International Portal of Teacher Education

The online resource of academic content on teacher training and teacher education

Page 9/10
95 items

The article describes the shift into standardized testing as means of accountability, following the adoption of the No Child Left Behind legislation in the United States. The authors examine how individual differences in motivation and psychological processes contribute to the high-stakes math assessment. The individual differences that are considered are: achievement goals, value, self-concept, self efficacy, text anxiety, and cognitive processes.

Published: 2007

Updated: Mar. 23, 2008

The author provides five factors for mentoring that have been identified: personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. The article describes a study held in Australia, among 446 preservice teachers responding to mentoring in science, and 115 preservice teachers responding to their mentoring in mathematics.

Published: 2007

Updated: Mar. 18, 2008

One of the findings of the study was the success of Railside school, where the mathematics department taught heterogeneous classes using a reform-oriented approach. Compared with the other two schools in the study, Railside students learned more, enjoyed mathematics more and progressed to higher mathematics levels. This paper presents large-scale evidence of these important achievements and provides detailed analyses of the ways that the Railside teachers brought them about, with a focus on the teaching and learning interactions within the classrooms.

Published: 2008

Updated: Mar. 09, 2008

The article presents an analysis of the relations between academic mathematical knowledge and the mathematical knowledge associated with 'number systems.' Examples of areas of conflict between the two forms of knowledge are presented. Researchers also point out implications of the study to teacher education.

Published: 2008

Updated: Feb. 10, 2008

The article describes a study that explores how a community of practice focused on secondary school mathematics education during the members' pre-service teacher education program. Bulletin board discussions were analyzed in terms of Wenger's (1998) three defining features of community practice: mutual engagement, negotiations of a joint enterprise and development of shared repertoire for creating meaning.

Published: 2008

Updated: Feb. 10, 2008

Teachers' beliefs regarding how students learn mathematics in China and in the United States is the subject of an interview study. The study revealed distinct differences of thinking about how mathematics should be taught and how Chinese and American teachers think their students learn math. Chinese teachers talked about developing student interest in mathematics and relating it to real life situations. American teachers talked about learning styles and hands-on approaches to learning.

Published: 2008

Updated: Feb. 05, 2008

This article describes a technology integration course planning assignment that was developed to enhance preservice teachers’ technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to integrate various technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a secondary level mathematics course (e.g., Algebra 2).

Published: 2007

Updated: Jan. 31, 2008

Audio recordings and field notes regarding two problem-solving courses for mathematics teacher education were explored, utilizing dialogical and contextualization approaches. Data analysis revealed substantial differences between the two classroom discourses and offer possible reasons for the differences.

Published: 2008

Updated: Jan. 28, 2008

A web-based teacher resource was used to explore how elementary teachers apply mathematical definition, correct procedure error in arithmetic and make sense of a story requiring the multiplication of fractions. Eleven preservice teachers were examined in order to compare the participants and the norms of the mathematical community. Results revealed that the teachers were unsophisticated and did not possess the fundamental mathematical understandings.

Published: 2007

Updated: Jan. 28, 2008

The potential use of the multimedia case as a tool for professional development is examined in a study that focused primarily on issues of classroom implementation of the tasks shown in the multimedia case. The analysis consisted of face-to-face interactions among preservice teachers, inservice teachers, mathematicians and mathematics teacher educators.
The variety of backgrounds and experience was thought to enrich discussions of mathematics, teaching and learning.

Published: 2007

Updated: Jan. 28, 2008