Search results for: Mathematics teachers
Page 6/13 127 items
Novice Mathematics Teachers’ Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding
This study aimed to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The findings indicated that the teachers used representations in their planning and instruction to help promote student engagement to facilitate their learning of mathematics.
Updated: Aug. 03, 2015
Exploring the Role of Field Experience Context in Preservice Teachers’ Development as Mathematics Educators
The purpose of this article is twofold: (1) to describe two mathematics field experiences which varied greatly in their context, and (2) to examine the influence of these field experiences on preservice teachers’ perspectives and development as educators in general and as mathematics educators specifically. The participants were 33 preservice teachers seeking their initial teaching certification: . Sixteen math camp field experience participants and The 17 traditional field experience participants. The findings suggest that the context of the traditional field experience did not provide the preservice teachers with the same level of support for the development of their mathematics knowledge and skills as did the math camp field experience.
Updated: Jun. 21, 2015
Educational Policy or Practice? Traversing the Conceptual Divide between Subject Knowledge, Pedagogy and Teacher Identity in England
This article is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England. It discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers.
Updated: Jun. 07, 2015
This article presents a study which examined the transfer of pedagogical practices and conceptions of teaching and learning mathematics in the process of early professional identity development. The findings reveal that participants explained that professional development, as measured by the transfer of teacher-preparation program (TPP) practices and beliefs, was based upon innate ability and personality, pre-training experiences, preservice experiences, and in-service experiences. Furthermore, 71% of all inservice observations were coded as TPP practices, therefore, confirming the participants’ articulated perceptions about the significance of preservice preparation.
Updated: May. 19, 2015
This study explores changes over time in assessment strategies and identifies variables that facilitate that change by examining assessment practices of secondary teacher candidates enrolled in a one-year postbaccalaureate teacher education program that prepares candidates for teaching in rural and urban settings in Alaska. There was a change in emphasis and range of assessment strategies between the first and second semester of the teacher education program. The extent of change varied between rural and urban candidates indicating a need for more attention to the specifics of rural education. The variables that changed candidates’ emphasis and range of assessment strategies the most included mentor teachers, field experiences inclusive of unit planning, and the university coursework.
Updated: May. 04, 2015
This study examines the evolution of one novice’s teacher’s informal virtual mentoring network to determine if characteristics of traditional mentoring networks and relationships mirror characteristics of a Twitter mentoring network. Results indicate that the novice teacher’s network was used primarily to seek information from other professionals, since her two primary informal mentors were secondary mathematics teachers. Novice teachers typically have more information needs than more experienced teachers and would likely need to ask more questions and have fewer resources to share than experienced teachers. Furthermore, the frequency of interactions decreased over time despite the potential ease of posting to Twitter.
Updated: Feb. 15, 2015
The purpose of THIS study was to examine preservice teachers’ perceptions about their experiences in the Teaching Residency Program for Critical Shortage Areas program. This program designed to address teacher shortages in mathematics and science in high-need schools. Three themes emerged from the data analysis: (a) the residency framework, (b) a relevant curriculum, and (c) immersion in an authentic school context.
Updated: Sep. 22, 2014
This article explores how mathematics students enrolled in the Bachelor of Education )Honours) degree programme offered by the Faculty of Education of the University of Malta experience the feedback they receive from tutors while out on teaching practice (TP). The author concludes that the approach being proposed here builds on the realisation that TP offers a strong common purpose among the interested parties. During TP visits, both tutors and student teachers are involved simultaneously in the same assessment activity – that is, providing feedback to their respective students within an assessment scenario that carries both formative and summative connotations.
Updated: Sep. 15, 2014
Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of ‘‘Open Lesson’’ in Japan
The aim of the current research is twofold: 1. Present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it in direct relation to teaching practice. 2. Present and analyse a case of open lesson using this theoretical approach. In order to conduct their analysis, the authors have developed a new technology about the open lesson practice and some elements of theory as well. For this study, the authors collected data from three sources: the lesson plan of the teacher; the real-time observation of the lesson; the discussion after the lesson. In conclusion, the current study indicates why open lessons represent, to Japanese teachers, an attractive element of a professional learning community of teachers.
Updated: Aug. 19, 2014
In this article, the author argues that there is a lack of research into the role of the facilitator of discussions of video for professional development. A key purpose of this article is to expose aspects of the role of the facilitator of teacher learning, not reported in previous research in the use of video. Hence, the author documents research he undertook into the use of video as a tool for teacher learning. In analysing empirical data from one school, he suggests five key aspects or decision points in working with teachers on video: selecting a video clip, setting up the discussion norms, re-watching the video, moving to interpretation, and metacommenting. The author argues that having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories.
Updated: Jul. 08, 2014