Search results for: Mathematics instruction
Page 9/15 150 items
Mathematically Based and Practically Based Explanations in the Elementary School: Teachers’ Preferences
This paper focuses on elementary school teachers’ preferences for mathematically based and practically based explanations. Using the context of even and odd numbers, the article examines the types of explanations teachers generate on their own as well as the types of explanations they prefer after reviewing various explanations. The article also explores the basis for these preferences.
Updated: May. 26, 2011
This article presents a refined conception of Mary Boole’s construct of teacher lust. Boole's construct had impact on collegiate mathematics courses for prospective elementary and middle grades teachers. Two working aspects of the construct were identified: (1) enacted teacher lust; and (2) experienced teacher lust.
Updated: May. 19, 2011
The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement
The current article reports on the impact of a classroom-embedded professional learning program for mathematics teaching in two contrasting districts in Canada. Furthermore, the article explores the relationship between teacher efficacy and student achievement. The analysis of data revealed that the two districts reported learning very different things from the professional learning opportunity.
Updated: Apr. 14, 2011
Listening to Students, Listening to Myself: Addressing Pre-service Teachers' Fears of Mathematics and Teaching Mathematics
The author's goal was to help her pre-service students improve their attitudes toward mathematics and teaching mathematics to elementary students. The author decided to employ self-study methodology to research her own teaching and learning as well as her students' teaching and learning in a new methods course. Findings include the importance of listening closely to students' feelings about learning and teaching math, responding with opportunities to re-learn primary math concepts in a collaborative and hands-on environment, and providing opportunities for pre-service teachers to experience success with math teaching in primary school settings.
Updated: Feb. 01, 2011
Technological pedagogical content knowledge (TPACK) embodies a teacher’s ability to distinguish between the types of technology that are most suited to their content area and make decisions regarding its appropriate application. This article argues that TPACK in mathematics can be characterized by four central components. This article presents a portrait of effective TPACK in action. The author concludes that development and understanding of TPACK, especially as it relates to specific content areas, is imperative because of the importance of technology’s appropriate use in educational settings.
Updated: Jan. 02, 2011
Learning to Teach Mathematics through Inquiry: A Focus on the Relationship between Describing and Enacting Inquiry-Oriented Teaching
This research had two purposes: (1) to explore the experiences of prospective teachers learning to teach mathematics within an inquiry-based teacher education programme; and (2) to study whether and how these teachers enacted what they had learned in their teacher preparation programme in their first year of teaching. The analysis draws on interviews with one graduate to explore some of the ways in which this new teacher enacted inquiry-based teaching approaches in his first year of teaching. This article presents implications for beginning teachers’ collaborative practices, for the assessment of new teachers and for practices in preservice teacher education.
Updated: Dec. 21, 2010
Conceptions of Effective Mathematics Teaching within a Cultural Context: Perspectives of Teachers from China and the United States
This study examines Chinese and U.S. teachers’ beliefs concerning effective teaching within a cultural context. Nine Chinese teachers and 11 U.S. teachers were selected for the study.The findings from this study reveal that although sharing some common beliefs, the two groups of teachers think differently about both mathematics understanding and the features of effective teaching. These differences of teachers’ beliefs are discussed in a cultural context. Finally, the findings of this study have a number of implications for future studies that examine cross-cultural beliefs of effective teaching from teachers’ perspectives.
Updated: Dec. 21, 2010
This review evaluates the role of language in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. The review (a) provides equivocal findings about the extent to which number words in the Chinese language afford benefits for mathematics learning; and (b) indicates that cultural and contextual factors are gaining prominence in accounting for the superior performance of East Asian students in cross-national studies.
Updated: Nov. 02, 2010
The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. The participants were 26 students enrolled in a graduate program leading to an initial license in special education in an institution of higher education in southwestern Ohio. The results indicate a disconnect between the participants' perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test-Practice Eighth Grade Mathematics.
Updated: Oct. 26, 2010
Analysis of the Revisions that Pre-service Teachers of Mathematics Make of Their Own Project Included in Their Learning Portfolio
This study provides a method to assess the modifications made by each pre-service teacher in his/her project included in his/her learning portfolio. The project consisted of designing a lesson plan for teaching mathematical knowledge taking into account Content, Activities, Methodology and Reflection. The outcomes showed significant differences in the revisions carried out in all categories except Activities.
Updated: Sep. 05, 2010