International Portal of Teacher Education
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Search results for: Mathematical logic
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5 items
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This paper reports on an aspect of a project that aimed to develop pre-service teacher awareness of the mathematical and statistical thinking required across the breadth of primary teachers’ professional role.
This thinking is conceptualised as the mathematics and statistics embedded in each of the curriculum learning areas, in data literacy, and administration and management tasks.
Mentor meetings indicated pre-service teachers who were completing a one-year graduate diploma initially had a limited awareness of the extent of this thinking.
Through focus group discussions across the year participating pre-service teachers’ commentary showed an increased awareness and appreciation of the breadth of contexts where teachers might encounter mathematics and statistics thinking beyond mathematics lessons.
Given awareness is fundamental to learning and subsequent action we posit that developing this awareness during teacher education is important.
Published: 2020
Updated: Jan. 04, 2021
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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.
Published: 2014
Updated: May. 10, 2017
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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.
Published: 2015
Updated: Nov. 23, 2016
4
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
Published: 2014
Updated: Mar. 29, 2016
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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.
Published: 2011
Updated: Jun. 12, 2012