Search results for: Mathematics teachers
Page 5/13 127 items
This study aims to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice.
Updated: Jan. 26, 2016
This article describes the process and outcomes of a project aimed at bringing together a set of diverse experts. The experts should generate a set of design recommendations for what should be considered when creating, sustaining, and assessing professional development systems to support the Common Core State Standards in mathematics.
Updated: Jan. 26, 2016
The authors analyze a particular pedagogy for learning to interact productively with students and subject matter, which they call “rehearsal.” Their goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. The results of the quantitative analyses characterize how typical rehearsals were structured and what was worked on. Furthermore, the results show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.
Updated: Jan. 26, 2016
Schoolhouse Teacher Educators: Structuring Beginning Teachers’ Opportunities to Learn About Instruction
In this article, the authors focus on inservice as distinct from preservice teacher education and explore how beginning teachers’ opportunities to learn about mathematics and literacy instruction are supported within elementary schools. Based on this exploratory analysis, the authors contend that formal organizational structures, specifically grade level teams and formal leadership positions, were important for shaping beginning teachers’ opportunities to learn about instruction.
Updated: Dec. 22, 2015
This study focused on the effects of different videotaped material on teachers’ cognitive, emotional, and motivational processes. The participants were 10 eighth-grade mathematics teachers, who analyzed videos of their own or other teachers’ classroom instruction.The findings indicate that teachers viewing videos of other teachers are more deeply engaged in analysis of problematic events. This study demonstrates the benefits of comparing teachers’ analysis of their own and others’ videos. The authors pointed out that the individual analysis of one’s own and others’ videos results in differential effects on cognition, motivation, and emotion that may not always be intuitive or easily observable in individual and group settings.
Updated: Dec. 21, 2015
The purpose of this study is to analyze how particular mathematics teacher educators (MTEs) use knowledge in their practice. Furthermore, this study also examines how they use this analysis as a tool for understanding the knowledge demands of work with preservice elementary teachers and how this knowledge is different from that required to teach K-12 students. The authors describe different forms of knowledge observed across different mathematics teacher educators’ practice and discuss how the observed knowledge forms are different from knowledge used by K-12 teachers in their practice. They argue that there needs to be more of a focus on understanding the knowledge drawn on by teacher educators as they teach content to preservice teachers.
Updated: Nov. 25, 2015
In this article, the authors are interested to measure the preservice teachers' Pedagogical Content Knowledge (PCK) and their personal constructs of teaching about mathematics lesson plans during their teacher education program. The results of the content analysis show that the constructs of the pre-service teachers have a wide variation and could be summarized within different themes. TELPS could also indicate whether there is a difference between first semester pre-service teacher students’ PCK and final semester pre-service teachers’ PCK. The authors conclude that the development of PCK is an important element of any teacher education program, and TELPS appears to be useful in determining pre-service teachers’ PCK.
Updated: Nov. 09, 2015
Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community
The present study examined whether teachers’ actions in the Edmodo math subject community, a so-called online community of practice with more than 300,000 members, fit within Lave and Wenger's community of practice framework. The results showed that teachers’ actions in the math subject community did not support the traditional notions of the community-of-practice framework.
Updated: Oct. 07, 2015
The Role of Subject Knowledge in Primary Prospective Teachers’ Approaches to Teaching the Topic of Area
This study examines how prospective teachers’ subject knowledge influences their approach to teaching the topic of area. The strengths and limitations of the participants' subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations.
Updated: Aug. 19, 2015
Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge
This article proposes a visual and quantitative representation of TPACK that will help teachers better understand the TPACK framework and track their growth in the knowledge domains over time. The authors found that many students used “TPACK” to refer to both the knowledge domain and the overall model in their reflections. While this improper use of terminology could be construed as a lack of understanding of TPACK, they believe this is another consequence of the video script, and not of the model. A common theme from the reflections gathered from treatment group A was that the TPACK radar diagram model was about growth and improvement.
Updated: Aug. 10, 2015