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Santagata, Rossella; Yeh, Cathery – Journal of Mathematics Teacher Education, 2014

Although emerging consensus exists that practice-based approaches to teacher preparation assist in closing the distance between university coursework and fieldwork experiences and in assuring that future teachers learn to implement innovative research-based instructional strategies, little empirical research has investigated teacher learning from…

Descriptors: Teacher Effectiveness, Mathematics Instruction, Instructional Effectiveness, Teaching Methods

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

Tyminski, Andrew M.; Zambak, V. Serbay; Drake, Corey; Land, Tonia J. – Journal of Mathematics Teacher Education, 2014

This paper examines a series of instructional activities that provide prospective elementary teachers with an opportunity to engage in one of the more difficult practices to learn within mathematics teaching--organizing a mathematical discussion. Within a mathematics methods course, representations and decomposition of practice built from the Five…

Descriptors: Teaching Methods, Preservice Teachers, Elementary School Teachers, Mathematics Instruction

van den Kieboom, Leigh A.; Magiera, Marta T.; Moyer, John C. – Journal of Mathematics Teacher Education, 2014

In this study, we explored the relationship between prospective teachers' algebraic thinking and the questions they posed during one-on-one diagnostic interviews that focused on investigating the algebraic thinking of middle school students. To do so, we evaluated prospective teachers' algebraic thinking proficiency across 125…

Descriptors: Preservice Teachers, Algebra, Mathematical Concepts, Mathematics Instruction

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

Goldsmith, Lynn T.; Doerr, Helen M.; Lewis, Catherine C. – Journal of Mathematics Teacher Education, 2014

How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide high-quality mathematics teaching for all students. This article reviews 106 articles written…

Descriptors: Mathematics Teachers, Faculty Development, Teacher Education, Teacher Effectiveness

Wagner, David; Herbel-Eisenmann, Beth – Journal of Mathematics Teacher Education, 2014

Issues of authority abound in education and schooling but have not been interrogated sufficiently. We describe a tool that we have developed to initiate dialogue with teachers about authority in their classrooms--using a diagram to represent authority in their classrooms. Our analysis of the diagrams mathematics teachers created and discussed in…

Descriptors: Mathematics Teachers, Teacher Attitudes, Teacher Role, Teaching Styles

Mitchell, Rebecca; Charalambous, Charalambos Y.; Hill, Heather C. – Journal of Mathematics Teacher Education, 2014

Representations are often used in instruction to highlight key mathematical ideas and support student learning. Despite their centrality in scaffolding teaching and learning, most of our understanding about the tasks involved with using representations in instruction and the knowledge requirements imposed on teachers when using these aids is…

Descriptors: Mathematics Instruction, Visual Aids, Numbers, Teaching Methods

Tsamir, Pessia; Tirosh, Dina; Levenson, Esther; Tabach, Michal; Barkai, Ruthi – Journal of Mathematics Teacher Education, 2014

This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results…

Descriptors: Preschool Teachers, Preschool Education, Preschool Children, Number Concepts

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

Wilson, P. Holt; Sztajn, Paola; Edgington, Cyndi; Confrey, Jere – Journal of Mathematics Teacher Education, 2014

In the past decade, research on learning trajectories has progressed from an agenda for research on student learning to include an agenda for research on teaching. In this paper, we use a design experiment to examine a professional development program created to support teacher learning of one learning trajectory. Using a re-interpretation of Ball…

Descriptors: Mathematics, Pedagogical Content Knowledge, Teachers, Faculty Development

Subramaniam, Karthigeyan – Journal of Mathematics Teacher Education, 2014

Prospective secondary mathematics teachers' pedagogical knowledge for teaching the estimation of length measurements was investigated by examining their personal benchmarks for measurement estimation. Benchmarks for measurement estimation are the meaningful representations of units that serve to increase one's understanding of…

Descriptors: Preservice Teachers, Secondary School Teachers, Mathematics Teachers, Pedagogical Content Knowledge

Roth McDuffie, Amy; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey; Land, Tonia – Journal of Mathematics Teacher Education, 2014

As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children's competencies related to children's mathematical thinking, and children's community, cultural, and linguistic funds of knowledge or what…

Descriptors: Video Technology, Preservice Teachers, Mathematics Teachers, Teacher Education

van Putten, Sonja; Stols, Gerrit; Howie, Sarah – Journal of Mathematics Teacher Education, 2014

In this case study, the professional mathematics teacher identity (PMTI) of final year mathematics education students is investigated in terms of their self-perceived and actualised identity. These prospective teachers were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and-learning…

Descriptors: Mathematics Teachers, Preservice Teachers, Student Teacher Attitudes, Identification (Psychology)

Wilkie, Karina J. – Journal of Mathematics Teacher Education, 2014

This article is based on a project that investigated teachers' knowledge in teaching an important aspect of algebra in the middle years of schooling--functions, relations and joint variation. As part of the project, 105 upper primary teachers were surveyed during their participation in Contemporary Teaching and Learning of Mathematics, a research…

Descriptors: Elementary School Teachers, Teacher Surveys, Mathematics Instruction, Algebra