Search results for: Mathematics education
Page 6/10 95 items
The authors empirically examine the impact that students’ backgrounds, academic experiences, and attitudes have on their likelihood of selecting a STEM major in college. The findings revealed significant effects in relation to race, academic preparation, attitudes and dispositions toward math and science, college choice considerations, and postsecondary experiences.
Updated: Apr. 28, 2013
The study focuses on pre-service teachers’ reflection processes in four different contexts during their subject teaching practicum: (1) reflections on lessons, (2) pupil observation, (3) research reading, and (4) autobiographical context. The data consist of 53 pre-service teachers’ mathematics portfolios, from which the authors purposively selected three for closer scrutiny. According to the results, the breadth and depth of the pre-service teachers’ reflection processes greatly varied. Furthermore, the mathematics autobiographies revealed how the students had constructed their mathematics pasts and what they had learnt from their earlier experiences of teaching mathematics.
Updated: Mar. 20, 2013
The Mathematics Education of Future Primary and Secondary Teachers: Methods and Findings from the Teacher Education and Development Study in Mathematics
The current paper reports on the Teacher Education and Development Study in Mathematics (TEDS-M). The TEDS-M surveyed selected samples from four populations in teacher education systems: future primary teachers; future secondary teachers; teacher preparation institutions; and teacher educators. TEDS-M shows that it is possible to design sampling plans for teacher education that are sensitive to local conditions and meet high technical quality standards for comparative research. In conclusion, the authors recommend that teacher educators and policy makers should pay attention to the emphasis, kind, and depth of the opportunities to learn provided to future teachers.
Updated: Oct. 29, 2012
Prospective Teachers’ Learning to Provide Instructional Explanations: How Does It Look and What Might It Take?
In this article, the authors trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence. The study reveals the limitations in PSTs’ explanations at their entrance to the course sequence. It also documents PSTs’ progress in providing explanations, thus providing existence proof that this practice is learnable.
Updated: Oct. 21, 2012
Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers’ Knowledge of Students’ Mathematical Thinking
In this article, the authors have designed a new assessment instrument in order to evaluate the effectiveness of an experimental elementary mathematics field experience course. The findings suggest that prediction assessments effectively evaluate the pedagogical content knowledge that authors are seeking to foster among the prospective teachers.
Updated: Oct. 21, 2012
The Influence of Theoretical Tools on Teachers’ Orientation to Notice and Classroom Practice: A Case Study
In this article, the author shows how an epistemological vision of mathematics in resonance with a model of cognitive dynamics can work as a powerful tool to support a teacher’s stable and autonomous attitude of noticing. To support this argumentation, the author presents some experimental data concerning a case study of one teacher.
Updated: Oct. 17, 2012
The Nature of Prospective Mathematics Teachers’ Pedagogical Content Knowledge: The Case of Multiplication of Fractions
The current study aimed to explore prospective mathematics teachers’ knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. The prospective teachers suggested many difficulties that elementary grade level students may have.
Updated: Oct. 16, 2012
In this article, the author uses the stories of three teachers to identify the features critical for successful peer mentoring and its effectiveness for teachers. The author found that an important feature was building a relationship, and also significant features were communication, commitment, and a clear structure.
Updated: Aug. 30, 2012
Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on which Pre-service Mathematics Teachers Reflect
The purpose of this article was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. The pre-service teachers referred more to Teaching than to Learning. The pre-service teachers found that the knowledge learned is difficult to apply.
Updated: Aug. 29, 2012
Zen and the Art of Neriage: Facilitating Consensus Building in Mathematics Inquiry Lessons through Lesson Study
In this article, the authors were interested to explore how teachers can effectively facilitate classroom discussions in the ways that elicit negotiation of meaning and maximize the potential of mathematical inquiry activities. In the neriage stage, Japanese teachers encourage students to listen to other students’ ideas carefully and consider the strengths and weaknesses of different problem-solving strategies. Then the teachers facilitate discussions to co-determine which strategy is the most reasonable and efficient one. This article introduces a video-based lesson study that explored how a group of U.S. teachers could successfully implement consensus building discussions (or neriage) in their mathematics classrooms.
Updated: Aug. 21, 2012