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Showing 1 to 15 of 199 results Save | Export
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Thurtell, Elise; Forrester, Tricia; Chinnappan, Mohan – Mathematics Teacher Education and Development, 2019
A deep understanding of fraction concepts and operations is necessary if pre-service teachers (PSTs) are to present the concepts in multiple forms to learners. Such an understanding needs to be grounded in rich conceptual knowledge. In the present study, we explore the development of this understanding by supporting a cohort of 103 PSTs, who had…
Descriptors: Fractions, Preservice Teachers, Teacher Education Programs, Mathematical Concepts
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Fauskanger, Janne; Bjuland, Raymond – Mathematics Teacher Education and Development, 2019
This study explores components of ambitious teaching practices for teaching multiplicative properties that can give teachers opportunities to learn through a quick images activity in a cycle of enactment and investigation. Throughout the cycle, it is found that the participants have opportunities to learn the following components of ambitious…
Descriptors: Mathematics Instruction, Teaching Methods, Multiplication, Mathematical Concepts
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LaRochelle, Raymond; Nickerson, Susan D.; Lamb, Lisa C.; Hawthorne, Casey; Philipp, Randolph A.; Ross, Donna L. – Mathematics Teacher Education and Development, 2019
In this article we describe secondary school practising teachers' professional noticing expertise, which includes (a) attending to the details of students' written or verbal responses, (b) interpreting students' mathematical understandings, and (c) deciding how to respond to students based on their understandings, with a focus on algebraic-pattern…
Descriptors: Secondary School Teachers, Generalization, Algebra, Mathematical Concepts
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Dahl, Heidi; Enge, Ole; Hansen, Torkel Haugan; Valenta, Anita – Mathematics Teacher Education and Development, 2019
In this study, we analyse 23 prospective teachers' lesson plans for short whole-class mathematics discussions held with students at a middle school. The plans are in the form of "lesson plays", where an imagined discussion between the teacher and students is written verbatim. We use the Knowledge Quartet as a framework to investigate…
Descriptors: Preservice Teachers, Mathematics Instruction, Lesson Plans, Large Group Instruction
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Wieman, Rob; Webel, Corey – Mathematics Teacher Education and Development, 2019
Researchers have generated a powerful framework that identifies three aspects of noticing students' mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how "well" teachers engaged in noticing, and how "well" they connected the…
Descriptors: Teaching Methods, Guidelines, Metacognition, Mathematics Instruction
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King, Barbara – Mathematics Teacher Education and Development, 2019
Many teachers' experiences in problem-based classrooms are limited, therefore, mathematics teacher educators face a significant challenge when trying to inspire in-service teachers (ISTs) to teach through problem solving. To address this challenge, the professor in a mathematics education course designed and implemented an instructional model…
Descriptors: Problem Based Learning, Teaching Methods, Mathematics Instruction, Problem Solving
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Sanders, Sarah; Nielsen, Wendy; Sandison, Caz; Forrester, Tricia – Mathematics Teacher Education and Development, 2019
Mathematics anxiety is common among pre-service primary teachers and many experience higher levels of maths anxiety than other university students. This study asks: What are maths anxious preservice teachers' perspectives of "doing" mathematics in a whiteboard room? The Abbreviated Mathematics Anxiety Rating Scale (A-MARS) was used to…
Descriptors: Mathematics Anxiety, Preservice Teachers, Mathematics Instruction, Elementary School Teachers
Amador, Julie M. – Mathematics Teacher Education and Development, 2019
Curriculum resources are integral to teaching, yet more could be known about preservice teachers' curricular use when planning mathematics lessons. Framed with a consideration toward teachers' pedagogical design capacity, this study explores the decisions preservice teachers make when presented with four curricular resources and tasked with…
Descriptors: Mathematics Instruction, Lesson Plans, Preservice Teachers, Curriculum
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Lai, Mun Yee; Clark, Julie – Mathematics Teacher Education and Development, 2018
While it is widely believed that Specialized Content Knowledge (SCK) is essential to effective and quality mathematics teaching, the specific constructs that compose SCK remain underspecified. This paper describes the development and use of a new framework that extends the notion of SCK. The framework was trialled with a cohort of 90 first year…
Descriptors: Mathematics Instruction, Pedagogical Content Knowledge, Knowledge Level, Foreign Countries
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Wilson, Susanna; McChesney, Jane – Mathematics Teacher Education and Development, 2018
Learning to plan for teaching mathematics is the focus of an extended research project in initial teacher education. This paper discusses one early part of this project, based on a focus group interview where ten first year primary student teachers reported their planning experiences at the end of their first school practicum. Their one…
Descriptors: Mathematics Education, Preservice Teacher Education, Focus Groups, Elementary School Teachers
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Norton, Stephen; Zhang, Qinqiong – Mathematics Teacher Education and Development, 2018
There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used case study methods to examine learning opportunities and knowledge of mathematics in a sample of 192 Australian trainee middle school teachers and 94 Chinese Bachelor of Science trainee teachers. It was found that the…
Descriptors: Foreign Countries, Teacher Education Programs, Preservice Teacher Education, Middle School Teachers
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Rapke, Tina; Karrass, Margaret – Mathematics Teacher Education and Development, 2018
The research on methods used in graduate mathematics education courses is limited, however existing groundwork suggests that curriculum should provide students with experiences that align with the practices of mathematics education researchers. At the same time, calls to connect mathematics education research and classroom practice have been…
Descriptors: Graduate Study, Mathematics Instruction, College Mathematics, Graduate Students
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Diamond, Jaime Marie; Kalinec-Craig, Crystal A.; Shih, Jeffrey C. – Mathematics Teacher Education and Development, 2018
In a multi-institutional study, the authors examine elementary preservice teachers' (PSTs') noticing skills before and after their engagement in a mathematics methods course. In particular, the authors examine their use of "Cognitively Guided Instruction" (CGI) as a means of supporting the development of PSTs' "professional noticing…
Descriptors: Preservice Teachers, Elementary School Teachers, Methods Courses, Mathematics Instruction
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Goos, Merrilyn; Bennison, Anne; Proffitt-White, Robin – Mathematics Teacher Education and Development, 2018
Education research journals regularly report on small-scale studies that have been successful in changing mathematics teachers' classroom practices. But it is rare to find professional development programs for teachers of mathematics that have been scaled up and sustained over time. This article reports on a research-informed, large-scale…
Descriptors: Faculty Development, Mathematics Instruction, Mathematics Teachers, Foreign Countries
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Suppa, Siobahn; DiNapoli, Joseph; Mixell, Robert – Mathematics Teacher Education and Development, 2018
In the United States, teacher preparation programs are under increased pressure to demonstrate their effectiveness in producing graduates with knowledge, abilities, and competencies to be quality teachers. However, very little research shows this kind of evidence. In a rare exception, Hiebert, Miller, and Berk (2017) found significant positive…
Descriptors: Correlation, Mathematics Instruction, Elementary School Mathematics, Teacher Education Programs
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