Publication Date

In 2020 | 0 |

Since 2019 | 3 |

Since 2016 (last 5 years) | 20 |

Since 2011 (last 10 years) | 60 |

Since 2001 (last 20 years) | 68 |

Descriptor

Source

Journal of Mathematics… | 68 |

Author

Kreith, Kurt | 3 |

Contreras, José | 2 |

Greenes, Carole | 2 |

Gujarati, Joan | 2 |

Jackson, Christa | 2 |

McGuffey, William | 2 |

Sadler, Philip M. | 2 |

Savola, Lasse | 2 |

Sonnert, Gerhard | 2 |

Stokes, Patricia D. | 2 |

Taylor, Cynthia E. | 2 |

More ▼ |

Publication Type

Journal Articles | 68 |

Reports - Descriptive | 30 |

Reports - Research | 26 |

Reports - Evaluative | 13 |

Tests/Questionnaires | 3 |

Speeches/Meeting Papers | 1 |

Education Level

Audience

Teachers | 5 |

Location

Finland | 4 |

New York (New York) | 4 |

India | 3 |

China | 2 |

United States | 2 |

Arizona | 1 |

Brunei | 1 |

California | 1 |

Hungary | 1 |

Iceland | 1 |

Indiana | 1 |

More ▼ |

Laws, Policies, & Programs

Assessments and Surveys

Program for International… | 2 |

Trends in International… | 2 |

National Assessment of… | 1 |

Progress in International… | 1 |

Teacher Efficacy Scale | 1 |

What Works Clearinghouse Rating

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

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

Barba, Kimberly – Journal of Mathematics Education at Teachers College, 2018

Mathematicians are often inimically portrayed in popular culture, resulting in an abundance of non-mathematical identities in the classroom. Various tropes are propagated by the media that dominate our mental schemas of what makes a mathematician: the eccentric Einstein-like old man; the young, tortured genius; and the "genetically…

Descriptors: Mathematics, Professional Personnel, Popular Culture, Stereotypes

McGuffey, William – Journal of Mathematics Education at Teachers College, 2017

In this article I explore some of the underlying mathematics of Poke´mon battles and describe ways that teachers at the secondary level could explore concepts of mathematical game theory in this context. I discuss various ways of representing and analyzing a Poke´mon battle using game theory and conclude with an example of applying concepts of…

Descriptors: Video Games, Mathematics Instruction, Mathematical Models, Game Theory

Walkowiak, Temple A.; Pinter, Holly H.; Berry, Robert Q. – Journal of Mathematics Education at Teachers College, 2017

We present a reconceptualized framework for opportunity to learn (OTL) in school mathematics that builds on previous conceptualizations of OTL and includes features related to both quantity (i.e., time) and quality. Our framework draws on existing literature and on our own observational research of mathematics teaching practices. Through the…

Descriptors: Mathematics Instruction, Vignettes, Models, Knowledge Base for Teaching

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

Pratt, Sarah Smitherman; Eddy, Colleen M. – Journal of Mathematics Education at Teachers College, 2017

Mathematics teachers frequently provide concrete manipulatives to students during instruction; however, the rationale for using certain manipulatives in conjunction with concepts may not be explored. This article focuses on area models that are currently used in classrooms to provide concrete examples of integer and binomial multiplication. The…

Descriptors: Mathematics Instruction, Numbers, Multiplication, Algebra

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

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

Zosh, Jennifer Mary; Hassinger-Das, Brenna; Toub, Tamara Spiewak; Hirsh-Pasek, Kathy; Golinkof, Roberta – Journal of Mathematics Education at Teachers College, 2016

International rankings show children in the United States perform well below average in mathematics. There are also large mathematics achievement gaps between children of lower- and higher-socioeconomic status. As today's teachers face these challenges, they are also faced with the pressures of sweeping educational reforms that arrived with the…

Descriptors: Play, Common Core State Standards, Mathematics Instruction, Evidence Based Practice

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