Search results for: Mathematics education
Page 7/10 99 items
The Nature of Prospective Mathematics Teachers’ Pedagogical Content Knowledge: The Case of Multiplication of Fractions
The current study aimed to explore prospective mathematics teachers’ knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. The prospective teachers suggested many difficulties that elementary grade level students may have.
Updated: Oct. 16, 2012
In this article, the author uses the stories of three teachers to identify the features critical for successful peer mentoring and its effectiveness for teachers. The author found that an important feature was building a relationship, and also significant features were communication, commitment, and a clear structure.
Updated: Aug. 30, 2012
Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on which Pre-service Mathematics Teachers Reflect
The purpose of this article was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. The pre-service teachers referred more to Teaching than to Learning. The pre-service teachers found that the knowledge learned is difficult to apply.
Updated: Aug. 29, 2012
Zen and the Art of Neriage: Facilitating Consensus Building in Mathematics Inquiry Lessons through Lesson Study
In this article, the authors were interested to explore how teachers can effectively facilitate classroom discussions in the ways that elicit negotiation of meaning and maximize the potential of mathematical inquiry activities. In the neriage stage, Japanese teachers encourage students to listen to other students’ ideas carefully and consider the strengths and weaknesses of different problem-solving strategies. Then the teachers facilitate discussions to co-determine which strategy is the most reasonable and efficient one. This article introduces a video-based lesson study that explored how a group of U.S. teachers could successfully implement consensus building discussions (or neriage) in their mathematics classrooms.
Updated: Aug. 21, 2012
In this article, the authors report on a conceptual framework developed for identifying and analyzing mathematical features of classroom work. The authors describe their method, including how the authors synthesized the literature on mathematics instruction in classrooms and how they developed their coding scheme. Next, the authors share their conceptualization of the mathematical quality of instruction (MQI) by providing coding guidelines for particular constructs and by illustrating the application of specific codes to two example lessons.
Updated: Aug. 21, 2012
This study focused on the views of middle and secondary teacher education students from various content areas. The author interviewed 77 teacher education candidates from mathematics, English, science, and social studies education. The author concludes that citizenship preparation can show how subject area issues and citizenship preparation can be used as ways to examine content and take action on domestic or international issues.
Updated: Aug. 06, 2012
In this article the authors analyze three episodes from an elementary mathematics teacher education class: two where students were positioned as children learning mathematics and a more extended one where students were positioned as teachers. The instructors presented the figured world of reform pedagogy in at least two ways over the course of the semester: by describing it and approximating it in class activities. The authors propose that by recognizing certain models of identity for children learning math, students in Mathematics for Elementary Teachers drew on corresponding models of identity for elementary mathematics teachers.
Updated: May. 13, 2012
Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue
This study explores social expectations around adequate knowledge for prospective secondary mathematics teachers in South Korea and the United States. The authors selected a sample of 49 teacher preparation institutions in South Korea and the United States. The findings suggest that transnational commonalities and national differences exist simultaneously, and examining both is necessary to better understand teacher knowledge.
Updated: Apr. 01, 2012
In this article, the authors build a case for the importance of geometry and spatial thinking. The authors conclude that research-based models hold the potential to make a significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of their teachers.
Updated: Mar. 07, 2012
This paper is a study of one teacher’s reflections on a sequence of algebra lessons at the secondary school level. Furthermore, the paper explores a range of theoretical issues about identity construction, about knowing, and about effective practice.
Updated: May. 26, 2011