Search results for: Mathematics
Page 6/10 93 items
Getting The Fish Out of The Water: Considering Benefits and Problems of Doing Research on Teacher Education at An International Level
In this article, the authors focus in particular on the understanding of three main components of teacher education: mathematics, mathematics pedagogy and general pedagogy. They also juxtapose two extreme models: Germany and the US.
Updated: Jan. 19, 2009
This study investigated the effect of problem posing on the pre-service primary teachers' understanding of fraction concepts enrolled in two different versions of a methods course at a university in Turkey. In the experimental version, problem posing was used as a teaching strategy. Results showed that problem posing had a positive impact on the pre-service teachers' knowledge and views about what it means to know mathematics.
Updated: Jan. 15, 2009
Online Professional Development: Combining Best Practices from Teacher, Technology and Distance Education
This article provides a model of online professional development that is consistent with recommendations from the fields of teacher education, technology staff development and online learning. A graduate mathematics education course designed and implemented using the model is presented to exemplify the model's core components and interactions. The model's components and pedagogical foundations are applicable for the design and implementation of online courses in other disciplines with field-based learning experiences.
Updated: Jan. 12, 2009
Leaving No Child Behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education Through the Science of Measurement and Instruction
This inquiry raises questions about the manner in which the No Child Left Behind Act aims to improve mathematics education through an increased reliance on “objective” science. Specifically, the argument put forth here is that the policies of the No Child Left Behind Act leverage and intensify the “dividing practices” instituted in the early 20th century as a means of justifying the differential stratification of students in schools, thereby making equitable educational outcomes less likely than not.
Updated: Dec. 17, 2008
Blended Learning For Professional Development: An Evaluation Of A Program For Middle School Mathematics And Science Teachers
Improving the subject matter knowledge and pedagogical skills of teachers of mathematics and science is a key priority for many jurisdictions.In this study, the authors examine two one-year professional development programs for middle-school mathematics and science/technology teachers that employed blended learning.The results indicate that the program appeared to influence positively teacher attitudes and content knowledge in certain curricular areas and motivated many to transform their classroom practice to varying degrees.
Updated: Dec. 15, 2008
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse.
Updated: Dec. 14, 2008
This article explored mathematics teachers' resistance to social justice issues. 12 preservice participated, in a discourse analysis action research project. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity.
Updated: Nov. 26, 2008
The article explores mathematics anxieties and mathematics teacher efficacy among 156 elementary pre-service teachers from a university in the southeastern United States. Data included tests and interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers' efficacy (r = -.475, p<.05). Specifically, the pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy.
Updated: Nov. 24, 2008
This article describes the effects of using a video-case curriculum in a university mathematics methods course. The course addressed two issues: how to use the video-case curriculum, and the extent reflection on the teacher practice is affected. Theresults of this study speak to the power of using a video-case curriculum as a means of developing a reflective stance in prospective mathematics teachers.
Updated: Nov. 17, 2008
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