Search results for: Mathematics teachers
Page 9/13 127 items
In this article, the authors report on a conceptual framework developed for identifying and analyzing mathematical features of classroom work. The authors describe their method, including how the authors synthesized the literature on mathematics instruction in classrooms and how they developed their coding scheme. Next, the authors share their conceptualization of the mathematical quality of instruction (MQI) by providing coding guidelines for particular constructs and by illustrating the application of specific codes to two example lessons.
Updated: Aug. 21, 2012
Discourse Communities: A Framework from which to Consider Professional Development for Rural Teachers of Science and Mathematics
This article examines aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified that rural teachers and principals were strongly focused on teacher PD. In addition, secondary school subject teachers' needs were only partly met by community of practice PD approaches. Finally, it was found that a range of rural context factors limited PD opportunities for subject- based secondary teachers.
Updated: Jun. 26, 2012
Teachers Attending to Students’ Mathematical Reasoning: lessons from an After-School Research Program
The purpose of this article is to provide evidence that teachers’ observations of students’ mathematical activity in research project on students’ development of mathematical ideas can provide rich opportunities for teachers to learn about students’ mathematical reasoning. Nine mathematics teachers and 24 sixth-grade students participated in the IML project, which took place in a middle school, located in an urban, low-income, and minority community in the United States. The results of this study suggest that teachers’ observations of students’ mathematical activity in IML-type settings might help teachers develop an understanding of mathematics that is effective for teaching.
Updated: Jun. 12, 2012
The purpose of this article is to add to and challenge the conversations about what learning to teach mathematics requires and how its complexity makes content-specific induction and rich opportunities to learn not only desirable but also essential. The authors report on the cases of two well-started novice mathematics teachers. The two new teachers made considerable progress in their teaching. However, there was still much about the complexity of teaching, specifically teaching math, that the new teachers had to learn.
Updated: May. 28, 2012
In this article, the authors focus on one aspect of instruction, the extent of cognitive demand that characterizes reading and mathematics instruction in fourth- and fifth-grade classrooms. The authors wanted to explore whether the instructional styles of teachers who teach in both subject areas exhibited similar amounts of cognitive demand. The findings suggest that the level of cognitive demand exhibited in the tasks teachers pose and the responses and work of students are similar in mathematics and reading.
Updated: May. 28, 2012
This article emphasizes features of Internet literacy practices that preservice mathematics and science teachers found compelling and important for their pupils’ learning. 24 mathematics and science preservice teachers (PSTs) conducted a scaffolded investigation into the literacy practices of pupils in their practicum placements. These investigations clearly demonstrated to PSTs that Internet literacies create new demands on comprehension strategies that are in some ways similar to traditional literacies but in many respects go beyond them.
Updated: Apr. 22, 2012
The Relationship between Departments as Professional Communities and Student Achievement in Secondary Schools
This study explores the relationship of mathematics departments perceived as professional communities and student achievement in Dutch secondary schools. The findings reveal that those departments that focus on reflective dialogue, collaborative activity, shared vision and student achievement are associated with successful schools and higher student achievement.
Updated: Feb. 16, 2012
In this article, the author was interested to learn more about how 1st-year mathematics teachers use questioning strategies as a method for improving student engagement in whole-class discussions. The author observed two new mathematics teacher whom he mentored in the university. The data reveal that during each of their midterm observations, the two teachers were presenting lessons that exceeded 50% of the total class period . Therefore, they spent less time on engaging students in mathematics discussions. After each midterm conversation, both teachers increase the amount of time that students were discussing mathematics.
Updated: Jan. 24, 2012
Working with Learners’ Mathematical Thinking: Towards A Language of Description for Changing Pedagogy
In this article, the author explores the practices of four secondary school teachers in Johannesburg as they deliberately tried to shift their practices to focus on learners’ thinking through classroom talk. A set of codes is developed to describe teachers’ changing practices. The codes illuminate the similarities and differences across four secondary school mathematics teachers as they shift their practices to take account of learners’ thinking.
Updated: Nov. 21, 2011
Challenges of Critical Colleagueship: Examining and Reflecting on Mathematics Teacher Study Group Interactions
The current paper examines mathematics teacher collegiality. The article focuses on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the facilitator of this project. The authors examine how a study group of middle-grades mathematics teacher–researchers took a more critical stance toward their own teaching practice and that of their colleagues.
Updated: May. 26, 2011