Search results for: Mathematics education
Page 2/10 99 items
This study examines preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. The authors found that promoting preschool teachers’ knowledge of appropriate mathematical tasks is interrelated with promoting their knowledge of students. The findings reveal that that teachers’ estimates of their students’ abilities increased as a result of participating in the program. The authors also saw that teachers’ improved the accuracy of their estimations related to students’ abilities to perform number-related tasks.
Updated: Apr. 22, 2018
The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers’ Knowledge: A Five Country Analysis Using TEDS-M Data
This study examined the associations between teacher preparation components and the knowledge of teaching candidates based on data from the TEDS-M study. The findings reveal that the number of mathematics content courses taken has an effect on teaching candidates’ level of MCK in three countries. Specifically, the authors found that taking courses in discrete structure and logic had an effect on MCK in Chinese Taipei, Spain, and Switzerland. Furthermore, they found that taking courses in continuity and functions had an effect on MCK in Chinese Taipei, Switzerland, and the USA.
Updated: Feb. 14, 2018
Investigating the Improvement of Prospective Elementary Teachers’ Number Sense in Reasoning about Fraction Magnitude
This study explored whether and how prospective teachers (PTs) fraction sense could improve in the setting of a Number and Operations course. the results from the interviews with seven participants provide evidence that their performance and flexibility in comparing fractions improved. The authors found that 6 of the 7 interview participants adopted at least two new valid strategies for comparing fractions. Consequently, these findings can guide mathematics teacher educators how to support PTs to reason meaningfully and flexibly about fraction magnitude.
Updated: Oct. 25, 2017
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Updated: Aug. 16, 2017
The Use of Questions within In-The-Moment Coaching in Initial Mathematics Teacher Education: Enhancing Participation, Reflection, and Co-Construction in Rehearsals of Practice
This article examines how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching.
Updated: Jul. 09, 2017
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
This review focuses on research related to how prospective teachers (PSTs) learn to connect to children’s mathematical thinking (CMT) and children’s cultural funds of knowledge (CFoK) in mathematics instruction.
Updated: Jun. 07, 2017
Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics teacher educators (TEs) across three institutions.
Updated: Jun. 07, 2017
This article addresses the issue of learners who hold traditional beliefs about mathematics, which can hamper their learning in the discipline. Hence, a “history-based” intervention program entailing problem-solving and writing activities that instigate cognitive conflict was implemented. The survey of the prospective teachers beliefs related to the nature of mathematics and the way it is learned, taught, and practiced showed a great majority of them failed to hold progressive beliefs.
Updated: Jun. 04, 2017
The purpose of this study was two folded: Firstly, to determine if there was evidence that the additional components increased persistence in teaching, and, secondly, to determine the perceived effectiveness of the required mentor professional learning and the perceived effectiveness of mentoring by the mentees. Findings offer insight for structuring mentor models to increase effectiveness and persistence of teachers and build the capacity of mentors. The findings reveal that providing mentoring for novice teachers is essential to their effectiveness and persistence in teaching. Furthermore, mentees noted that they wanted to have more reciprocal observations and feedback with their mentors and wanted to co-plan instruction for greater effectiveness.
Updated: Feb. 26, 2017
Being and Becoming a Mathematics Teacher Educator in and for Differing Contexts: Some Lessons Learned
In this study, the author examines how differing locations and cultural contexts shaped her understandings of being and becoming a mathematics teacher educator. The purpose was to improve the author's own practice, accompanied by the hope that what she learned could also be potentially beneficial to other teacher educators. During this self-study, the author has become convinced that deliberations regarding mathematics education may be futile unless considerations regarding context, or culture, are central to decision-making. She has learned, but frequently must relearn, that she cannot impose his views of mathematics, or mathematics education, on others. Thus she can work toward transforming her practice while, at the same time, supporting teachers as they engage in the hard work of transforming their own.
Updated: Jan. 23, 2017