Search results for: Mathematics education
Page 5/10 95 items
In this article, the author argues that there is a lack of research into the role of the facilitator of discussions of video for professional development. A key purpose of this article is to expose aspects of the role of the facilitator of teacher learning, not reported in previous research in the use of video. Hence, the author documents research he undertook into the use of video as a tool for teacher learning. In analysing empirical data from one school, he suggests five key aspects or decision points in working with teachers on video: selecting a video clip, setting up the discussion norms, re-watching the video, moving to interpretation, and metacommenting. The author argues that having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories.
Updated: Jul. 08, 2014
Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the United States? Results of a National Survey
The goal of this research was to answer the question, ‘‘Who teaches mathematics content courses for prospective elementary teachers at colleges and universities in the United States, and what are these instructors’ academic and teaching backgrounds?’’ The authors decided to conduct a survey of all higher institutions in the United States. They surveyed 1,926 institutions, and a faculty member from each of 825 institutions participated in the survey. The survey results point out that most institutions are not meeting the recommendation of requiring prospective elementary teachers to complete nine credits hours of mathematics content courses designed specifically to support them in thinking carefully about elementary mathematical ideas.
Updated: Apr. 13, 2014
The Durability of Professional and Sociomathematical Norms Intentionally Fostered in an Early Pedagogy Course
This study investigated the extent to which the sociomathematical and professional norms intentionally fostered through the use of the video-case curriculum materials in an early mathematics pedagogy course re-emerged in a similar context, but with different cohorts: (a) at the end of the university teacher preparation program and (b) during a professional development session for graduates of the program. This study revealed that the three sociomathematical norms that were introduced in the early pedagogy course—naming and comparing, mathematical argument, and pushing understanding. Four professional norms were also exhibited by both groups, but with more variation. These norms were listening, critical yet respectful norm, tentative stance and evidence.
Updated: Mar. 31, 2014
Supporting Children’s Mathematical Understanding: Professional Development Focused on Out-of-school Practices
This study describes the Reflection Connection Cycle professional development program. The author chose to develop a program that would help teachers find ways to draw on the knowledge students gained from their out-of-school experiences for the explicit goal of using those understandings to support classroom mathematics learning. The participants were 14 female elementary school teachers. The findings revealed that while initial lessons focused solely on the context of practices, subsequent lessons show a greater concern for the mathematics in which children were engaged within a practice. The author argues that specific support in making connections to informal understanding in lesson design may need to be addressed directly.
Updated: Mar. 19, 2014
The present article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. In this article, the authors provide a brief description of Math 385 along with one group’s experience, and share preliminary analyses of the impact of the course. The participants in this study were 112 undergraduate students who were enrolled in the methods course during 2006 through 2009. The aspects of Math 385 indicated that students gained an appreciation of cooperative learning, seeing other students’ approaches to problems, and student-centered instruction.
Updated: Mar. 12, 2014
The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.
Updated: Jan. 01, 2014
The authors propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). The authors consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment.
Updated: Aug. 19, 2013
The purpose of this article is twofold. Firstly, to examine the pre-service teachers’ knowledge of mathematical content, and the effectiveness of a pre-service mathematics curriculum subject in improving that knowledge. Secondly, to compare this knowledge with that of the students whom they would be teaching. The results showed that many pre-service teachers entered this teacher education program with very poor levels of mathematical content knowledge. However, the preservice teachers improved their mathematical knowledge after participating in the pre-service teacher education unit on mathematics education.
Updated: Jul. 24, 2013
The authors examined the effect of a new academic mentoring program on student academic integration, success and persistence. Specifically, the authors focused on the MIRES program (Mentoring for the Integration and Success of Science Students) aimed at preventing student dropout in math, science and technology. The MIRES program was implemented in two colleges in the Quebec City area. The results showed that participation in the MIRES programs had positive effects on motivation, career decision profile, college adjustment and academic success and persistence of students. The findings also revealed that the MIRES program had a greater impact on the perseverance of male, rather than female students.
Updated: Jul. 08, 2013
Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection
This case study examines the potential of technology integration teaching cases to develop preservice mathematics teachers’ Pedagogical Technology Integration Content Knowledge (PTICK). A cohort of eight mathematics education students was enrolled in a technology integration course at a large southeastern university that emphasizes pedagogy. The findings indicated the development of PTICK as a whole and individual aspect of PTICK. The researchers observed enhanced pedagogical knowledge and reflective knowledge during the study.
Updated: May. 27, 2013