Search results for: Mathematics teachers
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Teacher educators’ practices include providing written feedback to preservice teachers. Aims of written feedback include providing information to preservice teachers about their ideas and practices as well as sustaining ongoing relationships. In this article the authors argue that factors mediating written feedback practice support the informational purposes of feedback while displacing time and space for relational purposes. This argument stems from their self-study using dialogic analysis of three mathematics teacher educators’ conversations and narratives about their written feedback. Analysis of their narratives and transcripts of conversations focused on written feedback practice through the lens of relational teacher education. They found three factors that mediated their written feedback practices: their mathematics identities, assignment structures, and accreditation. To illustrate the factors they share three vignettes crafted from transcripts of conversations and narratives of their written feedback. These themes, while unique to their contexts, illustrate ways teacher educators’ explicit values and goals for teaching about teaching can be crowded out by unexamined factors living within enactments of professional practice. Their findings are contextually bound, but coupled with other self-studies of written feedback illustrate that written feedback practice is informed by teacher educators’ values and context.
Updated: Jul. 01, 2021
It is generally assumed that in order to teach mathematics effectively, middle years teachers ought to have a high degree of knowledge of mathematics and confidence in their ability to do the mathematics as well as self-efficacy to teach it. This study examines the content knowledge, mathematics confidence and self-efficacy of 99 graduate-entry pre-service teachers in an Australian school of education. The findings indicate that, in general, their mathematical content knowledge was not strong. Further, the participants expressed different levels of confidence and self-efficacy for specific concepts, so, while the scale used had high Cronbach’s alpha coefficients, its internal consistency was relatively weak. That is, confidence and self-efficacy were found to be content specific. Further, the participants tended to have confidence and self-efficacy scores that, while low, were inconsistent with their ability to do the mathematics; they tended to overestimate their mathematics competency. The findings with respect to pre-service teachers’ deficit of relevant mathematical knowledge, confidence and self-efficacy have implications for teacher preparation to teach mathematics in the study institution and potentially more broadly in the West.
Updated: Aug. 17, 2020
This paper reports on an exploratory study designed to determine and enhance the conceptual understanding of a group of pre-service mathematics teachers at one Irish university utilizing an established framework for understanding mathematics. 23 students on a one-year Professional Diploma in Mathematics Education participated in the study, which involved the distribution of a pre- and post-test and engagement in a ten week intervention designed to enhance their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). The findings highlight that although there was an improvement in overall conceptual understanding across the entire cohort at the end of the intervention, within certain mathematical topics there was a statistically insignificant improvement and many deep-rooted issues remain. In this paper the authors focus on the pre-service teachers’ understanding of elementary algebra, in particular, how to solve a linear equation.
Updated: Oct. 23, 2019
Opportunities for Learning Given to Prospective Mathematics Teachers: Between Ritual and Explorative Instruction
This study aimed to examine how certain underlying assumptions about mathematical learning, as reflected in a teacher educator’s discourse in whole-classroom discussions, align with opportunities to mathematize either ritually or exploratively. The authors argue that the findings showed that at the surface level, the instruction in the class seemed to align with ‘‘explorative’’ goals. The authors also argue that the instruction, however, was more aligned with ‘‘ritual’’ goals that are concerned with producing narratives about people, not about mathematics.
Updated: Nov. 18, 2018
Examining Beliefs and Practices of Self and Others: Pivotal Points for Change and Growth for Mathematics Teacher Educators
This self-study had two purposes. First, the authors were interested to examine their own beliefs and belief structures, including how these beliefs influenced their instructional practices. Second, the authors were interested to explore possible commonalities across their personal findings that could be identified as fundamental beliefs for all mathematics teacher educators that in turn might serve as tools for others’ growth. The authors identified four common fundamental beliefs about mathematics teacher education which they shared and which were instrumental in further examination of their own beliefs and practices: (1) mathematics is problematic and generated through sense-making; (2) a community of learners enhances learning; (3) mathematics teacher educators need to be explicitly aware of the learner in different contexts; and (4) teaching is complex at all levels.
Updated: Sep. 05, 2018
Navigating Layers of Teacher Uncertainty among Preservice Science and Mathematics Teachers Engaged in Action Research
This study aimed to explore how the construct of teacher characterizes different dilemmas that preservice science and mathematics teachers encounter as they embark upon their first action research experience. The authors conclude that action research is both a viable and productive mechanism for helping preservice science and mathematics teachers not only to embrace these uncertainties, but more importantly respond to them in creative and innovative ways.
Updated: Jul. 05, 2018
This study aimed to better understand how teachers negotiate their emergent identities and the role emotional transactions play in this process. The authors organized the findings by four key features of what we call the process of ‘identity work’: (1) Incoming teacher beliefs; (2) Teacher identity emotional episodes; (3) Teacher attributions, and (4) and Identity adjustment. All of the participants could identify episodes or experiences during which they had salient emotional responses. Some participants elaborated the ways that these emotional responses served to confirm or further teacher identities/expectations they brought with them into their first year of teaching. Others argued that these events triggered a process of questioning or exploration regarding what their incoming beliefs were.
Updated: May. 17, 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
Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers
This study examined how prospective teachers engaged in class discussions within a synchronous, online environment. The findings reveal that the prospective teachers used variety of ways to participate in the online discourse. The participants also responded to the instructor with quick affirmations. The authors found that many of the participants commented on how they appreciated viewing live technology demonstrations and the opportunities to discuss issues related to content, technology, and pedagogy with one another.
Updated: Feb. 08, 2018
In this article, the authors examined the various purposes that Finnish student teachers of different subjects have in teaching. The findings revealed that four purpose profiles were identified among participants: Purposeful, Dabblers, Dreamers, and Disengaged.The majority of participants can be profiled as dabblers. The authors found that the student teachers of religious education most often demonstrated a purposeful profile, while student teachers of mathematics and science were mostly profiled as disengaged. The authors conclude that the moral nature of teaching calls for purposeful teachers for schools worldwide.
Updated: Nov. 12, 2017