Kiril Bankov

• Doctor of Philosophy
• Sofia University "St. Kliment Ohridski"

Сборник с научни статии от годишен семинар на катедра „Обучение по математика и информатика“, октомври 2022 г.

The World Federation of National Mathematics Competitions (WFNMC) was founded in 1984 as a professional organization that provides the possibility of international collaboration among mathematicians and mathematics educators working in the area of mathematics contests. Over the last decades the field, which has come to be called “competition mathem...

Developing assessments of knowledge for international and comparative studies is a challenging task. There are differences across countries regarding when and with what emphasis content topics are covered; even a subject matter area as well defined as mathematics shows substantial variation in timing, coverage, and emphasis of mathematical content,...

Making meaningful comparisons of teacher performance across countries is very challenging because countries have somewhat different educational goals and curriculum structures; the characteristics of the pupil populations across countries differ along numerous dimensions; and the type of workforce that is needed to support the economy of the countr...

Observations of what teachers do in classrooms is one part of the FIRSTMATH research plan. Since videos are not feasible or permissible in all locations in all countries, the FIRSTMATH team needed a live observation instrument. This chapter reports on key challenges in implementing a live observation instrument including validity evidence to suppor...

In this chapter, we introduce the reader to the importance of measurement validity and the challenges involved in developing the FIRSTMATH knowledge assessments and questionnaires for beginning primary and secondary teachers and their pupils. There are three main challenges: collecting validity evidence and documenting the entire validation process...

This chapter introduces the reader to the methods and findings of a National Science Foundation (NSF) funded proof-of-concept (PoC) research study of the first 5 years of teaching primary and secondary school mathematics (FIRSTMATH) using a comparative and international approach. Throughout the book, we discuss the challenges entailed in the develo...

The design and development of international sampling procedures for FIRSTMATH was directed at resolving issues related to definitions, sampling, and methods before launching a larger comparative study of beginning mathematics teachers. Through the process of planning and enacting the FIRSTMATH study the research team was able to (a) develop a commo...

The FIRSTMATH research team developed two questionnaires to obtain information about the contexts of teaching and learning. These included the beginning teacher context questionnaire for beginning mathematics teachers working in primary and secondary schools, and the pupil context questionnaire for pupils in the primary (3 to 6) and secondary (7 to...

This chapter summarizes the mayor conclusions for the FIRSTMATH Proof-of-Concept study, and includes the FIRSTMATH team reflections on what was accomplished. The chapter outlines future directions for the design of a larger study.

This book reports on an innovative study into the first five years of mathematics teaching: FIRSTMATH. For the first time, the study has developed a viable methodology to analyze the knowledge, skills, and dispositions of beginning mathematics teachers as well as instruments to explore the contexts where they work. The book provides a step by step...

The first part of this chapter describes the development of a systematic model for the comparative study of the curriculum of teacher education programs used in the Teacher Education and Development Study in Mathematics (TEDS-M). We use the United States as a case study to describe in depth the intended, implemented, and achieved curriculum of teac...

This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education o...

SOURCE: https://library.iated.org/view/MIHNEV2018ANE The paper presents 6 years’ authors’ experience in teaching an “E-Learning Assessment Methods” course to students from the Master of Science Programme (MSc.P.) “E-Learning”, taught at the Faculty of Mathematics and Informatics (FMI) of Sofia University “St. Kliment Ohridski” (SU), Sofia, Bulgari...

The presentation of the paper AN EXAMPLE OF TEACHING A COURSE IN E-LEARNING ASSESSMENT METHODS FOR A MASTER OF SCIENCE PROGRAMME IN E-LEARNING at the INTED2018 Conference

There are contest problems dealing with the following situation: several numbers are arranged on a circle and a certain admissible operation can be consecutively done finite number of times; the task is to find conditions under which a specific final arrangement of the numbers can be obtained. The variety of these problems is determined by differen...

The volume provides a comprehensive reference resource for education in the countries that joined the European Union between the signing of the Treaty of Nice to the present time: Bulgaria, Croatia, Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovakia and Slovenia. Many of these countries have previously...

Reviews - The beauty of everyday mathematics, by Herrmann Norbert . Pp. 138. £17.99. 2012. ISBN 978-3-642-22103-3 (Springer). - Volume 98 Issue 541 - Kiril Bankov

Reviews - Why cats land on their feet? And 76 other physical paradoxes and puzzles, by Levi Mark . Pp. 190. US $19.95, 2012. ISBN 978-0-691-14854-0 (Princeton University Press). - Volume 98 Issue 541 - Kiril Bankov

Reviews - Measurement, by Lockhart Paul . Pp. 398. £20.00. 2012. ISBN: 978-0-674-05755-5 (Harvard University Press). - Volume 97 Issue 540 - Kiril Bankov

This article reports the results of the Teacher Education and Development Study in Mathematics (TEDS-M) that are related to prospective primary teachers’ knowledge for teaching mathematics. TEDS-M was conducted under the auspices of the International Association for the Evaluation of Educational Achievement with additional support from the US. Nati...

The IEA Teacher Education and Development Study in Mathematics (TEDS-M) is a comparative study of primary and secondary mathematics teacher education. It examined how different countries have prepared their teachers to teach mathematics in primary and lower-secondary school. TEDS-M paid particular attention to links between teacher education polic...

Mathematics without fears, by Sprent Peter . pp. 453. £14.59. 2009. ISBN 978-1-4092-5670-0 (Lulu). - Volume 94 Issue 531 - Kiril Bankov

Communicating mathematics in the digital era, by Borwein J. M. , Rocha E. M. , and Rodrigues J. F. . Pp. 325. $49.00 (Hardback), 2008. ISBN 978-1-56881-410-0 (A. K. Peters, Ltd.). - Volume 94 Issue 531 - Kiril Bankov

What is the point? Motivation and the mathematics crisis, by Wells David . Pp. 309. £10.00. 2008. ISBN 978-0-907944-11-9 (Rain Press). - Volume 94 Issue 531 - Kiril Bankov

The study "Mathematics Teaching in the 21st Century (MT21)" focuses beyond others on the measurement of teachers’ general pedagogical knowledge (GPK). GPK is regarded as a latent construct embedded in a larger theory of teachers’ professional competence. It is laid out how GPK was defined and operationalized. As part of an international comparison...

Cross-national research studies such as the Program for International Student Assessment and the Third International Mathematics and Science Study (TIMSS) have contributed much to our understandings regarding country differences in student achievement in mathematics, especially at the primary (elementary) and lower secondary (middle school) levels....

Book Review: Teacher Education Matters: A Study of Middle School Mathematics Teacher Preparation in Six Countries, william h. schmidt, sigrid blomeke, and Maria Teresa Tatto, 2011. 352 pp. ISBN 978-0-8077-5162-6. Teachers College Press; www.tcpress.com. Mathematics Teaching in the 21st Century (MT21), an international study funded by the National...

Consider the statement (whose truth is obvious): If n objects are placed in k boxes, where n = qk + r , q and r are positive integers, and 0 < r < k, then at least one box contains more than q objects. This is known as a pigeon-hole principle (or Dirichlet’s). It is one of the strategies which is often used for problem-solving. Although it is one...

The Third International Mathematics and Science Study (TIMSS) is the most ambitious and complex comparative study conducted by the International Association for the Evaluation of Educational Achievement (IEA). During May and June 1995 the study tested the mathematics (and science) knowledge of students from 41 countries. The International results w...

Adults often mention a particular teacher who inspired them as a student to persevere and thus fulfill their personal potential and dreams, providing support for the popular idea that "Teachers make a difference" (p. 1, National Research Council). At the same time, appreciation expressed for individual teachers does not always generalize to the tea...