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Showing 1 to 15 of 35 results Save | Export
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Losano, Leticia; Fiorentini, Dario; Villarreal, Mónica – Journal of Mathematics Teacher Education, 2018
This study is focused on a period that poses several challenges for the development of mathematics teachers' professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during…
Descriptors: Mathematics Teachers, Beginning Teachers, Case Studies, Professional Identity
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Li, Wenjuan; Castro Superfine, Alison – Journal of Mathematics Teacher Education, 2018
This descriptive case study examines six mathematics teacher educators' (MTEs) perspectives on their design of content courses for elementary preservice teachers. By focusing on MTE's design goals and considerations for their mathematics content courses, the means by which they achieved these course design goals, and the challenges they…
Descriptors: Mathematics Teachers, Mathematics Instruction, Teacher Educators, Faculty Development
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Geiger, Vince; Muir, Tracey; Lamb, Janeen – Journal of Mathematics Teacher Education, 2016
The purpose of this article is to examine the potential of video-catalysed reflective practice for supporting ongoing teacher professional learning in numeracy. We explore this potential through a synthesis of two case studies that investigated different approaches to supporting teacher reflection on practice through the use of video-stimulated…
Descriptors: Numeracy, Faculty Development, Computer Simulation, Video Technology
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Jung, Hyunyi; Brady, Corey – Journal of Mathematics Teacher Education, 2016
Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher's own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for…
Descriptors: Mathematics, Mathematics Instruction, Teacher Role, Mathematics Teachers
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Cross Francis, Dionne I. – Journal of Mathematics Teacher Education, 2015
Researchers in the field of mathematics education have focused on beliefs as a significant area of study because of the influence of beliefs on what is taught and learned. Much of the research in this area speaks about inconsistency between teachers' beliefs about mathematics teaching and learning and their classroom practices. In this case study,…
Descriptors: Case Studies, Beliefs, Elementary School Teachers, Mathematics Instruction
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Charalambous, Charalambos Y. – Journal of Mathematics Teacher Education, 2015
Attempts to understand what contributes to teaching quality have been channeled in different directions, with two main research streams focusing on either teacher knowledge or teacher beliefs. Few are the studies that have attended to both the cognitive and the affective domain simultaneously, trying to unpack how both jointly contribute to…
Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Teacher Attitudes, Beliefs
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Warshauer, Hiroko Kawaguchi – Journal of Mathematics Teacher Education, 2015
Prior studies suggest that struggling to make sense of mathematics is a necessary component of learning mathematics with understanding. Little research exists, however, on what the struggles look like for middle school students and how they can be productive. This exploratory case study, which used episodes as units of analysis, examined 186…
Descriptors: Middle School Students, Secondary School Mathematics, Case Studies, Classification
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Levenson, Esther – Journal of Mathematics Teacher Education, 2013
Promoting mathematical creativity is one of the aims of mathematics education. This study investigates the tasks teachers chose when their aim was to occasion mathematical creativity in the classroom. Five cases are described in depth, and general trends found among these cases as well as in additional data are discussed. Findings indicated that…
Descriptors: Mathematics Teachers, Creativity, Creative Teaching, Teaching Methods
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Miyakawa, Takeshi; Winslow, Carl – Journal of Mathematics Teacher Education, 2013
In this paper, we first present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it, which is firmly rooted in a systemic approach to didactic phenomena at large, namely the anthropological theory of the didactic. Then, a case of open lesson is presented and analysed, using this theoretical approach,…
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Methods, Lesson Plans
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O'Shea, John; Leavy, Aisling M. – Journal of Mathematics Teacher Education, 2013
The primary school mathematics curriculum in Ireland is based upon a constructivist philosophy of learning. As constructivism is a theory of learning and not teaching, implementing a constructivist approach in the classroom requires teachers to identify the implications and applications of constructivist philosophy for teaching. In this research,…
Descriptors: Foreign Countries, Primary Education, Elementary School Mathematics, Constructivism (Learning)
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Bonner, Emily P.; Adams, Thomasenia L. – Journal of Mathematics Teacher Education, 2012
In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These…
Descriptors: Grounded Theory, Mathematics Education, Mathematics Teachers, Teacher Educators
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Yesildere Imre, Sibel; Akkoc, Hatice – Journal of Mathematics Teacher Education, 2012
The purpose of this study is to investigate the development of three prospective elementary mathematics teachers' pedagogical content knowledge (PCK) of number patterns with its two components: (1) knowledge of students' understanding and difficulties and (2) knowledge of topic-specific strategies and representations. For our investigation, we use…
Descriptors: Practicums, Observation, Mathematics Teachers, Pedagogical Content Knowledge
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Murphy, Carol – Journal of Mathematics Teacher Education, 2012
The relationship between primary teachers' subject knowledge and their approaches to teaching is an ongoing concern. This study reviews the relationship between prospective teachers' subject knowledge in the topic of area and their approaches to teaching that topic. The research presents case studies of four primary prospective teachers on a…
Descriptors: Teacher Effectiveness, Knowledge Base for Teaching, Correlation, Mathematics Teachers
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Mellone, Maria – Journal of Mathematics Teacher Education, 2011
Assumptions about the construction and the transmission of knowledge and about the nature of mathematics always underlie any teaching practice, even if often unconsciously. I examine the conjecture that theoretical tools suitably chosen can help the teacher to make such assumptions explicit and to support the teacher's reflection on his/her…
Descriptors: Mathematics Education, Educational Practices, Educational Change, Teaching Methods
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Bowers, Janet S.; Stephens, Becky – Journal of Mathematics Teacher Education, 2011
The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators whose "Hippocratic oath" is to best prepare future teachers for twenty-first-century classrooms. The goal of this article is to suggest that the heart of sound technological implementation is to encourage students to use…
Descriptors: Elementary Secondary Education, Mathematics Teachers, Pedagogical Content Knowledge, Teacher Educators
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