Search results for: Mathematics
Page 10/10 95 items
Concept maps are utilized to increase mathematics teachers' understanding of algebra in this study of both beginner and experienced teachers. The study was funded by the National Science Foundation in efforts to encourage teacher retention and renewal of professional development. As a result of the project, teachers' algebraic knowledge was enriched and they were able to incorporate more aspects of algebra into their knowledge networks.
Updated: Jan. 28, 2008
The importance of attention skills is explored in a new theoretical model of expert practice. The article describes a small-scale pilot study of experienced teachers of mathematics, based on this model. The study took place in England and raises issues about relationships between the different of knowledge that we see as constituting expert service.
Updated: Jan. 28, 2008
This article examines the attitudes of Early Childhood Education student teachers towards mathematics and mathematics instruction. The sample of 52 student teachers consisted of a questionnaire with respect to mathematics and its instruction. Findings revealed a negative attitude towards the subject that had no base on any solid conceptual system. The authors suggest the need to improve mathematics education to Early Childhood Education students.
Updated: Jan. 14, 2008
Action Research and Collaborative Research: Their Specific Contributions to Professional Development
This article claims that participative types of research contribute differently to professional development. Its intent is to explore the different contributions action research and collaborative research bring. One action research and one collaborative research have been conducted involving school personnel. The results show that participants' individual competencies are strengthened, as well as collective competencies emerging such as the development of a common vocabulary and a shared vision about the school's mission and mathematics curriculum.
Updated: Dec. 30, 2007
The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best. In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar.
Updated: Dec. 27, 2007