Search results for: Mathematics
Page 2/10 93 items
Using Video Analysis to Support Prospective K-8 Teachers’ Noticing of Students’ Multiple Mathematical Knowledge Bases
Building on research on teacher noticing, this study focused on examining how mathematics teacher educators (MTEs) can support the development of prospective teachers (PSTs’) noticing key aspects of mathematics teaching and learning through a carefully constructed video analysis activity. The authors found that the views expressed in group discussions at the beginning of the semester were not static; PSTs engaged with each other and their instructor to consider the interaction among teaching, students’ perspectives, and students’ MMKB. This finding suggests that PSTs need multiple opportunities to expose and identify their fragmented awareness and to develop more informed and considered perspectives. Discussion with peers as well as input from instructors can help PSTs move toward a greater understanding of the resources available to and used by students. This study provides some understandings of PSTs’ learning through a particular form of approximation and decomposition of practice.
Updated: Mar. 29, 2017
This article proposes that numeracy incorporates mathematical skills and disposition towards mathematics. A discussion of what disposition towards mathematics is and how it may be measured is provided, together with the proposition that addressing pre-service teacher disposition towards mathematics may help pre-service teachers to develop their numeracy – numeracy that reflects willingness to actually use mathematics in the real world.
Updated: Aug. 31, 2016
'I Know You Have to Put Down a Zero, But I'm Not Sure Why': Exploring the Link Between Pre-Service Teachers' Content and Pedagogical Content Knowledge
This article investigates pre-service teachers' mathematical content knowledge and their ability to interpret students' responses to a multi-digit multiplication task and make subsequent appropriate teaching decisions. It was found that the pre-service teachers in the study had an instrumental understanding of the long multiplication process that impacted on their ability to both recognise and address students' mathematical errors.
Updated: Jul. 04, 2016
In this study, the authors examined an established conventional written test and an adaptive online adult numeracy assessment. The usefulness of each assessment tool was analysed in terms of how it revealed the foundation content knowledge of pre-service teachers. The two assessment tools were administered to different cohorts of pre-service teachers. Both assessment tools provide information about the learning needs of each pre-service teacher. Crucially, the adaptive assessment tool gave immediate feedback directly to pre-service teachers.
Updated: Jul. 03, 2016
This paper reports on the development of attitudes toward mathematics among pre-service elementary teachers in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program. The results indicate that significant changes in attitudes occurred over the duration of mathematics methods coursework and student teaching.
Updated: Mar. 29, 2016
In this study, the authors wanted preservice teachers’ (PSTs) to understand and recognize that their beliefs and stereotypes about math, along with their level of math anxiety, have a direct correlation to how they teach math, both positively and negatively. Negative math experiences lead PSTs to think they are not good at math. This lack of math knowledge and confidence then impacts the type of math teacher they become. In order to provide the PSTs alternative ways to teach math, this study implemented research-based practices aimed to math anxiety and change their negative beliefs and stereotypes. The authors found that PSTs loved the variety of ways math manipulatives were taught and used. This evidence suggested that the specific strategies utilized by the professor would have a positive impact on the PSTs’ beliefs and stereotypes about math, along with decreasing their level of math anxiety.
Updated: Feb. 02, 2016
This study describes changes in secondary mathematics teachers’ mathematical knowledge for teaching function through their engagement in a mathematics methods course teaching experiment. The participants in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. The course focused on function which supports work in the classroom; by focusing on one topic, teachers experience the sequencing of tasks and topics in ways that build a conceptual understanding, much in the way that they might design a curricular sequence in their own classroom.Furthermore, the course activities provided teachers with opportunities to refine and elaborate those initial understandings.
Updated: Jan. 05, 2016
Based on findings from a semester-long study, this paper examines the development of Samoan prospective teachers’ mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The authors were also interested in assessing the impact of using the innovative tools, mental computations and creative authentic investigations on PPTs attitudes towards mathematics. The findings reveal that both the positive and negative variations suggested that learning experiences in the FYMM course influenced general perceptions about mathematics learning and therefore, one’s actions when confronted with problems to solve.
Updated: Dec. 09, 2015
The purpose of this study was to analyze the researcher's attempt to address the research/practice divide from the position of a teacher educator. The findings revealed that although the university at which this research was conducted offered students practicum placements throughout their time in the teacher education program, the preservice teachers had difficulty making connections between information learned in university classrooms and experiences in area elementary schools. To address the disconnect between methods coursework and the preservice teachers' practicum placements, the author intentionally planned three class field trips to elementary school. This article has implications for both teacher education programs and for the individual methods course instructor.
Updated: Apr. 21, 2015
This paper reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The findings indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching.
Updated: Apr. 15, 2015