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Wasserman, Nicholas H.; Weber, Keith; Fukawa-Connelly, Timothy; McGuffey, William – Journal of Mathematics Teacher Education, 2019
Most prospective secondary mathematics teachers complete a course in real analysis, yet view the content as unrelated to their future teaching. We leveraged a theoretically motivated instructional model to design modules for a real analysis course that could inform secondary teachers' pedagogy, focusing on how this model was implemented in a…
Descriptors: Mathematics Teachers, Mathematics Instruction, Curriculum Design, Secondary School Teachers
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Simpson, Amber; Haltiwanger, Leigh – Journal of Mathematics Teacher Education, 2017
This mixed methods study investigates the ways in which secondary mathematics prospective teachers acquire skills needed to attend to, interpret, and respond to students' mathematical thinking and the ways in which their perceived strengths and weaknesses influence their skills when this type of formalized training is not part of their program.…
Descriptors: Mixed Methods Research, Preservice Teachers, Secondary School Teachers, Secondary School Mathematics
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Roller, Sarah A. – Journal of Mathematics Teacher Education, 2016
Most teacher preparation programs have embraced the use of video as an effective methodology for developing teachers' noticing skills. This study focused on learning about what secondary mathematics prospective teachers (PSTs) were able to notice when viewing video of their own co-teaching, particularly in a microteaching setting that consisted of…
Descriptors: Video Technology, Preservice Teachers, Secondary School Mathematics, Mathematics Teachers
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Tan, Liang Soon; Ang, Keng Cheng – Journal of Mathematics Teacher Education, 2016
A school-based professional development programme (SBPD) aimed at developing secondary school mathematics teachers' competencies to teach mathematical modelling in Singapore is presented and evaluated in this article. The SBPD is characterized by two key features--content elements to develop teachers' knowledge and skills, and transformative…
Descriptors: Mathematics Teachers, Mathematical Models, Mathematics Instruction, Foreign Countries
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Sullivan, Peter; Askew, Mike; Cheeseman, Jill; Clarke, Doug; Mornane, Angela; Roche, Anne; Walker, Nadia – Journal of Mathematics Teacher Education, 2015
The following is a report on an investigation into ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks. Groups of primary and secondary teachers, respectively, were provided with documentation of ten lessons built around challenging tasks. Teachers…
Descriptors: Elementary School Teachers, Secondary School Teachers, Mathematics Instruction, Teacher Surveys
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Peters, Susan A. – Journal of Mathematics Teacher Education, 2014
This retrospective phenomenological study investigates activities and actions identified by secondary statistics teachers who exhibit robust understandings of variation as deepening their understandings of statistical variation. Using phenomenological methods and a frame of Mezirow's transformation theory, analysis revealed learning factors…
Descriptors: Secondary School Mathematics, Secondary School Teachers, Statistics, Learning Processes
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Thomas, Mike; Yoon, Caroline – Journal of Mathematics Teacher Education, 2014
This paper describes part of an international project considering graphical construction of antiderivative functions in the secondary mathematics classroom. We use Schoenfeld's resources, orientations, and goals (ROGs) framework to analyse the decisions made by a teacher, Adam, during a lesson on graphical antiderivatives. We present details…
Descriptors: Secondary School Mathematics, Secondary School Teachers, Mathematics Teachers, Decision Making
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Bleiler, Sarah K.; Thompson, Denisse R.; Krajcevski, Milé – Journal of Mathematics Teacher Education, 2014
Mathematics teachers play a unique role as experts who provide opportunities for students to engage in the practices of the mathematics community. Proof is a tool essential to the practice of mathematics, and therefore, if teachers are to provide adequate opportunities for students to engage with this tool, they must be able to validate student…
Descriptors: Mathematics Teachers, Mathematics Instruction, Preservice Teachers, Secondary School Teachers
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Lannin, John K.; Webb, Matthew; Chval, Kathryn; Arbaugh, Fran; Hicks, Sarah; Taylor, Cynthia; Bruton, Rebecca – Journal of Mathematics Teacher Education, 2013
Recent research efforts (Schmidt et al. in "The preparation gap: teacher education for middle school mathematics in six countries," MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical…
Descriptors: Beginning Teachers, Middle School Teachers, Faculty Development, Pedagogical Content Knowledge
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Stockero, Shari L.; Van Zoest, Laura R. – Journal of Mathematics Teacher Education, 2013
Although skilled mathematics teachers and teacher educators often "know" when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students' mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are…
Descriptors: Video Technology, Beginning Teachers, Mathematics Instruction, Secondary School Mathematics
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Slavit, David; Nelson, Tamara Holmlund – Journal of Mathematics Teacher Education, 2010
This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. Specific findings related to the nature of the teacher interactions and subsequent impacts on practice are discussed. The findings focus on (a) the nature of the…
Descriptors: Mathematics Education, Teacher Collaboration, Mathematics Teachers, Inquiry
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Davis, Jon D. – Journal of Mathematics Teacher Education, 2009
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers' pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete…
Descriptors: Textbooks, Pretests Posttests, Mathematics Teachers, Algebra
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Uworwabayeho, Alphonse – Journal of Mathematics Teacher Education, 2009
This article presents practical perspectives on mathematics teacher change through results of collaborative research with two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. The 2006 national mathematics curriculum reform stresses pedagogies that enhance problem-solving, critical…
Descriptors: Educational Change, Foreign Countries, Secondary School Teachers, Mathematics Teachers
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Stylianides, Gabriel J.; Stylianides, Andreas J.; Philippou, George N. – Journal of Mathematics Teacher Education, 2007
There is a growing effort to make "proof" central to all students' mathematical experiences across all grades. Success in this goal depends highly on teachers' knowledge of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating preservice elementary and secondary school…
Descriptors: Validity, Mathematical Logic, Preservice Teachers, Mathematics Education