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Tirosh, Dina; Tsamir, Pessia; Levenson, Esther S.; Barkai, Ruthi – Journal of Mathematics Teacher Education, 2019
This paper raises the possibility of enhancing prospective and practicing teachers' awareness of example use in classrooms by using theories to analyze an authentic case. The study was carried out in the context of a university course where participants analyzed an excerpt from a tenth-grade geometry class. A qualitative analysis of participants'…
Descriptors: Teaching Methods, Classroom Techniques, Preservice Teachers, Mathematics Teachers
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Tirosh, Dina; Tsamir, Pessia; Levenson, Esther S.; Barkai, Ruthi; Tabach, Michal – Journal of Mathematics Teacher Education, 2019
This study investigates 27 preschool teachers' verbalization of various aspects of pattern structure as well as their knowledge of pattern structure while solving patterning activities. Aspects of structure that are investigated include the unit of repeat, its length and the amount of times it is repeated, and whether or not the pattern ends in a…
Descriptors: Preschool Teachers, Teacher Characteristics, Repetition, Mathematical Concepts
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Tsamir, Pessia; Tirosh, Dina; Levenson, Esther; Tabach, Michal; Barkai, Ruthi – Journal of Mathematics Teacher Education, 2014
This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results…
Descriptors: Preschool Teachers, Preschool Education, Preschool Children, Number Concepts
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Tabach, Michal; Levenson, Esther; Barkai, Ruthi; Tsamir, Pessia; Tirosh, Dina; Dreyfus, Tommy – Journal of Mathematics Teacher Education, 2011
In light of recent reform recommendations, teachers are expected to turn proofs and proving into an ongoing component of their classroom practice. Two questions emerging from this requirement are: Is the mathematical knowledge of high school teachers sufficient to prove various kinds of statements? Does teachers' knowledge allow them to determine…
Descriptors: Mathematics Education, Secondary School Teachers, Number Concepts, Mathematical Logic
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Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Tabach, Michal – Journal of Mathematics Teacher Education, 2011
Recently, there have been increased calls for enhancing preschool children's mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes…
Descriptors: Preschool Children, Knowledge Base for Teaching, Program Effectiveness, Preschool Teachers
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Levenson, Esther; Tsamir, Pessia; Tirosh, Dina – Journal of Mathematics Teacher Education, 2010
This article focuses on elementary school teachers' preferences for mathematically based (MB) and practically based (PB) explanations. Using the context of even and odd numbers, it explores the types of explanations teachers generate on their own as well as the types of explanations they prefer after reviewing various explanations. It also…
Descriptors: Elementary School Teachers, Elementary School Mathematics, Mathematics Instruction, Mathematical Concepts
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Tsamir, Pessia – Journal of Mathematics Teacher Education, 2005
This paper addresses the accumulating knowledge of prospective teachers of secondary school mathematics and their acquired proficiency during the course "Psychological aspects of mathematics education," in which we discussed theoretical models including the intuitive rules theory. Participants' performances are examined by means of an extensive…
Descriptors: Secondary School Mathematics, Preservice Teachers, Mathematics Education, Causal Models