Arts and Culture and teacher training institutions.

Recent studies in mathematics education have focused on students' geometric problem-solving abilities, self-regulation, and the problem-based learning (PBL) model. The goal of this study is to examine how well junior high school students' self-regulation and geometric problem-solving skills are enhanced by the PBL model. In this study, quantitative methods using a quasi-experimental design were used. The sample consisted of 45 students from Amanatul Ummah junior high school in Mojokerto, Indonesia. Five types of instruments were utilized to collect data for this research, namely Syllabus, lesson plans, student worksheets, Self-Regulation Questionnaire (SRQ), and Geometry Problem-solving Test (GPST). The outcomes of the N-Gain test demonstrated how well the PBL model works to help students develop their capacity for self-regulation and geometric problem-solving. Apart from that, there are some notable differences between the traditional technique and the experimental class that is taught using the PBL paradigm. It is advised that similar trials be conducted in the future with a larger population and sample size. In both public and private junior high schools, it is strongly advised that more research be done with a larger population and sample size. Future researchers can also expand the study materials of geometry, not only to flat-sided geometric shapes but even further to curved-sided geometric shapes and also other subject matters.

This study compares experts' and teachers' conceptualization of pedagogical content knowledge (PCK). The study participants included teachers (n=20) enrolled in a graduate mathematics education course on PCK. Participants responded to two open-ended questions: a) describe in your own words what PCK is; b) provide an example of PCK. The responses were collected, qualitatively and quantitatively analyzed, and then compared to those suggested by experts to identify and describe the similarities and differences between teachers’ and experts’ conceptualizations using the Pareto analysis. Experts’ and teachers’ PCK components ranking was analyzed using the nonparametric Mann-Whitney U test. Even though the results of the quantitative analysis were not significant (e.g., the observed U-value is 32 whereas the critical value of U at p < .05 is 13), the qualitative discussion on the differences between expert and teachers’ ranking suggests insightful interpretation of priorities among PCK components across the two groups.