Search results for: Mathematics teachers
Page 8/13 127 items
The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
This study explored the role of teacher education programs on the career paths of 38 Noyce scholarship recipients by using grounded theory. The 38 Noyce scholars completed teacher education programs across the United States. The study resulted in a model of the pathway to retention in high-need settings based on the scholars’ perceptions as reported in the interviews. The use of an inductive grounded theory approach indicated that teacher education played a role on the scholars’ career paths.
Updated: Mar. 19, 2013
Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching
This article seeks to explore and understand the relationship between teachers’ participation in professional development activities and the development of mathematical knowledge for teaching. Results indicate that participation, broadly speaking, was not correlated with teachers’ knowledge development.
Updated: Feb. 27, 2013
Pre-service Teachers’ Greater Power to Act in the Classroom: Analysis of the Circumstances for Professional Development
This case study examined the professional development of a pre-service mathematics teacher. The objective was to identify the circumstances in which professional activity developed during and as a result of mentoring interactions and classroom teaching experience. The results show that the instructions given by the co-operating teacher, university supervisor, and an experienced maths teacher were resources for this development when they allowed the pre-service teacher to think about her teaching activity and construct more personal actions, adapted to the characteristics of her classroom experience.
Updated: Feb. 25, 2013
Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators
This article seeks to explore teacher education quality in terms of effectiveness among various countries. This study shows that future teachers report that they benefit from both academic and school-based instructors in every participating country. Data indicate that United States have well-organized programs and the most synchronized teaching in TEPs at both the lower secondary and primary levels.
Updated: Feb. 18, 2013
Commitment to Teach in Under-Resourced Schools: Prospective Science and Mathematics Teachers’ Dispositions
In this study, the authors sought to gain an understanding of what motivates prospective teachers who are Noyce Scholars at a research-intensive southeastern US university to commit to teaching secondary level science or mathematics in school districts that have a high proportion of students who come from low-socioeconomic households.
Updated: Jan. 28, 2013
This study aimed to examine how national curriculum, school, and classroom contexts in Turkey influenced beginning teachers’ learning to teach when they did not have any support. The findings reveal that teachers’ classroom practice was influenced by national curriculum requirements, lack of collegial support at schools, and students’ mixed knowledge levels in the classrooms due to the complex relationship between the three contexts.
Updated: Dec. 10, 2012
Impact of a Content and Methods Course Sequence on Prospective Secondary Mathematics Teachers’ Beliefs
This article reports on a study of beliefs about mathematics, teaching, and proof. The study was conducted with six prospective secondary mathematics teachers. The findings reveal that while their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students.
Updated: Oct. 22, 2012
Process Reflection during Japanese Lesson Study Experiences by Prospective Secondary Mathematics Teachers
In this article, the author examined the reflective activity of a group of prospective secondary mathematics teachers as they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more powerful and purposeful progressions of ideas.
Updated: Oct. 17, 2012
The Nature of Prospective Mathematics Teachers’ Pedagogical Content Knowledge: The Case of Multiplication of Fractions
The current study aimed to explore prospective mathematics teachers’ knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. The prospective teachers suggested many difficulties that elementary grade level students may have.
Updated: Oct. 16, 2012
In this article, the author uses the stories of three teachers to identify the features critical for successful peer mentoring and its effectiveness for teachers. The author found that an important feature was building a relationship, and also significant features were communication, commitment, and a clear structure.
Updated: Aug. 30, 2012