Search results for: Mathematical logic
Page 1/1 4 items
Exploring the Relationship between K-8 Prospective Teachers’ Algebraic Thinking Proficiency and the Questions They Pose during Diagnostic Algebraic Thinking Interviews
This study aimed to explore the relationship between teachers’ mathematics content knowledge and the types of questions they pose to investigate students’ mathematical thinking. The results provide insights about prospective teachers’ algebraic thinking ability and their readiness for fostering algebraic thinking in the K-8 students.
Updated: May. 10, 2017
Bringing the Teacher into Teacher Preparation: Learning from Mentor Teachers in Joint Methods Activities
This article draws on Lampert’s three-pronged model of teaching practice (Lampert, 2001) to explore the possible contributions of elementary classroom teachers to the learning-to-teach-mathematics experiences of preservice teachers (PSTs). The authors focus on a third-space context in which mentor teachers (MTs), PSTs, and university teacher educators collaborated to plan and analyze task-based problem-solving interviews of children. The authors analyzed the MT's contributions to a third-space activity involving the task-based interview. This analysis also suggests ways in which university teacher educators might enhance the development of methods/field third spaces by anticipating and preparing to leverage MT contributions.
Updated: Nov. 23, 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
Teachers Attending to Students’ Mathematical Reasoning: lessons from an After-School Research Program
The purpose of this article is to provide evidence that teachers’ observations of students’ mathematical activity in research project on students’ development of mathematical ideas can provide rich opportunities for teachers to learn about students’ mathematical reasoning. Nine mathematics teachers and 24 sixth-grade students participated in the IML project, which took place in a middle school, located in an urban, low-income, and minority community in the United States. The results of this study suggest that teachers’ observations of students’ mathematical activity in IML-type settings might help teachers develop an understanding of mathematics that is effective for teaching.
Updated: Jun. 12, 2012