Search results for: Mathematics instruction
Page 3/15 150 items
This paper presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction.
Updated: Jul. 03, 2016
Learning To Teach Mathematics And To Analyze Teaching Effectiveness: Evidence From A Video- And Practice-Based Approach
This study examines the impact of a video- and practice-based course on prospective teachers’ mathematics classroom practices and analysis of their own teaching. Findings reveal that the course assisted participants in making student thinking visible and in pursuing it further during instruction and in conducting evidence-based analyses of their own teaching.
Updated: Jun. 06, 2016
Providing Space for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A Two-Dimensional Model of Learning
This case study examined the experiences of two groups of 12 elementary prospective teachers completing distinct mathematics content courses. The findings reveal perspectives on knowing, learning, and teaching mathematics as experienced in the context of these courses. The prospective teachers' mathematical beliefs and affect also emerged as key findings, coupled with the quantitative data revealing differences in specialized content knowledge for teaching mathematics. Two salient dimensions emerged as promoting learning in the courses: caring classroom practices and curricular relevance.
Updated: Jun. 05, 2016
The purpose of this study was to assess the impact the mathematics education course had on teacher candidates' (TCs) ability to enact social justice pedagogy (SJP). The results reveal two important findings. The first finding is TCs in this teacher-research study were successful in enacting social justice oriented mathematics lessons as demonstrated through microteaching episodes. The second finding is TCs’ beliefs can be changed as a result of taking mathematics education courses. The results of this study have shown that teacher candidates’ beliefs about teaching for social justice as well as their practices are malleable.
Updated: May. 31, 2016
Changing Pre-service Mathematics Teachers’ Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models
The purpose of this study is to determine the effect of three different computer integration models on Turkish pre-service mathematics teachers’ beliefs about using computers in mathematics education. The results indicated a remarkable change in beliefs within the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) and Integrated Model (IM) groups concerning computer use in teaching and learning mathematics. Another significant result is that the beliefs of the students in the IM group are statistically higher than the ones from the EMReMaS group. The author suggests that pre-service mathematics teacher education programmes should give their students opportunities to learn about mathematical software and relevant instructional technologies and opportunities to use these technologies and software to design and implement reform-based mathematics lessons.
Updated: May. 01, 2016
Distinguishing Models of Professional Development: The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement
In this article, the authors examine specific learning outcomes—notably, increases in teachers’ knowledge, changes in their practice, and the impact on student achievement—as a result of teachers’ participation in a situative-based, adaptive professional development (PD) program. The findings suggest that participation in the Problem-Solving Cycle (PSC) model of PD can support at least modest improvements in teachers’ knowledge and classroom instruction within a relatively short time frame. This study of the PSC highlights one way to examine the effectiveness of adaptive PD using longitudinal data and quantitative analyses. Based on those analyses, the PSC does appear to have the potential to substantially affect teachers’ knowledge and instruction and, perhaps, their students’ achievement.
Updated: Apr. 17, 2016
Prospective Secondary Mathematics Teachers’ Pedagogical Knowledge for Teaching the Estimation of Length Measurements
This article investigated prospective secondary mathematics teachers’ pedagogical knowledge for teaching the estimation of length measurements. The author examined the participants' personal benchmarks for measurement estimation. Thematic analysis revealed that prospective teachers possessed various benchmarks for measurement estimation that enabled them to estimate length measurements, but these benchmarks for measurement estimation were not evident in participants’ pedagogical knowledge for teaching the estimation of length measurements.
Updated: Mar. 29, 2016
Providing Written Feedback on Students’ Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers
Prior research has demonstrated several weaknesses teachers have with respect to proof validation, but little research has investigated instructional sequences aimed to improve this skill. In this paper, the authors present the results from the implementation of such an instructional sequence. The results provide insight into the errors to which prospective secondary mathematics teachers (PSMTs) attend when validating mathematical arguments. In particular, PSMTs’ written feedback indicated that they were aware of the limitations of inductive argumentation
Updated: Mar. 29, 2016
The Influence of University Courses and Field Experiences on Chinese Elementary Candidates’ Mathematical Knowledge for Teaching
In this study, the authors investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. This study provides evidence that candidates who were exposed to greater numbers of topics in general pedagogy courses had higher levels of MKT in number and operations (N&O). The study also found that exposure in general pedagogy courses to two specific topics, classroom management and collaborative group work, was especially valuable for teaching candidates’ MKT. Finally, this study found that the extent to which a teaching candidate engages in student teaching with full responsibility for instruction was directly related to their level of MKT in N&O while the overall length of student teaching did not seem to matter.
Updated: Feb. 23, 2016
This study aims to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice.
Updated: Jan. 26, 2016