Search results for: McCloskey Andrea
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Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers
The purpose of this study was to compare the challenges faced by new K-12 mathematics teachers (MTs) and new mathematics teacher educators (MTEs) and use what is known about supporting new K-12 MTs to begin to develop improved support systems for new MTEs. These findings show that novice mathematics teacher educators need additional and more valuable teaching opportunities throughout their preparation programs as well as mentoring experiences to help them as they transition into their new positions. These findings are consistent with literature review findings on the experiences of novice K-12 mathematics teachers. The authors conclude that these findings about the need for teaching experiences and mentorship for novice MTEs ,much like those needs identified for novice MTs, may help improve teacher education programs while also improving mathematics teacher education programs.
Updated: Oct. 02, 2017
Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers’ Knowledge of Students’ Mathematical Thinking
In this article, the authors have designed a new assessment instrument in order to evaluate the effectiveness of an experimental elementary mathematics field experience course. The findings suggest that prediction assessments effectively evaluate the pedagogical content knowledge that authors are seeking to foster among the prospective teachers.
Updated: Oct. 21, 2012
The article describes a year long study on professional development, for elementary teachers. The teaching experiment involved close mathematical interactions with a pair of students after school, in the context of solving fractions tasks. The authors anticipated that each teacher would have more opportunity to develop insight into students’ mathematics.
Updated: Nov. 17, 2008