Presents a study of the beliefs and belief structures of four preservice secondary mathematics teachers as they progress through a four-quarter sequence in mathematics education that includes student teaching. Concludes that the various ways in which the teachers structured their beliefs helped account for the fact that some beliefs were permeable…

Preservice mathematics teachers at two points in a teacher education program (pre- and post-student teaching) were instructed on Henderson's model for teaching concepts. Each was then videotaped in two microteaching situations: no differences in the number or variety of moves used by members of the two groups were observed. (SD)

Information is provided on the funding patterns and award procedures of the Research in Science Education (RISE) program of the National Science Foundation (NSF). (MP)

Investigated a beginning mathematics teacher's beliefs about problem-solving while finishing preservice training and how these beliefs affected, and were affected by, the first three months of teaching. Analyses revealed conflicts between the teacher's idealism and the reality of classroom practice, as students were not always receptive to…

The relative efficacy of two strategies for teaching skills was investigated. The results suggest that the sequence of skill and understanding makes little difference in influencing mathematics achievement of above average middle school students. (MP)

Discussed is the relevance of the IEA International Study of Mathematics Achievement for mathematics educators of teachers. Examined are findings of the study regarding inquiry-centered instruction, achievement and attitudes, and teacher variables. (CT)

Audiotapes of 44 instances of classroom teaching, ranging from seventh through twelfth grade, were analyzed to find how teachers established relations between items under discussion and concepts already known to the students. Nine such relations were found and are described here. (MM)

Discusses how issues related to mathematics teacher education are currently being addressed, what historical precepts have contributed to the present state of affairs, and what orientations can move teacher education forward as a legitimate field of disciplined inquiry. (108 references) (MKR)