Search results for: Mathematics instruction
Page 2/15 150 items
In this study, the authors examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Based on their analysis, the authors organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. They conclude by drawing implications for teacher educators and curriculum developers.
Updated: Dec. 06, 2016
Bringing the Teacher into Teacher Preparation: Learning from Mentor Teachers in Joint Methods Activities
This article draws on Lampert’s three-pronged model of teaching practice (Lampert, 2001) to explore the possible contributions of elementary classroom teachers to the learning-to-teach-mathematics experiences of preservice teachers (PSTs). The authors focus on a third-space context in which mentor teachers (MTs), PSTs, and university teacher educators collaborated to plan and analyze task-based problem-solving interviews of children. The authors analyzed the MT's contributions to a third-space activity involving the task-based interview. This analysis also suggests ways in which university teacher educators might enhance the development of methods/field third spaces by anticipating and preparing to leverage MT contributions.
Updated: Nov. 23, 2016
What Are They Asking? An Analysis of the Questions Planned by Prospective Teachers When Integrating Literature in Mathematics
In this study, the researchers chose to explore the kinds of questions prospective teachers plan when utilizing literature in mathematics lessons to scaffold children’s understanding of the mathematics concepts presented through the text. Results revealed that some of the prospective teachers possessed a limited recognition of or ability to incorporate questioning when planning lessons. Furthermore, the results presented a need to analyze the planned questions based upon their dependency and utilization of said literature. Based upon the results of this study, there are implications and recommendations for both classroom teachers and teacher educators alike to consider when making determinations relative to the mathematics classroom, course, and field experience.
Updated: Nov. 22, 2016
The purpose of this study was to explore factors contributing to the effectiveness of a mathematics content-focused intervention designed to nurture positive mathematical beliefs. Utilising interviews, concept mapping, workshop observations and document analysis, shifts in the mathematical beliefs of prospective primary teachers were revealed. The role of the mathematics education tutors was critical in contributing to the development of positive beliefs.
Updated: Nov. 08, 2016
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
In this study, the authors explore whether learning to analyze teaching in the context of Learning to Learn from Teaching (LLfT) course influenced secondary preservice teachers’ classroom instruction. The findings show that preservice teachers who systematically analyze teaching can also begin to enact practices to enable them to focus more closely on student thinking during instruction. In particular, they created space during instruction for student thinking to become visible and available for the class to consider, they attended to and took up noteworthy student ideas, and they pursued student ideas.Comparing the two cohorts, the authors observed that the preservice teachers who enrolled to the course, engaged in more student-centered practices compared with a cohort of candidates who did not participate in the course - making space for student thinking and pursuing student thinking.
Updated: Oct. 10, 2016
This study explores questions of how educators learned about mathematics through lesson study but also how they were socialized into lesson study (LS) as a collaborative, routine practice. Specifically, the author compared the participation of educators who were new to lesson study (“LS novices”) with lesson study with those who had more experience with the practice (“LS experienced practitioners”). The author discovered a few key differences illustrate possible elements in the developmental progression of lesson study. Teachers who are newer to lesson study tend to focus on learning how to teach through problem solving, and seeing the collaborative work as a way to combine efforts to teach a better lesson. LS experienced practitioners, in contrast, were comfortable with the routine and can see their role as developing problems that elicit student thinking.
Updated: Sep. 21, 2016
Pre-service teachers make extensive use of material found during internet searches, much of it purporting to exemplify ‘good’ practice, the authors were interested to know what sense they make of such material. By encouraging pre-service teachers to reflect and comment on the practices being promoted in this way, the authors wanted to hear what they focused on, their initial views of the teaching and learning shown in the video, and how their views were formed and affected by engaging in discussion.
Updated: Jul. 31, 2016
Developing Robust Forms of Pre-Service Teachers’ Pedagogical Content Knowledge through Culturally Responsive Mathematics Teaching Analysis
The present study describes efforts to develop robust forms of pre-service teachers’ pedagogical content knowledge through a culturally responsive mathematics teaching approach. Utilizing a mixed methods approach to analyse the pre-service teachers’ (PST) work, the authors found the highest average self-ratings across the categories associated with children’s mathematical thinking and high variability in the categories related to language, culture, and social justice. Furthermore, they also found strong PST receptivity to supporting academic language for second language learners and integrating cultural funds of knowledge into mathematics lessons, and mixed receptivity to integrating social justice into mathematics lessons.
Updated: Jul. 28, 2016
The present article reports on the results of three different investigations into pre-service teachers’ understanding of the mathematical concepts of area and perimeter. The results indicated that many pre-service teachers across the cohorts had a procedural understanding of area and perimeter, displayed similar misconceptions to their student counterparts, and were limited in their ability to demonstrate examples of the mathematics knowledge required to teach these topics.
Updated: Jul. 03, 2016
This article reports on a qualitative study of pre-service secondary mathematics teachers choosing, using, evaluating, and interpreting definitions. Their performances indicated that many of these pre-service mathematics teachers had deficiencies reasoning with and about mathematical definitions.
Updated: Jul. 03, 2016