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Prediger, Susanne; Roesken-Winter, Bettina; Leuders, Timo – Journal of Mathematics Teacher Education, 2019
Given the challenges of scaling up content-related professional development (PD), the PD facilitators have gained increasing attention in PD research. In this mainly programmatic and structural article, we try to systematize existing research strategies which take into account the multifaceted and multi-level structure of PD research. We discuss…
Descriptors: Facilitators (Individuals), Mathematical Models, Professional Development, Research Methodology
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Wake, Geoff; Swan, Malcolm; Foster, Colin – Journal of Mathematics Teacher Education, 2016
This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts…
Descriptors: Professional Development, Cooperation, Mathematics, Mathematics Instruction
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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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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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Copur-Gencturk, Yasemin; Papakonstantinou, Anne – Journal of Mathematics Teacher Education, 2016
This study examines the effects of professional development on various aspects of teachers' mathematics instruction. Using data collected between 2005 and 2009, we examined the extent to which the instructional practices of 49 US high school teachers who participated in content-based, sustained professional development changed over time. We found…
Descriptors: Longitudinal Studies, Teaching Methods, Classroom Techniques, Secondary School Mathematics
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Guberman, Raisa; Leikin, Roza – Journal of Mathematics Teacher Education, 2013
The study considers mathematical problem solving to be at the heart of mathematics teaching and learning, while mathematical challenge is a core element of any educational process. The study design addresses the complexity of teachers' knowledge. It is aimed at exploring the development of teachers' mathematical and pedagogical conceptions…
Descriptors: Problem Solving, Mathematics Instruction, Teacher Characteristics, Preservice Teacher Education
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Liang, Su; Glaz, Sarah; DeFranco, Thomas; Vinsonhaler, Charles; Grenier, Robin; Cardetti, Fabiana – Journal of Mathematics Teacher Education, 2013
This paper presents the findings of a study that examined the preparation and teaching practice of ten teachers of grades 7-12 from the Shandong province in China. This study revealed that a multi-dimensional training system has been developed to help the teachers gradually build up their knowledge base for teaching. The findings of this study…
Descriptors: Teaching Methods, Foreign Countries, Teaching Skills, Elementary Secondary Education
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Norton, Anderson; Kastberg, Signe – Journal of Mathematics Teacher Education, 2012
We have used letter writing as a means for preservice teachers (PSTs) to develop ability to design effective tasks, in terms of eliciting high levels of cognitive activity from students. Studies on student-dependent task analyses, by assessing the levels of cognitive demand indicated in students' responses, have demonstrated significant growth…
Descriptors: Preservice Teachers, Letters (Correspondence), Instructional Effectiveness, Task Analysis
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Rubel, Laurie H.; Chu, Haiwen – Journal of Mathematics Teacher Education, 2012
This article reports findings from a research and professional development project at two high schools located in low-income, urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework of culturally relevant mathematics pedagogy, which is described in detail here. We present…
Descriptors: Low Income, Mathematics Instruction, Teaching Methods, Professional Development
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Brodie, Karin; Shalem, Yael – Journal of Mathematics Teacher Education, 2011
Teacher learning through professional development is a complex process and is not yet well understood. Some features of professional development programs are known to be important, such as a focus on learner needs, design of and reflection on classroom artefacts, and the creation and sustaining of communities of support for teacher professional…
Descriptors: Mathematics Teachers, Accountability, Professional Development, Faculty Development
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Yakes, Christopher; Star, Jon R. – Journal of Mathematics Teacher Education, 2011
In this paper, we describe a one-day professional development activity for mathematics teachers that promoted the use of comparison as an instructional tool to develop students' flexibility in algebra. Effective use of comparison in mathematics instruction involves using side-by-side presentation of problems and solution methods and subsequent…
Descriptors: Problem Solving, Mathematics Teachers, Algebra, Professional Development
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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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Clements, Douglas H.; Sarama, Julie – Journal of Mathematics Teacher Education, 2011
For early childhood, the domain of geometry and spatial reasoning is an important area of mathematics learning. Unfortunately, geometry and spatial thinking are often ignored or minimized in early education. We build a case for the importance of geometry and spatial thinking, review research on professional development for these teachers, and…
Descriptors: Research and Development, Mathematics Education, Early Childhood Education, Young Children
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Males, Lorraine M.; Otten, Samuel; Herbel-Eisenmann, Beth A. – Journal of Mathematics Teacher Education, 2010
This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher-educator-researcher as the facilitator of this project. The professional development collaboration comprised two phases: one…
Descriptors: Action Research, Collegiality, Mathematics Teachers, Professional Development
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