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Showing 1 to 15 of 65 results Save | Export
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Staats, Susan; Laster, Lori Ann – For the Learning of Mathematics, 2019
This comment on Gascón & Nicolás (2017) explores relationships between mathematics education research and conceptualizations of time. Using Fabian's critique of temporal perspectives in anthropological research (1983) and Lemke's framework of timescales (2000), we consider ways in which implicit attitudes towards time in research can position…
Descriptors: Time Perspective, Time, Teaching Methods, Mathematical Concepts
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Andrà, Chiara; Rouleau, Annette; Liljedahl, Peter; di Martino, Pietro – For the Learning of Mathematics, 2019
Tensions are an integral part of mathematics teachers' practice and have been recognised as playing a pivotal role in guiding teachers' choices, and in driving teacher change. Professional development particularly elicits dilemmas. Tensions appear to be a crucial aspect of mathematics teacher education and therefore a deeper understanding of…
Descriptors: Faculty Development, Mathematics Teachers, Mathematics Instruction, Elementary School Teachers
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McCloskey, Andrea; Tanner, Samuel – For the Learning of Mathematics, 2019
This paper seeks to integrate a scholarship of "ritual" with a scholarship of "improvisation" and relate the intersection thereof with mathematics teaching and learning and with mathematics education research. Drawing on their experiences as classroom teachers, as practicing improvisers, and as current education researchers,…
Descriptors: Mathematics Instruction, Creative Teaching, Mathematics Teachers, Teaching Methods
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Coles, Alf – For the Learning of Mathematics, 2018
This article brings an enactivist perspective to the question of what can be said about mathematics teacher learning from observations of talk (including transcript, interview and questionnaire data). From an enactivist stance, doing and knowing are equivalent and learning is a change in knowing/doing. Through an analysis of transcript data, four…
Descriptors: Mathematics Teachers, Mathematics Instruction, Teacher Behavior, Knowledge Level
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Lai, Yvonne; Jacobson, Erik – For the Learning of Mathematics, 2018
This paper focuses on the design of tasks that situate teachers in the work of mathematics teaching. We examine a simple, yet fundamental feature of pedagogical content knowledge tasks: the extent to which pedagogical warrants are necessitated by the pedagogical context. We argue that this feature has implications for the design of tasks, as well…
Descriptors: Mathematics Instruction, Pedagogical Content Knowledge, Instructional Design, Mathematics Teachers
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Creager, Mark A.; Jacobson, Erik; Aydeniz, Fetiye – For the Learning of Mathematics, 2016
Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose…
Descriptors: Preservice Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Teacher Attitudes
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Olsher, Shai; Yerushalmy, Michal; Chazan, Daniel – For the Learning of Mathematics, 2016
Technological developments make it feasible to assess students' mathematics work automatically when students are working in rich digital environments and thus offer important affordances for assessment in the service of instruction. In this article, we illustrate how these technological advances might be harnessed to support the work of teachers…
Descriptors: Technological Advancement, Technology Uses in Education, Mathematics, Mathematics Education
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Neumayer-Depiper, Jill – For the Learning of Mathematics, 2013
Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…
Descriptors: Mathematics Teachers, Professional Identity, Teacher Education, Preservice Teachers
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Bartolini Bussi, Maria G.; Martignone, Francesca – For the Learning of Mathematics, 2013
It might be trite to observe that every research study is framed within a cultural background. In this paper we argue that the description of the cultural background is important for discussing, evaluating and exploiting internationally the findings of local educational studies. This issue is fundamental in every study in mathematics education…
Descriptors: Cultural Background, Mathematics Education, Foreign Countries, Teacher Education
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D'Ambrosio, Beatriz; Kastberg, Signe – For the Learning of Mathematics, 2012
This article describes the development of the authors' understanding of the contradictions in their mathematics teacher education practice. This understanding emerged from contrasting analyses of the impact of the authors' practices in mathematics content courses versus mathematics methods courses. Examples of the authors' work with two students,…
Descriptors: Preservice Teachers, Mathematics Teachers, Preservice Teacher Education, Teaching Methods
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McCloskey, Andrea – For the Learning of Mathematics, 2012
In this article, I build on the work of mathematics education researchers (Hackenberg, 2005; Sztajn, 2008) who have used Noddings's (1984) notion of caring to lend insights to the teaching of mathematics. In particular, I retrospectively analyze my actions when I was serving as a mathematics teacher educator seeking to provide professional…
Descriptors: Mathematics Teachers, Elementary School Teachers, Faculty Development, Caring
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Koichu, Boris – For the Learning of Mathematics, 2012
Identifying mathematical and didactical conditions under which mathematics learners can encounter an intellectual need for defining and proving is recognized as a challenging research enterprise. This paper presents a particular configuration of conditions under which a group of pre-service mathematics teachers successfully constructed a…
Descriptors: Mathematics Education, Mathematics Teachers, Identification, Mathematical Logic
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Pais, Alexandre; Fernandes, Elsa; Matos, Joao Filipe; Alves, Ana Sofia – For the Learning of Mathematics, 2012
In the last two decades some researchers have been using elements of Critical Theory to rethink the aims and the possibilities of school mathematics. The field known as critical mathematics education has become an important research area, and has been informing teachers who felt the need to change their practices. In this article, we explore the…
Descriptors: Critical Theory, Mathematics Education, Mathematics Teachers, Teaching Methods
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Zazkis, Rina; Mamolo, Ami – For the Learning of Mathematics, 2011
This article extends the notion of "knowledge at the mathematical horizon" or "horizon knowledge" introduced by Ball and colleagues as a part of teachers' subject matter knowledge. Our focus is on teachers' mathematical knowledge beyond the school curriculum, that is, on mathematics learnt during undergraduate college or university studies. We…
Descriptors: Secondary School Mathematics, Mathematics Education, Knowledge Base for Teaching, Colleges
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Renert, Moshe – For the Learning of Mathematics, 2011
Ecological sustainability has not been a major focus of mathematics education research, even though it has attracted considerable attention in other areas of educational research in the past decade. The connections between mathematics education and ecological sustainability are not readily apparent. This paper explores how mathematics educators…
Descriptors: Mathematics Education, Educational Research, Mathematics Teachers, Mathematics Instruction
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