Search results for: Mathematics instruction

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.

This article contributes to the ongoing process of defining and developing mathematics-for-teaching. The article investigates the case of understanding students’ perspectives on equations and equalities and on meanings of the equal sign. The theoretical claims are proved by a report on a teacher education course for pre-service middle-school mathematics teachers.

In this article, the authors argue that culturally relevant instruction coupled with teaching for social justice can motivate marginalized students to learn mathematics. The goals of this conceptual article are threefold: (a) to explore the theoretical frameworks underlying culturally relevant pedagogy (CRP) and social justice pedagogy (SJP), (b) to present illustrative cases of mathematics teaching that reveal the possibilities and challenges associated with these pedagogical approaches, and (c) to offer to the field of teacher education recommendations related to the successful use of CRP and SJP within today’s classrooms.

The focus of this narrative inquiry was to examine how teachers describe influences on their instructional decisions in mathematics. Using a lens provided by pivotal or prototypical stories teachers told about their past experiences, connections were suggested between these past experiences and their instructional decisions.