Search results for: Mathematics teachers
Page 2/13 130 items
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
Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks
This study explores how the teacher and the researcher constructed a relationship as they worked together to implement mathematical modeling tasks to use in the teacher's classroom. The authors described the roles and relationships between the teacher and the researcher. The authors conclude that the present study emphasizes a teacher’s active involvement in the research-teaching process.
Updated: Oct. 31, 2017
This study aimed to examine what prospective teachers (PSTs) noticed while watching video of their own co-teaching, particularly in a microteaching setting that consisted of peers. The findings reveal that PSTs PSTs demonstrated the ability to look beyond themselves in the video and focus on students and student learning. The majority of PSTs' observations also included some aspect of the mathematical content they were attempting to help students understand in the video. PSTs also demonstrated the ability to dissect specific moments of their teaching. They also consider some observations in regard to previous teaching experiences and theories.
Updated: Oct. 29, 2017
Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers
The purpose of this study was to compare the challenges faced by new K-12 mathematics teachers (MTs) and new mathematics teacher educators (MTEs) and use what is known about supporting new K-12 MTs to begin to develop improved support systems for new MTEs. These findings show that novice mathematics teacher educators need additional and more valuable teaching opportunities throughout their preparation programs as well as mentoring experiences to help them as they transition into their new positions. These findings are consistent with literature review findings on the experiences of novice K-12 mathematics teachers. The authors conclude that these findings about the need for teaching experiences and mentorship for novice MTEs ,much like those needs identified for novice MTs, may help improve teacher education programs while also improving mathematics teacher education programs.
Updated: Oct. 02, 2017
Culturally Efficacious Mathematics and Science Teacher Preparation for Working with English Learners
The authors argue that mathematics and science teachers must be culturally efficacious and engage in responsive practices to work effectively with English learners (ELs). They claim that the design of teacher preparation programs plays an integral role in the efficacy development of the teacher. The findings reveal that program and school-context experiences work in tandem to support mathematics and science teachers’ efficacy in working with ELs. The qualitative evidence indicates that these secondary mathematics and science teachers are supported through Accelerated Teacher Education Program (ATEP) to become culturally efficacious. Specifically, for mathematics and science teachers working with ELs, ATEP program sources of efficacy include the cohort model–community of practice.
Updated: Sep. 05, 2017
This study aimed to create understandings across mathematics teacher educators' (MTEs) self-reports about the challenges they encountered and the resolutions they implemented when teaching mathematics methods courses through a lens of equity. The authors identified several self-reported challenges and resolutions that emerged from the data: loci of challenges, nature of challenges, and nature of resolusions.
Updated: Sep. 04, 2017
The current study investigates the use of a digital video annotation tool (VideoANT) used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). It specifically examines the social interactions and potential supports of a VideoANT to promote collaborative interactions toward the development of reflective practices. The intent of VideoANT was to allow teachers to identify elements of their teaching that contribute to their successes and struggles, and elicit feedback from peers that may guide the teacher toward improving their practice. However, the findings reveal that majority of peer commentary praised the practices of these teachers, and commentary that would suggest alternative solutions was less frequent. The authors conclude that explicit supports for teacher discourse in VideoANT are needed.
Updated: Aug. 27, 2017
This article investigates the relationship between the structural features of middle grades teacher preparation programs (TPPs) and student achievement gains in math and English/Language Arts (ELA), focusing on teachers recommended for initial licensure, prepared in University of North Carolina (UNC) system institutions. The findings reveal that subject matter has a negative relationship to middle grades mathematics achievement but no relationship to student achievement for ELA. Further, there is a negative relationship of full-time student teaching responsibility for mathematics and no relationship for ELA. Similarly, there is evidence of a negative relationship of early fieldwork hours to mathematics achievement, but no relationship to ELA achievement.
Updated: Jul. 24, 2017
This study examines how preservice teachers (PTs) engage in a mathematics simulation focused on iconic interpretation. The data reported herein show how a clinical simulation illuminates PTs’ mathematical knowledge, instructional abilities, and practices in need of refinement. Simulations allow the authors to see PTs practicing, making mistakes, and using data to build from within and from each other. For educators vested in the development of future educators, the simulation concept and resulting data sets are extending our views of ‘clinical preparation’.
Updated: Jul. 19, 2017