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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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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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Lovin, LouAnn H.; Stevens, Alexis L.; Siegfried, John; Wilkins, Jesse L. M.; Norton, Anderson – Journal of Mathematics Teacher Education, 2018
In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers' understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher…
Descriptors: Preservice Teachers, Mathematics Skills, Fractions, Mathematical Concepts
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Estapa, Anne T.; Amador, Julie; Kosko, Karl W.; Weston, Tracy; de Araujo, Zandra; Aming-Attai, Rachael – Journal of Mathematics Teacher Education, 2018
Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers' written accounts indicated that a majority attended to students or student thinking;…
Descriptors: Preservice Teachers, Elementary School Teachers, Teaching Methods, Mathematics Instruction
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Chen, Jian-Cheng; Lin, Fou-Lai; Yang, Kai-Lin – Journal of Mathematics Teacher Education, 2018
This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator--researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and…
Descriptors: Mathematics Teachers, Faculty Development, Mathematics Instruction, Mathematical Concepts
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Masingila, Joanna O.; Olanoff, Dana; Kimani, Patrick M. – Journal of Mathematics Teacher Education, 2018
In this study, we report on what types of mathematical knowledge for teaching teachers (MKTT) mathematics teacher educators (MTEs) use and develop when they work together and reflect on their teaching in a Community of Practice while helping prospective primary teachers (PTs) generate their own mathematical knowledge for teaching in learning…
Descriptors: Knowledge Base for Teaching, Mathematics Teachers, Teacher Educators, Communities of Practice
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Callejo, María Luz; Zapatera, Alberto – Journal of Mathematics Teacher Education, 2017
The aim of this research is to characterize profiles of the teaching competence "noticing students' mathematical thinking" in the context of the pattern generalization. Prospective primary teachers were asked to describe and interpret the answers of three primary students to three linear pattern generalization problems. Five profiles for…
Descriptors: Preservice Teachers, Elementary School Teachers, Elementary School Students, Generalization
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Cai, Jinfa; Ding, Meixia – Journal of Mathematics Teacher Education, 2017
Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…
Descriptors: Foreign Countries, Mathematics Teachers, Mathematical Aptitude, Mathematics Achievement
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Felton-Koestler, Mathew D. – Journal of Mathematics Teacher Education, 2017
In this article, I introduce a framework--the What, Who, and How of mathematics--that emerged from studying my teaching of prospective teachers and their views of the social and political dimensions of mathematics teaching and learning. The What, Who, How framework asks us to consider What messages we send about mathematics and the world, Whose…
Descriptors: Mathematics Education, Preservice Teachers, Student Teacher Attitudes, Politics of Education
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González, Gloriana; Eli, Jennifer A. – Journal of Mathematics Teacher Education, 2017
Launching a problem is critical in a problem-based lesson. We investigated teachers' perspectives on the use of a problem that was analogous to the one provided during a launch. Our goal was to identify teachers' underlying assumptions regarding what should constitute a launch as elements of the "practical rationality of mathematics…
Descriptors: Mathematics Instruction, Problem Based Learning, Problem Solving, Teaching Methods
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Tempier, Frédérick – Journal of Mathematics Teacher Education, 2016
Many studies have shown the difficulties of learning and teaching the decimal number system for whole numbers. In the case of numbers bigger than one hundred, complexity is partly due to the multitude of possible relationships between units. This study was aimed to develop conditions of a resource which can help teachers to enhance their teaching…
Descriptors: Mathematics, Mathematical Concepts, Mathematics Instruction, Mathematical Logic
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Jones, Keith; Pepin, Birgit – Journal of Mathematics Teacher Education, 2016
Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the "design" of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to…
Descriptors: Mathematics, Mathematics Instruction, Teacher Education, Mathematics Teachers
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Johnson, Raymond; Severance, Samuel; Penuel, William R.; Leary, Heather – Journal of Mathematics Teacher Education, 2016
How teachers make sense of new academic standards significantly shapes the implementation of those standards. Professional development organized around the analysis of mathematical tasks has potential to prepare teachers for standards implementation by helping them develop common understandings of standards and how to help students meet ambitious…
Descriptors: Research and Development, Theory Practice Relationship, Academic Standards, Professional Development
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Hansen, Alice; Mavrikis, Manolis; Geraniou, Eirini – Journal of Mathematics Teacher Education, 2016
This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers' professional development. Tapping into an existing community of practice of mathematics specialist teachers, the study identifies how a cooperative enquiry approach utilising workshops and school-based visits challenged 23 competent primary…
Descriptors: Pedagogical Content Knowledge, Mathematics, Mathematics Instruction, Fractions
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Jansen, Amanda; Hohensee, Charles – Journal of Mathematics Teacher Education, 2016
The purpose of this study was to examine and elaborate upon elementary prospective teachers' (PSTs) conceptions of partitive division with fractions. We examined the degree to which PSTs' conceptions were connected (i.e., capable of translating between representations correctly; aware that partitive division generates a unit rate for its quotient)…
Descriptors: Elementary School Mathematics, Preservice Teachers, Preservice Teacher Education, Teacher Education Curriculum
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