Search results for: Mathematics instruction
Page 4/16 151 items
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
Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
This research examines the ways prospective elementary teachers (PSTs) made connections to children’s mathematical thinking and children’s community funds of knowledge in mathematics lesson plans. The authors identified three distinct levels of connections to children’s mathematical thinking and their community funds of knowledge evidenced in PSTs’ work. Findings describe how these connections reflected different points on a learning trajectory.
Updated: Dec. 29, 2015
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
The present study examines the development of a specific sub-skill for studying and improving teaching—the generation of hypotheses about the effects of teaching on student learning. The authors compared between two groups of elementary preservice teachers (PSTs): one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Findings reveal that PSTs at the beginning of the program struggled to generate hypotheses with relevant evidence, often equating teacher behavior or student correct answers as evidence of student understanding.
Updated: Dec. 28, 2015
The purpose of this study is to analyze how particular mathematics teacher educators (MTEs) use knowledge in their practice. Furthermore, this study also examines how they use this analysis as a tool for understanding the knowledge demands of work with preservice elementary teachers and how this knowledge is different from that required to teach K-12 students. The authors describe different forms of knowledge observed across different mathematics teacher educators’ practice and discuss how the observed knowledge forms are different from knowledge used by K-12 teachers in their practice. They argue that there needs to be more of a focus on understanding the knowledge drawn on by teacher educators as they teach content to preservice teachers.
Updated: Nov. 25, 2015
This article reports on an analysis of scholarship published over the last 20 years in four journals, which examined the discourse in these journals around mathematical content and instructional strategies for preservice early childhood teachers. The analysis is focusing on the U.S. context. The findings revealed that attention to the context of early childhood education was minimal, largely as a result of a dominant focus on elementary education. This focus on elementary rather than early childhood showed up in greater attention to advanced content in mathematics and in an emphasis on formal over informal instructional methods.
Updated: Oct. 07, 2015
In this study, the authors examined primary school teacher candidates’ ability to use their existing pedagogical and mathematical knowledge to incorporate social justice into the content of mathematics lessons. The findings revealed that Grades 1-6 elementary Teacher candidates had foremost trouble articulating their understandings of social justice, its role in mathematics education, and its meaning in mathematics classrooms. They were unable to provide explicit and relevant examples of social justice teaching in the context of mathematics classroom, nor were they able to incorporate social justice into the mathematics lesson.
Updated: Sep. 08, 2015
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
This study aimed to investigate the impact of a yearlong, online teacher professional development (oTPD) program, Prime Online, on teachers’ mathematics knowledge for teaching (MKT) and to examine the components of a PD program that impacted participants’ MKT. The analysis indicates latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. The authors conclude that that Prime Online has potential to provide teachers with ongoing, rigorous, high-quality learning opportunities for impacting their knowledge of mathematics content and pedagogy and of their students.
Updated: Jul. 22, 2015
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans
The current study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. The findings revealed that upon completion of the course requirements, the participants’ TPACK scores for the lesson plans increased significantly reaching, on average, the second out of five levels of TPACK.
Updated: Apr. 15, 2015
The purpose of this study was to evaluate a programme on mathematics teaching carried out using reflective practice. While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done individually and without becoming a part of the culture of the school. The results show little evidence of the programme's impact on student learning.
Updated: Jan. 14, 2015
This study examined preservice teachers’ mental representations through drawing floor plans of an “ideal middle-level mathematics classroom.” Participants designed and described floor plans that encouraged the use of inquiry and hands-on activities and technology as instructional strategies. These floor plans also focused on student learning styles and individual needs, established a comfortable, organized and safe learning environment, demonstrated flexibility in grouping strategies, and encouraged communication between peers and with the teacher.
Updated: Sep. 22, 2014