Search results for: Mathematics instruction
Page 6/15 150 items
Foreseeing the Unforeseen through Collaborative Self-Study by a Teacher Educator and Two Teacher Candidates
The study presents the collaborative reflection process of a teacher educator and two elementary teacher candidates during their university mathematics teaching class and subsequent student teaching experiences. This self-study paid particular attention to the unforeseen negativity created in the practice of teaching as a starting point for reflective thinking and how it eventually led to a renewed level of teaching practice and thinking. This collaborative self-study provided an opportunity for each researcher to notice the differences between her intention for practice and her actual practice, from her own perspective as well as those of others, working with a view of teaching as disciplined inquiry. The authors conclude that the results suggest that collaborative self-study by a teacher educator and teacher candidates can generate effective learning experiences for all participants.
Updated: Jan. 20, 2014
In this article, the authors explore inquiry through the efforts of one pre-service teacher, Toni, during her practicum experience in a secondary mathematics classroom. Drawing on aspects of Bourdieu’s social field theory, the authors highlight the tensions between two different “fields', as well as the tensions within Toni herself in her efforts to identify and become proficient with inquiry pedagogy.
Updated: Dec. 15, 2013
Teaching Anxieties Revealed: Pre-service Elementary Teachers’ Reflections on their Mathematics Teaching Experiences
The current study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience. The authors were interested to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged.
Updated: Dec. 15, 2013
The authors propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). The authors consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment.
Updated: Aug. 19, 2013
Enhancing Lesson Planning and Quality of Classroom Life: A Study of Mathematics Student Teachers' Use of Technology
The authors examined how preservice secondary mathematics teachers (PSMTs) integrated technology into their student teaching for the purpose of increasing their pupils’ mathematics understanding. The authors found that technology enhanced PSMTs’ quality of life by facilitating their lesson planning, helping them stay on track, reducing their stress, and making it easy for them to adjust, modify, and reuse their lessons.
Updated: Jul. 17, 2013
The authors describe reflections from two cycles of developmental research that involved creating and refining a series of computer-based applets for reasoning about the relative magnitude of fractional quantities. The results indicated that the intent of many of these features did serve their intended pedagogical purposes. In particular, features such as strategic hint tools and nonjudgmental feedback enhanced users’ experiences. However, non-interactive aspects, such as written reflection questions, did not enhance users’ experiences.
Updated: Jul. 15, 2013
Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools
This study examines relationships between teachers’ participation in professional development and changes in instruction, and between instruction and student achievement growth, from third to fifth grade. The findings reveal that when teachers participated in professional development that focused on math content or instructional strategies in mathematics, they were more likely to teach in ways associated with student achievement growth.
Updated: Jul. 03, 2013
The current article presents results from a case study analyzing the process of change for early childhood educators as they engage in a semester-long professional development (PD) experience focused on developing a teacher research agenda related to mathematics instruction. During this PD experience, the participants developed a research question, collected and analyzed data, and used results to inform mathematics instruction.
Updated: Jun. 19, 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
Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching
This article seeks to explore and understand the relationship between teachers’ participation in professional development activities and the development of mathematical knowledge for teaching. Results indicate that participation, broadly speaking, was not correlated with teachers’ knowledge development.
Updated: Feb. 27, 2013