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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
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Rasmussen, Klaus – Journal of Mathematics Teacher Education, 2016
This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondary prospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson study format. Nevertheless, it is demonstrated…
Descriptors: Communities of Practice, Preservice Teachers, Secondary School Teachers, Foreign Countries
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Ding, Lin; Domínguez, Higinio – Journal of Mathematics Teacher Education, 2016
This paper investigates the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. Using video clips of one student's procedural error consisting of exchanging the order of coordinates when applying the distance formula, some variation was…
Descriptors: Foreign Countries, Preservice Teachers, Mathematics Teachers, Video Technology
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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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Wake, Geoff; Swan, Malcolm; Foster, Colin – Journal of Mathematics Teacher Education, 2016
This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts…
Descriptors: Professional Development, Cooperation, Mathematics, Mathematics Instruction
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Thanheiser, Eva; Olanoff, Dana; Hillen, Amy; Feldman, Ziv; Tobias, Jennifer M.; Welder, Rachael M. – Journal of Mathematics Teacher Education, 2016
Mathematical task design has been a central focus of the mathematics education research community over the last few years. In this study, six university teacher educators from six different US institutions formed a community of practice to explore key aspects of task design (planning, implementing, reflecting, and modifying) in the context of…
Descriptors: Mathematics, Mathematics Instruction, Elementary School Teachers, Elementary School Mathematics
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Tempier, Frédérick – Journal of Mathematics Teacher Education, 2016
Many studies have shown the difficulties of learning and teaching the decimal number system for whole numbers. In the case of numbers bigger than one hundred, complexity is partly due to the multitude of possible relationships between units. This study was aimed to develop conditions of a resource which can help teachers to enhance their teaching…
Descriptors: Mathematics, Mathematical Concepts, Mathematics Instruction, Mathematical Logic
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Jung, Hyunyi; Brady, Corey – Journal of Mathematics Teacher Education, 2016
Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher's own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for…
Descriptors: Mathematics, Mathematics Instruction, Teacher Role, Mathematics Teachers
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Misfeldt, Morten; Zacho, Lis – Journal of Mathematics Teacher Education, 2016
In this article, we address how the design of educational scenarios can support teachers' adoption of both technology and open-ended projects indorsing creativity and innovation. We do that by describing how groups of teachers develop digital learning environments supporting using a combination of GeoGebra and Google sites. Both teachers and…
Descriptors: Mathematics, Mathematics Instruction, Vignettes, Teacher Collaboration
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Coles, Alf; Brown, Laurinda – Journal of Mathematics Teacher Education, 2016
A problem identified in the literature around task design is the persistence of a gap between teacher intention and student activity. We show how principles designed around the making of distinctions and having an explicit language of mathematical thinking can eliminate the "gap" by guiding teacher planning, teacher actions in the…
Descriptors: Mathematics, Mathematics Instruction, Task Analysis, Teacher Student Relationship
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Jones, Keith; Pepin, Birgit – Journal of Mathematics Teacher Education, 2016
Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the "design" of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to…
Descriptors: Mathematics, Mathematics Instruction, Teacher Education, Mathematics Teachers
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Johnson, Raymond; Severance, Samuel; Penuel, William R.; Leary, Heather – Journal of Mathematics Teacher Education, 2016
How teachers make sense of new academic standards significantly shapes the implementation of those standards. Professional development organized around the analysis of mathematical tasks has potential to prepare teachers for standards implementation by helping them develop common understandings of standards and how to help students meet ambitious…
Descriptors: Research and Development, Theory Practice Relationship, Academic Standards, Professional Development
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Hansen, Alice; Mavrikis, Manolis; Geraniou, Eirini – Journal of Mathematics Teacher Education, 2016
This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers' professional development. Tapping into an existing community of practice of mathematics specialist teachers, the study identifies how a cooperative enquiry approach utilising workshops and school-based visits challenged 23 competent primary…
Descriptors: Pedagogical Content Knowledge, Mathematics, Mathematics Instruction, Fractions
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Koichu, Boris; Zaslavsky, Orit; Dolev, Lea – Journal of Mathematics Teacher Education, 2016
The goal of the study presented in this article was to examine how variations in task design may affect mathematics teachers' learning experiences. The study focuses on sorting tasks, i.e., learning tasks that require grouping a given set of mathematical items, in as many ways as possible, according to different criteria suggested by the learners.…
Descriptors: Mathematics Teachers, Mathematics Instruction, Geometric Concepts, Secondary School Mathematics
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Qian, Hong; Youngs, Peter – Journal of Mathematics Teacher Education, 2016
This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…
Descriptors: Teacher Education Programs, Mathematics Teachers, Elementary School Mathematics, Preservice Teachers
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