Search results for: Eli Jennifer A.
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In this study, the authors aimed investigated to identify elements that constitute the practical rationality of mathematics teaching. Specifically, they focused on the assumptions that participants made regarding what should constitute the launch of a problem-based lesson. The authors hypothesized that different assumptions may lead to tensions and dilemmas when launching a problem. The authors conclude that the manner in which teachers set up a problem can reduce the opportunities for high-level mathematical reasoning. Hence, they argue that the launch is important for teachers to maximize student engagement and mathematical reasoning. They also note that teachers’ decisions about launching a problem can enable students to exercise conceptual agency.
Updated: May. 24, 2018
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