Search results for: Tyminski Andrew M.
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Using Representations, Decomposition, and Approximations of Practices to Support Prospective Elementary Mathematics Teachers’ Practice of Organizing Discussions
This study examined the ways in which elementary mathematics methods course activities, designed as representations, decomposition, and approximations of practice, can be used to develop prospective elementary teachers’ ability to organize a discussion. The authors found that the activities resulted in 21 prospective elementary teachers who in addition, focused their goal on extending student thinking and 12 whose goal also intended to address making connections within and between strategies. Prospective elementary teachers’ justifications for their selecting of student work revealed an interesting result. The majority of prospective elementary teachers had set a goal for the discussion of introducing strategies or having students use strategies.
Updated: May. 09, 2017
The purpose of this article was to examine how prospective teachers (PTs) can learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching. The authors present two extended conceptual examples of ways in which educative curriculum materials might be used to support PTs in developing the knowledge needed for teaching.
Updated: Oct. 21, 2014
This article presents a refined conception of Mary Boole’s construct of teacher lust. Boole's construct had impact on collegiate mathematics courses for prospective elementary and middle grades teachers. Two working aspects of the construct were identified: (1) enacted teacher lust; and (2) experienced teacher lust.
Updated: May. 19, 2011