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Yopp, David A.; Burroughs, Elizabeth A.; Sutton, John T.; Greenwood, Mark C. – Journal of Mathematics Teacher Education, 2019
This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach. Participants in this study were 51 school-based mathematics classroom coaches in the USA and 180 of the…
Descriptors: Elementary School Teachers, Middle School Teachers, Coaching (Performance), Mathematics Instruction
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Earnest, Darrell; Amador, Julie M. – Journal of Mathematics Teacher Education, 2019
Curriculum materials are integral to the mathematics classroom, yet little is known about how teachers read curriculum in order to envision enactment. Through an assignment involving an approximation of actual teaching practice, we investigated prospective teachers' documentational genesis (Pepin et al. in ZDM 45:929-943, 2013) from curriculum…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Instruction, Assignments
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Otten, Samuel; Keazer, Lindsay M.; Karaman, Ruveyda – Journal of Mathematics Teacher Education, 2019
The discipline of mathematics values precision and teachers are accountable for promoting and supporting their students in attending to precision (ATP), which in the USA is an explicit standard for mathematical practice included in the "Common Core State Standards for Mathematics." This study used thematic discourse analysis to examine…
Descriptors: Discourse Analysis, Teacher Role, Teacher Student Relationship, Middle School Teachers
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Wilkie, Karina J. – Journal of Mathematics Teacher Education, 2019
Mathematics teaching at secondary levels has proven surprisingly resistant to change over the past century. This study draws on two theoretical models to investigate how the process of changing secondary teaching in algebra through school-based professional learning might occur, and its relationship to different external and internal influences on…
Descriptors: Secondary School Teachers, Mathematics Teachers, Mathematics Instruction, Algebra
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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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Lee, Hyung Sook; Coomes, Jacqueline; Yim, Jaehoon – Journal of Mathematics Teacher Education, 2019
In this study, we specify teacher's knowledge and beliefs that influence their enactment of mathematics tasks. The use of tasks in lessons requires teachers to consider students' mathematical thinking and to know how to effectively implement tasks. Among the many aspects of teachers' understanding of students and ability to implement tasks for…
Descriptors: Teacher Attitudes, Prior Learning, Teaching Methods, Teacher Characteristics
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Felton-Koestler, Mathew D. – Journal of Mathematics Teacher Education, 2019
In this paper I present a case study of one teacher, Harriet, and how her beliefs and practices regarding "equity" and "social justice" in mathematics developed over several years. I use Valsiner's (Culture and the development of children's action: a theory of human development, 2nd edn, Wiley, New York, 1997) zone theory to…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teacher Attitudes, Teaching Methods
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Appova, Aina; Taylor, Cynthia E. – Journal of Mathematics Teacher Education, 2019
Enhancing teachers' pedagogical content knowledge (PCK) is essential to improving the teaching and learning of mathematics. Mathematics teacher educators (MTEs) need to help prospective teachers enhance PCK (Marks in J Teach Educ 41(3):3-11, 1990. doi:10.1177/002248719004100302; Mason 2008). However, we know very little about the practices of…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teacher Educators, Preservice Teachers
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Norton, Stephen – Journal of Mathematics Teacher Education, 2019
In Australia, there is increasing scrutiny of teacher education processes in learning to teach primary mathematics. In this study, mixed methods, including linear regression, are used to examine the entry mathematical content knowledge of third-year Bachelor of Education Pre-service Students and to relate this to their graduating level of content…
Descriptors: Mathematics Teachers, Elementary School Teachers, Pedagogical Content Knowledge, Foreign Countries
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Wallin, Abraham J.; Amador, Julie M. – Journal of Mathematics Teacher Education, 2019
Professional support in the form of a year-long video club based on teacher noticing of student thinking was provided to three rural teachers who comprised the entire mathematics department of one secondary school (grades six through twelve). The focus of the study was to understand how participation in a video club structure for rural secondary…
Descriptors: Faculty Development, Secondary School Teachers, Rural Schools, Instructional Design
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Skott, Jeppe – Journal of Mathematics Teacher Education, 2019
The aim of mathematics education research is to develop comprehensive understandings of the problems of mathematics teaching and learning, and the ambition is, at least in the long run, to support the development of institutionalised teaching-learning practices. Looking back at the attempts to structure syllabi and other curricular materials and…
Descriptors: Mathematics Education, Educational Research, Mathematics Instruction, Role
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Mintos, Alexia; Hoffman, Andrew J.; Kersey, Elizabeth; Newton, Jill; Smith, Dana – Journal of Mathematics Teacher Education, 2019
Understanding how mathematics preservice teachers (M-PSTs) learn about issues of equity is essential to addressing the inequities that persist in mathematics education. In this article, we use (Gutiérrez, in: Herbel-Eisenmann, Choppin, Wagner, Pimm (eds) Equity in discourse for mathematics education: theories, practices, and policies, Springer,…
Descriptors: Mathematics Education, Preservice Teachers, Preservice Teacher Education, Secondary Education
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Diamond, Jaime Marie – Journal of Mathematics Teacher Education, 2019
The idea that formal learning generalizes, or is transferred, beyond the conditions of initial learning serves as a basis for our educational system. That is, educators hope students will use the learning that develops in the classroom to productively reason about situations they have yet to encounter. Researchers in psychology and mathematics…
Descriptors: Transfer of Training, Teacher Attitudes, Beliefs, Teacher Student Relationship
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Takker, Shikha; Subramaniam, K. – Journal of Mathematics Teacher Education, 2019
Existing frameworks of teachers' knowledge required to teach mathematics do not adequately capture the dynamic aspects of knowledge manifested in teaching practice. In this paper, we examine the knowledge demands that arise in situ, in the course of a teacher listening and responding to students' thinking, while teaching the topic of decimal…
Descriptors: Mathematics Instruction, Arithmetic, Teaching Methods, Knowledge Level
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Aaron, Wendy Rose; Herbst, Patricio G. – Journal of Mathematics Teacher Education, 2019
Inside the discipline, mathematical work consists of the interplay between stating and refining conjectures and attempting to prove those conjectures. However, the mathematical practices of conjecturing and proving are traditionally separated in high school geometry classrooms, despite some research showing that students can successfully navigate…
Descriptors: Mathematical Logic, Validity, Geometry, Secondary School Mathematics
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