Search results for: Mathematics education
Page 4/10 98 items
In this article, the authors examine how particular lived experiences influenced negotiation of the figured worlds participants inhabit and how that negotiation might contribute to the ways in which they took up certain issues, in this case equity in mathematics education. The authors identified two strands that ran through the findings: As teachers came to use a multicultural lens on their mathematics classrooms, they interacted with the figured world of equitable mathematics pedagogy in different ways; In considering sites for praxis, those teachers with more experience in multicultural education looked in and beyond their classrooms for change.
Updated: Feb. 15, 2016
This article describes the process and outcomes of a project aimed at bringing together a set of diverse experts. The experts should generate a set of design recommendations for what should be considered when creating, sustaining, and assessing professional development systems to support the Common Core State Standards in mathematics.
Updated: Jan. 26, 2016
This article describes the ways opportunities and constraints in online mathematics teacher education (OMTE) and the authors' view of learning encouraged a deeper consideration of the role of environment in their teaching practice. Central to this discussion are the authors' values and the understandings mathematics teacher educators (MTEs) bring to OMTE and the conflicts between understandings of the online environment and views of learning that undergirded the instructional activities created. This article focuses on the MTEs’ development as teachers in online environments.
Updated: Aug. 11, 2015
Designing and Incorporating Mathematics-Based Video Cases Highlighting Virtual and Physical Tool Use
This study examines preservice teachers’ preferences in relation to mathematics video cases that integrate tools. The study revealed two primary clusters and minor third cluster. The first cluster indicated that preservice teachers are concerned about the integrated teaching of multiple subjects with mathematics and the use of visuals to facilitate teaching and catch students’ attention. In the second cluster, preservice teachers recognized elements that would facilitate their own teaching, making clear connections between theory and practice and lesson preparation guidelines. The third cluster focused on technical issues of the distribution of educational materials and could be linked to an emerging issue of curricular materials and ways to use it in mathematics teaching.
Updated: Aug. 03, 2015
Using Online Error Analysis Items to Support Preservice Teachers’ Pedagogical Content Knowledge in Mathematics
This article describes an online tutoring system that was used to give preservice teachers an opportunity to analyze and remediate student work. Through a careful analysis and rich discussion about different suggested remediation strategies, preservice teachers were exposed to a variety of techniques that could be used to help correct student errors. The author argues that this online error analysis items challenged preservice teachers to analyze, diagnose, and provide targeted instructional remediation intended to help mock students overcome common error patterns and misconceptions.
Updated: Mar. 30, 2015
Transforming Teachers’ Knowledge Focused on Student Thinking with Technologies Using a Learning Trajectory Instructional Approach
This study explored the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical content knowledge (TPACK). The study provides a rich description of how a learning trajectory, situated within a social metacognitive - constructivist instructional framework, influenced the participants’ thinking about their own thinking with the technology in learning mathematics/science and their thinking about their students’ thinking and understanding when learning with the technology. Three themes emerged: The learning trajectory as an ordered network of experiences is multi-faceted; the tools are used for sharing knowledge as well as constructing knowledge; and the tasks sequence the participant in the role of a ‘teacher as a student’ transitioning to the role of ‘teacher as a teacher’.
Updated: Mar. 16, 2015
This study seeks examine the mathematical knowledge for teaching involved in reflection. The first finding of this study indicates that mathematical knowledge for teaching is involved in reflection and supports the analytic quality of reflection, thus making reflection more productive. The second result is that focus on content promotes knowledge integration. The last finding of this study shows how pre-service teachers’ reflections can provide a diagnostic tool that sheds light on their mathematical knowledge for teaching.
Updated: Mar. 11, 2015
This article examines the orientations of prospective teachers (PSTs) toward students’ family and their home and community experiences , as they relate to teaching mathematics. The results indicate that PSTs recognize the importance of connecting with parents, understanding home and community practices, and building on these practices to support children’s mathematical learning. Yet at the same time, they also exhibit inconsistent perspectives, at times indicating a lack of understanding as to why some families appear to be less able to support students’ academic efforts. The authors also found that some PSTs believe that at least some responsibility for success in school mathematics lies at home with the parents. The authors argue that teacher educators need to be aware of the orientations that PSTs bring with them to mathematics methods classrooms.
Updated: Feb. 16, 2015
Action Research, Pedagogy, and Activity Theory: Tools Facilitating Two Instructors’ Interpretations of the Professional Development of Four Preservice Teachers
This article describes the complexity of the preservice secondary school mathematics teachers' experiences in their use of action research as a tool provided for them in the teacher education program. It also examines what do the teacher educators learn about their repertoires and those of their students as they develop the research project within and across the disciplines. The findings show that the participants built trust overtime, which helped them to share their challenges with their instructors. The instructors realized that there needed to be a stronger connection between the PSSM teachers’ content knowledge and pedagogical content knowledge. The participants had hands-on experience and they are more confident to continue doing action research and become more reflective in their own classrooms. Furthermore, they enhanced their skills for students’ mathematics learning context.
Updated: Jan. 26, 2015
The purpose of this study was to evaluate a programme on mathematics teaching carried out using reflective practice. While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done individually and without becoming a part of the culture of the school. The results show little evidence of the programme's impact on student learning.
Updated: Jan. 14, 2015