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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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Bartell, Tonya Gau; Webel, Corey; Bowen, Brian; Dyson, Nancy – Journal of Mathematics Teacher Education, 2013
This study examined prospective teachers' (PSTs) ability to recognize evidence of children's conceptual understanding of mathematics in three content areas before and after an instructional intervention designed to support this ability. It also investigates the role PSTs' content knowledge plays in their ability to recognize children's…
Descriptors: Preservice Teachers, Ability, Recognition (Psychology), Knowledge Base for Teaching
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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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Tobias, Jennifer M. – Journal of Mathematics Teacher Education, 2013
This article examines the ways in which prospective elementary teachers' develop an understanding of language use for defining the whole throughout a 9-day rational number unit. Student work samples and classroom conversations are used to illustrate their difficulties and growth with defining the whole and corresponding language use for describing…
Descriptors: Numbers, Mathematics Instruction, Mathematical Concepts, Education Courses
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Scherrer, Jimmy; Stein, Mary Kay – Journal of Mathematics Teacher Education, 2013
This article examines how a coding scheme for mathematics classroom discussion that was created to highlight how teachers negotiate student responses during whole-class discussion around high-level, cognitively demanding tasks was used to help teachers shift what they notice when analyzing classroom discourse. Data from an intervention that…
Descriptors: Intervention, Teachers, Group Discussion, Discussion (Teaching Technique)
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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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Miyakawa, Takeshi; Winslow, Carl – Journal of Mathematics Teacher Education, 2013
In this paper, we first present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it, which is firmly rooted in a systemic approach to didactic phenomena at large, namely the anthropological theory of the didactic. Then, a case of open lesson is presented and analysed, using this theoretical approach,…
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Methods, Lesson Plans
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O'Shea, John; Leavy, Aisling M. – Journal of Mathematics Teacher Education, 2013
The primary school mathematics curriculum in Ireland is based upon a constructivist philosophy of learning. As constructivism is a theory of learning and not teaching, implementing a constructivist approach in the classroom requires teachers to identify the implications and applications of constructivist philosophy for teaching. In this research,…
Descriptors: Foreign Countries, Primary Education, Elementary School Mathematics, Constructivism (Learning)
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Schack, Edna O.; Fisher, Molly H.; Thomas, Jonathan N.; Eisenhardt, Sara; Tassell, Janet; Yoder, Margaret – Journal of Mathematics Teacher Education, 2013
The goal of this study is to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Teachers, Elementary School Mathematics
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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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Steele, Michael D.; Cervello Rogers, Kimberly – Journal of Mathematics Teacher Education, 2012
Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT)…
Descriptors: Mathematics Education, Mathematics Teachers, Mathematics Instruction, Teaching Methods
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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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Van Zoest, Laura R.; Stockero, Shari L.; Taylor, Cynthia E. – Journal of Mathematics Teacher Education, 2012
This study investigated the extent to which three sociomathematical and four professional norms intentionally fostered in an early mathematics pedagogy course through the use of a video-case curriculum re-emerged in a similar context with two groups: (1) teacher candidates in the final mathematics pedagogy course of the same teacher education…
Descriptors: Preservice Teacher Education, Beginning Teachers, Preservice Teachers, Education Courses
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Taylor, Edd V. – Journal of Mathematics Teacher Education, 2012
This study describes the Reflection Connection Cycle professional development designed to support teachers' use and appreciation of students' out-of-school practices related to school mathematics. The year-long program incorporated group lesson design, readings, and video analysis for 14 elementary school (ages 5-12) teachers. Analysis of lesson…
Descriptors: Video Technology, Mathematics Education, Program Descriptions, Elementary School Teachers
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Orrill, Chandra Hawley; Brown, Rachael Eriksen – Journal of Mathematics Teacher Education, 2012
This study presents a qualitative analysis of the knowledge teachers in one professional development course used to reason about proportional relationships with double number lines. We work from the knowledge-in-pieces perspective to consider the existing knowledge the participants did or did not invoke when learning to reason with this…
Descriptors: Inservice Teacher Education, Education Courses, Mathematical Concepts, Qualitative Research
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