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Yopp, David A.; Burroughs, Elizabeth A.; Sutton, John T.; Greenwood, Mark C. – Journal of Mathematics Teacher Education, 2019

This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach. Participants in this study were 51 school-based mathematics classroom coaches in the USA and 180 of the…

Descriptors: Elementary School Teachers, Middle School Teachers, Coaching (Performance), Mathematics Instruction

Otten, Samuel; Keazer, Lindsay M.; Karaman, Ruveyda – Journal of Mathematics Teacher Education, 2019

The discipline of mathematics values precision and teachers are accountable for promoting and supporting their students in attending to precision (ATP), which in the USA is an explicit standard for mathematical practice included in the "Common Core State Standards for Mathematics." This study used thematic discourse analysis to examine…

Descriptors: Discourse Analysis, Teacher Role, Teacher Student Relationship, Middle School Teachers

Tirosh, Dina; Tsamir, Pessia; Levenson, Esther S.; Barkai, Ruthi – Journal of Mathematics Teacher Education, 2019

This paper raises the possibility of enhancing prospective and practicing teachers' awareness of example use in classrooms by using theories to analyze an authentic case. The study was carried out in the context of a university course where participants analyzed an excerpt from a tenth-grade geometry class. A qualitative analysis of participants'…

Descriptors: Teaching Methods, Classroom Techniques, Preservice Teachers, Mathematics Teachers

Lee, Hyung Sook; Coomes, Jacqueline; Yim, Jaehoon – Journal of Mathematics Teacher Education, 2019

In this study, we specify teacher's knowledge and beliefs that influence their enactment of mathematics tasks. The use of tasks in lessons requires teachers to consider students' mathematical thinking and to know how to effectively implement tasks. Among the many aspects of teachers' understanding of students and ability to implement tasks for…

Descriptors: Teacher Attitudes, Prior Learning, Teaching Methods, Teacher Characteristics

Felton-Koestler, Mathew D. – Journal of Mathematics Teacher Education, 2019

In this paper I present a case study of one teacher, Harriet, and how her beliefs and practices regarding "equity" and "social justice" in mathematics developed over several years. I use Valsiner's (Culture and the development of children's action: a theory of human development, 2nd edn, Wiley, New York, 1997) zone theory to…

Descriptors: Mathematics Instruction, Mathematics Teachers, Teacher Attitudes, Teaching Methods

Diamond, Jaime Marie – Journal of Mathematics Teacher Education, 2019

The idea that formal learning generalizes, or is transferred, beyond the conditions of initial learning serves as a basis for our educational system. That is, educators hope students will use the learning that develops in the classroom to productively reason about situations they have yet to encounter. Researchers in psychology and mathematics…

Descriptors: Transfer of Training, Teacher Attitudes, Beliefs, Teacher Student Relationship

Aaron, Wendy Rose; Herbst, Patricio G. – Journal of Mathematics Teacher Education, 2019

Inside the discipline, mathematical work consists of the interplay between stating and refining conjectures and attempting to prove those conjectures. However, the mathematical practices of conjecturing and proving are traditionally separated in high school geometry classrooms, despite some research showing that students can successfully navigate…

Descriptors: Mathematical Logic, Validity, Geometry, Secondary School Mathematics

Ren, Lixin; Smith, Wendy M. – Journal of Mathematics Teacher Education, 2018

This study examines how various teacher characteristics and contextual factors are related to early primary teachers' beliefs about mathematical teaching and learning and teachers' attitudes toward their own learning of mathematics. A total of 396 early primary teachers across Nebraska participated in the study. Teacher characteristics and…

Descriptors: Teacher Characteristics, Context Effect, Elementary School Teachers, Mathematics Instruction

Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Carothers, Jody; Myers, Kayla – Journal of Mathematics Teacher Education, 2018

Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for…

Descriptors: Mathematics Teachers, Teacher Education Programs, Elementary Education, Elementary School Mathematics

Kutaka, T. S.; Ren, L.; Smith, W. M.; Beattie, H. L.; Edwards, C. P.; Green, J. L.; Chernyavskiy, P.; Stroup, W.; Heaton, R. M.; Lewis, W. J. – Journal of Mathematics Teacher Education, 2018

This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of…

Descriptors: Elementary School Mathematics, Mathematics Teachers, Primary Education, Pedagogical Content Knowledge

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

Roth McDuffie, Amy; Choppin, Jeffrey; Drake, Corey; Davis, Jon D.; Brown, Jennifer – Journal of Mathematics Teacher Education, 2018

Eight middle school mathematics teachers' perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers' noticing practices with curriculum materials and the CCSSM when planning, enacting,…

Descriptors: Middle School Teachers, Teacher Attitudes, Instructional Materials, Common Core State Standards

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

Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D. – Journal of Mathematics Teacher Education, 2017

Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

Descriptors: Culturally Relevant Education, Secondary School Teachers, Mathematics Teachers, Teacher Attitudes

Bobis, Janette; Way, Jennifer; Anderson, Judy; Martin, Andrew J. – Journal of Mathematics Teacher Education, 2016

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers' classrooms reveal variations in their reactions to the…

Descriptors: Beliefs, Mathematics Education, Teacher Attitudes, Learner Engagement