Search results for: Mathematics
Page 6/10 95 items
New Directions for the Design and Study of Professional Development Attending to the Coevolution of Teachers' Participation Across Contexts
Research on professional development (PD) focuses on what teachers learn as a result of their participation in PD. Therefore, the research frames unidirectional questions: To what extent does participation in PD influence teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning. They argue that researchers should investigate what teachers are learning during and after PD, looking at the coevolution of participation between classroom practice and PD.
Updated: Jan. 28, 2009
Analysis of the Reflections of Student-Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms
Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analyzed.The results showed the difference between the assessment of student-teachers in reflection and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process.
Updated: Jan. 19, 2009
Getting The Fish Out of The Water: Considering Benefits and Problems of Doing Research on Teacher Education at An International Level
In this article, the authors focus in particular on the understanding of three main components of teacher education: mathematics, mathematics pedagogy and general pedagogy. They also juxtapose two extreme models: Germany and the US.
Updated: Jan. 19, 2009
This study investigated the effect of problem posing on the pre-service primary teachers' understanding of fraction concepts enrolled in two different versions of a methods course at a university in Turkey. In the experimental version, problem posing was used as a teaching strategy. Results showed that problem posing had a positive impact on the pre-service teachers' knowledge and views about what it means to know mathematics.
Updated: Jan. 15, 2009
Online Professional Development: Combining Best Practices from Teacher, Technology and Distance Education
This article provides a model of online professional development that is consistent with recommendations from the fields of teacher education, technology staff development and online learning. A graduate mathematics education course designed and implemented using the model is presented to exemplify the model's core components and interactions. The model's components and pedagogical foundations are applicable for the design and implementation of online courses in other disciplines with field-based learning experiences.
Updated: Jan. 12, 2009
Leaving No Child Behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education Through the Science of Measurement and Instruction
This inquiry raises questions about the manner in which the No Child Left Behind Act aims to improve mathematics education through an increased reliance on “objective” science. Specifically, the argument put forth here is that the policies of the No Child Left Behind Act leverage and intensify the “dividing practices” instituted in the early 20th century as a means of justifying the differential stratification of students in schools, thereby making equitable educational outcomes less likely than not.
Updated: Dec. 17, 2008
Blended Learning For Professional Development: An Evaluation Of A Program For Middle School Mathematics And Science Teachers
Improving the subject matter knowledge and pedagogical skills of teachers of mathematics and science is a key priority for many jurisdictions.In this study, the authors examine two one-year professional development programs for middle-school mathematics and science/technology teachers that employed blended learning.The results indicate that the program appeared to influence positively teacher attitudes and content knowledge in certain curricular areas and motivated many to transform their classroom practice to varying degrees.
Updated: Dec. 15, 2008
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse.
Updated: Dec. 14, 2008
This article explored mathematics teachers' resistance to social justice issues. 12 preservice participated, in a discourse analysis action research project. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity.
Updated: Nov. 26, 2008
The article explores mathematics anxieties and mathematics teacher efficacy among 156 elementary pre-service teachers from a university in the southeastern United States. Data included tests and interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers' efficacy (r = -.475, p<.05). Specifically, the pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy.
Updated: Nov. 24, 2008