NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
Showing 31 to 45 of 432 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Boote, Stacy K.; Boote, David N. – Journal of Mathematics Teacher Education, 2018
Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a…
Descriptors: Mathematics Teachers, Preservice Teachers, Mathematics Instruction, Beliefs
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Beswick, Kim; Goos, Merrilyn – Journal of Mathematics Teacher Education, 2018
The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher…
Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Teacher Educators, Knowledge Base for Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Zazkis, Rina; Mamolo, Ami – Journal of Mathematics Teacher Education, 2018
We present a story of a teacher educator's response to a situation of contingency and describe how her experience enhanced her personal mathematical knowledge and influenced her teaching. In our analysis, we attend to different levels of awareness that support a teacher educator's work and illuminate the qualities of a teacher educator's…
Descriptors: Teacher Educators, Mathematics Instruction, Pedagogical Content Knowledge, Mathematics Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Chick, Helen; Beswick, Kim – Journal of Mathematics Teacher Education, 2018
The notion of pedagogical content knowledge (PCK) was posited in the context of school teaching and the knowledge used by teachers teaching school students. It has been examined for a number of discipline areas, notably mathematics. There are, however, other teaching contexts, including those of teacher educators, whose students are pre-service…
Descriptors: Mathematics Teachers, Teacher Educators, Pedagogical Content Knowledge, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Leikin, Roza; Zazkis, Rina; Meller, Michal – Journal of Mathematics Teacher Education, 2018
We believe that professional mathematicians who teach undergraduate mathematics courses to prospective teachers play an important role in the education of secondary school mathematics teachers. Thus, we explored the views of research mathematicians on the mathematics that should be taught to prospective mathematics teachers, on how the courses…
Descriptors: Mathematics, Professional Personnel, Teacher Educators, Secondary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Jian-Cheng; Lin, Fou-Lai; Yang, Kai-Lin – Journal of Mathematics Teacher Education, 2018
This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator--researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and…
Descriptors: Mathematics Teachers, Faculty Development, Mathematics Instruction, Mathematical Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Masingila, Joanna O.; Olanoff, Dana; Kimani, Patrick M. – Journal of Mathematics Teacher Education, 2018
In this study, we report on what types of mathematical knowledge for teaching teachers (MKTT) mathematics teacher educators (MTEs) use and develop when they work together and reflect on their teaching in a Community of Practice while helping prospective primary teachers (PTs) generate their own mathematical knowledge for teaching in learning…
Descriptors: Knowledge Base for Teaching, Mathematics Teachers, Teacher Educators, Communities of Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Simpson, Adrian; Vondrová, Nada; Žalská, Jana – Journal of Mathematics Teacher Education, 2018
A key requirement of successful initial teacher education is the development of professional vision, which includes shifting attention to features of the situation relevant to the specialized goals of teaching. Existing research hints at the value of targeted video-based courses in the development of professional vision, but often raises questions…
Descriptors: Preservice Teachers, Attention, Teacher Role, Teaching Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Psycharis, Giorgos; Kalogeria, Elissavet – Journal of Mathematics Teacher Education, 2018
In this paper, we explore the process of becoming a teacher educator in the pedagogical use of digital tools in mathematics teaching. The study took place in the context of an in-service program during the trainees' engagement in their practicum fieldwork activities including the process observation--reflection--design--implementation--reflection.…
Descriptors: Teacher Educators, Mathematics Instruction, Pedagogical Content Knowledge, Technological Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
Ostermann, Andreas; Leuders, Timo; Nückles, Matthias – Journal of Mathematics Teacher Education, 2018
To teach adaptively, teachers should be able to take the students' level of knowledge into account. Therefore, a key component of pedagogical content knowledge (PCK) is the ability to assume the students' perspectives. However, due to the so-called expert blind spot, teachers tend to misestimate their students' knowledge, such as when estimating…
Descriptors: Difficulty Level, Preservice Teachers, Mathematics, Graphs
Peer reviewed Peer reviewed
Direct linkDirect link
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
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  29