Search results for: Mitchell Rebecca
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The authors examine whether an analysis framework, the Mathematical Quality of Instruction (MQI), can assist prospective teachers in noticing and interpreting salient aspects of classroom practice. The findings indicate that participation in a video club led prospective teachers to be better able to notice these salient features of mathematics instruction when watching video-taped lessons. Furthermore, participants adopted a more interpretive stance toward the classroom components they noticed and used evidence to support their stance. Prospective teachers’ abilities to notice students’ mathematical thinking improved as a result of structured video analysis.
Updated: Jul. 03, 2017
In this study, the authors examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Based on their analysis, the authors organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. They conclude by drawing implications for teacher educators and curriculum developers.
Updated: Dec. 06, 2016
Integration of Technology in Elementary Pre-Service Teacher Education: An Examination of Mathematics Methods Courses
This article describes the answers of 204 instructors of elementary mathematics methods courses, who completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology research as important to their field, mathematics methods instructors are neither accessing such research nor using technology in their courses to any great degree.
Updated: Jun. 24, 2014