Search results for: Mathematics teachers
Page 4/13 127 items
This article reports on a qualitative study of pre-service secondary mathematics teachers choosing, using, evaluating, and interpreting definitions. Their performances indicated that many of these pre-service mathematics teachers had deficiencies reasoning with and about mathematical definitions.
Updated: Jul. 03, 2016
The purpose of this study is to examine the development of pedagogical content knowledge (PCK) for two purposefully selected beginning mathematics teachers. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. The findings of this study demonstrate the differences that exist in the development of PCK for beginning mathematics teachers. These findings also demonstrate that PCK can develop in different ways for beginning teachers.
Updated: Jun. 14, 2016
The purpose of this case study is to investigate the professional mathematics teacher identity (PMTI) of prospective teachers in terms of how the individual perceives her professional identity and how that identity is actualised in the classroom. The participants were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. These prospective teachers demonstrate that while they may certainly be teaching who they are, this is not necessarily who they think they are. They may believe that they are Mathematics Specialists, Teaching-and-learning Specialists, and Carers, but when they are observed at work in the classroom these specialisations are not necessarily, or at least not consistently evident.
Updated: May. 17, 2016
The purpose of this research was to explore perceived roles and responsibilities of professionals providing support for mathematics instruction in a large school district. The elementary mathematics leaders who completed the survey indicated a statistically significant lack of alignment between their current role and their idea of what should be their role as an elementary mathematics leader. Further, there were statistically significant differences on 24 of the 30 items between coaches’ actual roles and what they thought that their roles should include.
Updated: May. 03, 2016
Changing Pre-service Mathematics Teachers’ Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models
The purpose of this study is to determine the effect of three different computer integration models on Turkish pre-service mathematics teachers’ beliefs about using computers in mathematics education. The results indicated a remarkable change in beliefs within the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) and Integrated Model (IM) groups concerning computer use in teaching and learning mathematics. Another significant result is that the beliefs of the students in the IM group are statistically higher than the ones from the EMReMaS group. The author suggests that pre-service mathematics teacher education programmes should give their students opportunities to learn about mathematical software and relevant instructional technologies and opportunities to use these technologies and software to design and implement reform-based mathematics lessons.
Updated: May. 01, 2016
Distinguishing Models of Professional Development: The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement
In this article, the authors examine specific learning outcomes—notably, increases in teachers’ knowledge, changes in their practice, and the impact on student achievement—as a result of teachers’ participation in a situative-based, adaptive professional development (PD) program. The findings suggest that participation in the Problem-Solving Cycle (PSC) model of PD can support at least modest improvements in teachers’ knowledge and classroom instruction within a relatively short time frame. This study of the PSC highlights one way to examine the effectiveness of adaptive PD using longitudinal data and quantitative analyses. Based on those analyses, the PSC does appear to have the potential to substantially affect teachers’ knowledge and instruction and, perhaps, their students’ achievement.
Updated: Apr. 17, 2016
Prospective Secondary Mathematics Teachers’ Pedagogical Knowledge for Teaching the Estimation of Length Measurements
This article investigated prospective secondary mathematics teachers’ pedagogical knowledge for teaching the estimation of length measurements. The author examined the participants' personal benchmarks for measurement estimation. Thematic analysis revealed that prospective teachers possessed various benchmarks for measurement estimation that enabled them to estimate length measurements, but these benchmarks for measurement estimation were not evident in participants’ pedagogical knowledge for teaching the estimation of length measurements.
Updated: Mar. 29, 2016
Providing Written Feedback on Students’ Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers
Prior research has demonstrated several weaknesses teachers have with respect to proof validation, but little research has investigated instructional sequences aimed to improve this skill. In this paper, the authors present the results from the implementation of such an instructional sequence. The results provide insight into the errors to which prospective secondary mathematics teachers (PSMTs) attend when validating mathematical arguments. In particular, PSMTs’ written feedback indicated that they were aware of the limitations of inductive argumentation
Updated: Mar. 29, 2016
The Influence of University Courses and Field Experiences on Chinese Elementary Candidates’ Mathematical Knowledge for Teaching
In this study, the authors investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. This study provides evidence that candidates who were exposed to greater numbers of topics in general pedagogy courses had higher levels of MKT in number and operations (N&O). The study also found that exposure in general pedagogy courses to two specific topics, classroom management and collaborative group work, was especially valuable for teaching candidates’ MKT. Finally, this study found that the extent to which a teaching candidate engages in student teaching with full responsibility for instruction was directly related to their level of MKT in N&O while the overall length of student teaching did not seem to matter.
Updated: Feb. 23, 2016
Prospective Mathematics Teachers’ Sense Making of Polynomial Multiplication and Factorization Modeled with Algebra Tiles
This study examines prospective secondary mathematics teachers’ understanding and sense making of representational quantities generated by algebra tiles, the quantitative units inherent in the nature of these quantities, and the quantitative addition and multiplication operations—referent preserving versus referent transforming compositions—acting on these quantities. Two student–teachers constantly relied on an additive interpretation of the context, whereas three others were able to distinguish between and when to rely on an additive or a multiplicative interpretation of the context. The results indicate that the identification and coordination of the representational quantities and their units at different categories are critical aspects of quantitative reasoning and need to be emphasized in the teaching–learning process.
Updated: Jan. 26, 2016