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Showing 1 to 15 of 42 results Save | Export
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Gujarati, Joan – Journal of Mathematics Education at Teachers College, 2019
This article examines how the Child Mathematics Inquiry Portfolio (CMIP), a semester-long field experience project attached to an elementary mathematics methods course, can impact preservice teachers' understanding about teaching and learning mathematics and set them on more positive mathematics teaching journeys as they prepare to enter the…
Descriptors: Inquiry, Mathematics Instruction, Teaching Methods, Preservice Teachers
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Johnson, Kelly Gomez; Nebesniak, Amy L.; Rupnow, Theodore J. – Journal of Mathematics Education at Teachers College, 2019
Curriculum change is inevitable in schooling. For content areas such as mathematics that are already under the national spotlight, transitioning to new curriculum materials while concurrently enacting instructional reform creates both a challenge and an opportunity. This paper discusses how partnerships between two state universities and…
Descriptors: School Districts, College School Cooperation, Curriculum Implementation, Educational Change
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Wade, Carol H.; Cimbricz, Sandra K.; Sonnert, Gerhard; Gruver, Meagan; Sadler, Philip M. – Journal of Mathematics Education at Teachers College, 2018
Quantitative analysis of the Factors Influencing College Success in Mathematics (FICSMath) Survey data indicates that high school mathematics teachers' abilities to teach for conceptual understanding is a significant and positive predictor of student performance in single- variable college calculus. To explore these findings further, we gathered…
Descriptors: Secondary School Mathematics, Mathematics Instruction, Secondary School Teachers, Mathematics Teachers
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Stohlmann, Micah; Huang, Xing; DeVaul, lina – Journal of Mathematics Education at Teachers College, 2018
rowth mindset is an important belief for students to be successful in mathematics and in their current and future lives. Solving open-ended problems also has many positive benefits for students. Little research has been conducted though on growth mindset and mathematics at the middle school level and particularly growth mindset with open-ended…
Descriptors: Middle School Students, Mathematics Instruction, Student Attitudes, Problem Solving
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Appova, Aina K. – Journal of Mathematics Education at Teachers College, 2018
I qualitatively reviewed mathematics education literature to offer explicit classroom-based examples and recommendations on the learning opportunities that can be embedded into mathematics content courses, designed specifically for prospective elementary teachers (ePTs), to help develop their knowledge of students and their mathematical thinking,…
Descriptors: Mathematics Instruction, Teacher Competencies, Preservice Teachers, Knowledge Level
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Johnson, Jeffrey – Journal of Mathematics Education at Teachers College, 2017
The purpose of this research was to compare two definitions and assessments of Mathematics Pedagogical Content Knowledge (PCK). As part of a larger study, nine current and future teachers took an online version of the Measures of Knowledge for Teaching (MKT)--Mathematics assessment and the Cognitively Activating Instruction in Mathematics…
Descriptors: Comparative Analysis, Definitions, Mathematics Instruction, Pedagogical Content Knowledge
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Wade, Carol; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra; Watson, Charity – Journal of Mathematics Education at Teachers College, 2016
This article compares the views of teachers and professors about the transition from secondary mathematics to tertiary calculus. Quantitative analysis revealed five categories where teachers and professors differed significantly in the relative frequency of addressing them. Using the rite of passage theory, the separation and incorporation phases…
Descriptors: Comparative Analysis, Mathematics Teachers, Calculus, Secondary School Mathematics
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Jong, Cindy; Jackson, Christa – Journal of Mathematics Education at Teachers College, 2016
Teaching for social justice is a critical pedagogy used to empower students to be social agents in the world they live. This critical pedagogy has extended to mathematics education. Over the last decade, mathematics education researchers have conceptualized what it means to teach mathematics for social justice, but little is known about preservice…
Descriptors: Mathematics Instruction, Social Justice, Preservice Teachers, Elementary School Teachers
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Bostic, Jonathan D. – Journal of Mathematics Education at Teachers College, 2016
Instruction promoting reasoning and proof should be a part of K-12 mathematics teaching. Preservice teachers (PSTs) need mathematics content instruction that helps them construct valid justifications for mathematical notions and develop positive perceptions of proof. This case study describes instruction with proof-related tasks and manipulatives…
Descriptors: Mathematical Logic, Validity, Mathematics Instruction, Case Studies
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Reys, Robert – Journal of Mathematics Education at Teachers College, 2016
Arguments for significantly improving doctoral programs have long been made, both nationally and internationally. The nature and variety of doctoral programs makes it difficult to single out specific changes that would be equally applicable to every discipline-specific doctoral program. Therefore, this commentary will focus on doctoral programs…
Descriptors: Doctoral Programs, Mathematics Education, Doctoral Degrees, Graduate Study
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Cho, Hoyun; Osborne, Carolyn; Sanders, Tobie – Journal of Mathematics Education at Teachers College, 2015
Elementary Education pre-service teachers are noted for disliking and even fearing mathematics, so a teaching strategy that increases their enjoyment of mathematics learning must be a powerful one, indeed. When the same strategy can also support problem posing and assess mathematical knowledge and reasoning, providing an occasional alternative to…
Descriptors: Cartoons, Preservice Teachers, Preservice Teacher Education, Course Content
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Epperson, James A. Mendoza; Rhoads, Kathryn – Journal of Mathematics Education at Teachers College, 2015
Many mathematics teacher educators encounter the challenge of creating or choosing mathematical tasks that evoke important mathematical insights and connections yet remain firmly grounded in school mathematics. This challenge increases substantially when trying to meet the needs of practicing secondary mathematics teachers pursuing graduate work…
Descriptors: Secondary School Mathematics, Preservice Teachers, Graduate Students, Inservice Teacher Education
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An, Song A.; Tillman, Daniel A.; Paez, Carlos R. – Journal of Mathematics Education at Teachers College, 2015
This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…
Descriptors: Mathematics Education, Preservice Teacher Education, Elementary School Mathematics, Teaching Skills
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Satake, Eike – Journal of Mathematics Education at Teachers College, 2015
This cross-cultural study investigated the relationship between attitudes toward statistics (ATS) and course achievement (CA) among Japanese college students. The sample consisted of 135 male and 134 female students from the first two-year liberal arts program of a four-year college in Tokyo, Japan. Attitudes about statistics were measured using…
Descriptors: Foreign Countries, College Students, Statistics, Validity
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Christy, Donna; Sparks, Rebecca – Journal of Mathematics Education at Teachers College, 2015
The authors have experience with secondary mathematics teacher candidates struggling to make connections between the theoretical abstract algebra course they take as college students and the algebra they will be teaching in secondary schools. As a mathematician and a mathematics educator, the authors collaborated to create and implement a…
Descriptors: Preservice Teachers, Secondary School Teachers, Mathematics Teachers, Algebra
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