Search results for: Mathematics instruction
Page 15/15 150 items
The article explored perspectives on mathematical education research report, utilizing email group, group discussion, and questionnaires. Teachers identified positives research identified by Kilpatrick, Swafford, and Findell (2001), and negative critiques of the ability to research practice by Kennedy (1997).
Updated: Jun. 26, 2008
Supporting Novice Elementary Mathematics Teachers’ Induction in Professional Communities and Providing Innovative Forms of Pedagogical Content Knowledge Development Through Information and Communication Technology
This article reports on the needs of novice mathematics teachers, and how to connect to an online mathematics community. Findings indicate the needs for alternative- teachers professional development and the values of professional communities.
Updated: Jun. 24, 2008
The article examines the use of video as a tool for fostering discussions about teaching and learning. The study was conducted during a 2-year mathematics professional development program, based on the Problem-Solving Cycle model and relied on videos from the teachers' classrooms.
Updated: Mar. 31, 2008
The article describes a case study of three Vietnamese student teachers who explored the theory of realistic mathematics education (RME), which shifts away from the traditional teaching approach to a student-centered approach. The data included transcripts of class discussions and group discussions, interviews, student teachers’ lesson plans, and journal writings, and revealed that the student teachers were able to adapt the texts of their lessons to suit the student-centered approach.
Updated: Feb. 12, 2008
Academic mathematics and mathematical knowledge needed in school teaching practice: some conflicting elements
The article presents an analysis of the relations between academic mathematical knowledge and the mathematical knowledge associated with 'number systems.' Examples of areas of conflict between the two forms of knowledge are presented. Researchers also point out implications of the study to teacher education.
Updated: Feb. 10, 2008
Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics
Teachers' beliefs regarding how students learn mathematics in China and in the United States is the subject of an interview study. The study revealed distinct differences of thinking about how mathematics should be taught and how Chinese and American teachers think their students learn math. Chinese teachers talked about developing student interest in mathematics and relating it to real life situations. American teachers talked about learning styles and hands-on approaches to learning.
Updated: Feb. 05, 2008
The concept of truth has been central in all students' mathematical experiences across all grades, and the success of instilling the concept highly depends on the mathematics teachers' knowledge of proof. The study in this article examines knowledge of proof by mathematical induction among elementary and secondary mathematics teachers and is based on interviews of 95 participating teachers. Finding reveal that teachers from both groups had difficulties around the essence of the basic step of the induction method, the meaning associated with the induction step, and the possibility that the truth set of a sentence in a statement proved by mathematical induction to include values outside its domain of discourse.
Updated: Jan. 28, 2008
The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience
Mathematics teacher educators implemented a video-based program on lesson analysis at the University of Lazio, Italy. The purpose of the project was to explore what preservice teachers can learn from the analysis, and how their analysis capabilities can be improved and measured. The teachers' analysis ability was assessed before and after the program through comments on events, coding for five criteria: elaboration, mathematics content, student learning, critical approach, and alternative strategies.
Updated: Jan. 28, 2008
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
Meeting Diverse Learning Needs: Differentiating Instruction in Graduate Early Childhood Mathematics Classes
The article examines the diverse needs of early childhood mathematics teacher certification. The study focuses on the diverse needs of graduate initial certification and graduate certified teachers, and analyzes the challenges, learning needs and strategies of each group, utilizing focus groups, surveys, work and assessments.
Updated: Jan. 23, 2008