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Showing 16 to 30 of 47 results Save | Export
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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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Jacobson, Erik; Izsák, Andrew – Journal of Mathematics Teacher Education, 2015
Past studies have suggested that in light of recent curriculum standards, many US teachers make limited use of drawn models in their mathematics instruction. To gain insight into this phenomenon, we investigated relationships between US teachers' opportunities to learn about, knowledge of, motivation for, and instructional use of drawn models for…
Descriptors: Middle School Teachers, Mathematics Teachers, Mathematics Instruction, Secondary School Mathematics
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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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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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Herbst, Patricio; Kosko, Karl W. – Journal of Mathematics Teacher Education, 2014
This study compared conversations among groups of teachers of high school geometry that had been elicited by a representation of instruction (either a video or an animation) and facilitated with an open-ended agenda. All artifacts used represented instruction scenarios that departed from what, according to prior work, had been hypothesized as…
Descriptors: Animation, Video Technology, Mathematics Teachers, Mathematical Aptitude
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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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Adler, Jill; Hossain, Sarmin; Stevenson, Mary; Clarke, John; Archer, Rosa; Grantham, Barry – Journal of Mathematics Teacher Education, 2014
This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of "understanding mathematics in depth", which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the…
Descriptors: Foreign Countries, Preservice Teachers, Secondary School Mathematics, Mathematics 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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Beswick, Kim; Callingham, Rosemary; Watson, Jane – Journal of Mathematics Teacher Education, 2012
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers' knowledge identified by Shulman ("1987") refined by Ball et al. ("2008") and extended to include teachers' confidence to use…
Descriptors: Mathematics Curriculum, Teacher Characteristics, Knowledge Base for Teaching, Middle School Teachers
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Ricks, Thomas E. – Journal of Mathematics Teacher Education, 2011
Although potentially powerful for educators, the construct of teacher reflection has become diluted, rendering teacher engagement with meaningful reflection problematic. This article presents a theoretical framework that divides teacher reflection into two broad categories. The first and most common "incident reflection" occurs as specific…
Descriptors: Mathematics Teachers, Preservice Teachers, Secondary School Mathematics, Models
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Vale, Colleen; McAndrew, Alasdair; Krishnan, Siva – Journal of Mathematics Teacher Education, 2011
A professional learning program for teachers of junior secondary mathematics regarding the content and pedagogy of senior secondary mathematics is the context for this study of teachers' mathematical and pedagogical knowledge. The analysis of teachers' reflections on their learning explored teachers' understanding of mathematical connections and…
Descriptors: Pedagogical Content Knowledge, Mathematics Instruction, Teaching Methods, Secondary School Mathematics
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Karp, Alexander – Journal of Mathematics Teacher Education, 2010
This article analyzes the experiences of prospective secondary mathematics teachers during a teaching methods course, offered prior to their student teaching, but involving actual teaching and reflexive analysis of this teaching. The study focuses on the pedagogical difficulties that arose during their teaching, in which prospective teachers…
Descriptors: Methods Courses, Mathematics Teachers, Pedagogical Content Knowledge, Teaching Methods
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Leatham, Keith R.; Peterson, Blake E. – Journal of Mathematics Teacher Education, 2010
This article reports on the results of a survey of 45 secondary mathematics cooperating teachers' perceptions of the primary purposes of student teaching and their roles in accomplishing those purposes. The most common purposes were interacting with an experienced, practising teacher, having a real classroom experience, and experiencing and…
Descriptors: Student Teaching, Student Teachers, Mathematics Teachers, Cooperating Teachers
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