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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

Thomas, Casedy A.; Berry, Robert Q., III – Journal of Mathematics Education at Teachers College, 2019

This article uses Culturally Relevant Pedagogy (CRP) and Culturally Responsive Teaching (CRT) as the theoretical frameworks and qualitative metasynthesis as the methodological framework to synthesize qualitative research published between 1994 and February of 2016. Initial searches produced 1,224 articles, but through a process of appraisals, 12…

Descriptors: Culturally Relevant Education, Teaching Methods, Mathematics Instruction, Elementary Secondary Education

Ahuja, Renu – Journal of Mathematics Education at Teachers College, 2019

This paper describes the theory of professional competence in teaching of mathematics developed through a cross-cultural examination of teaching practices of mathematics teachers recommended as competent by their principals in two selected high-achieving high schools of India and the United States. A detailed study of teacher cases from both of…

Descriptors: Teacher Competencies, Mathematics Instruction, Comparative Education, Foreign Countries

Slayton, Brittany; Velez, Susana Salazar; Jong, Cindy; Perry, Kristen – Journal of Mathematics Education at Teachers College, 2018

This paper describes an after-school club aimed to engage elementary students in project-based learning by integrating mathematics and literacy connections within a community-based topic. Building on students' backgrounds and interests, researchers created the Community Super Investigators (CSI) Club as part of an after-school program to explore…

Descriptors: Elementary School Students, Grade 4, Grade 5, Youth Clubs

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

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

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

Reys, Robert – Journal of Mathematics Education at Teachers College, 2018

Over several hundred different institutions in the USA have graduated people identifying a doctorate in mathematics education. Some institutions graduate people every year, other institutions graduate one person every 3-5 years. Some institutions have one faculty member, others have more than ten. There is no agreed upon common core of knowledge…

Descriptors: Doctoral Programs, Mathematics Education, Accreditation (Institutions), Educational Quality

Kosko Karl W.; Singh, Rashmi – Journal of Mathematics Education at Teachers College, 2018

Multiplicative reasoning is a key concept in elementary school mathematics. Item statistics reported by the National Assessment of Educational Progress (NAEP) assessment provide the best current indicator for how well elementary students across the U.S. understand this, and other concepts. However, beyond expert reviews and statistical analysis,…

Descriptors: Elementary School Students, Grade 4, Numeracy, Mathematics Tests

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

Galarza, Patrick – Journal of Mathematics Education at Teachers College, 2017

This paper explores the viability and development of the first edition of the researcher's mathematical card game, Groups, as a learning tool for elementary group theory, a topic in abstract algebra. "Groups" was play-tested by six undergraduate students in late 2016 who provided feedback on "Groups" from both utility-centric…

Descriptors: Algebra, Educational Games, Group Dynamics, Mathematics Instruction

Quan-Lorey, Stephanie – Journal of Mathematics Education at Teachers College, 2017

A majority of college students exhibit feelings of fear and discomfort when put into situations that require the use of mathematics. These students are characterized to be mathematics-anxious and tend to overlook the idea that one can gain many benefits from learning the subject. This paper investigates the various factors that have led to and…

Descriptors: Mathematics Anxiety, Undergraduate Students, Questionnaires, Interviews

Garcia-Olp, Michelle; Van Ooyik, Jacklyn; Kitchen, Richard – Journal of Mathematics Education at Teachers College, 2017

In this paper we examine deficit perspectives that prospective elementary school teachers (PTs) noticed their mentor teachers held with regards to classifying students by their achievement or behavior. Using a sociopolitical framework, we explored the following research question: What labels and forms of labeling of students have elementary school…

Descriptors: Preservice Teachers, Student Attitudes, Elementary School Teachers, Student Teacher Supervisors

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

Kitchen, Richard; Ridder, Sarah Anderson; Bolz, Joseph – Journal of Mathematics Education at Teachers College, 2016

Research is needed to understand the impact of high-stakes testing on teachers' practices and consequently on their students, particularly at schools that serve large numbers of low-income students and students of color. In this research study, we examined how a state's annual high-stakes test and administrative mandates influenced the assessment…

Descriptors: High Stakes Tests, Mathematics Teachers, Urban Schools, High Schools