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Direct linkMitchell, 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
Charalambous, Charalambos Y.; Hill, Heather C.; Ball, Deborah L. – Journal of Mathematics Teacher Education, 2011
Several studies have documented prospective teachers' (PSTs) difficulties in offering instructional explanations. However, less is known about PSTs' learning to provide explanations. To address this gap, we trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence.…
Descriptors: Preservice Teacher Education, Methods Courses, Teacher Education Curriculum, Teaching Methods
Delaney, Sean; Ball, Deborah Loewenberg; Hill, Heather C.; Schilling, Stephen G.; Zopf, Deborah – Journal of Mathematics Teacher Education, 2008
This article describes a study in which measures of mathematical knowledge for teaching developed in the United States were adapted to measure mathematical knowledge for teaching in Ireland. When adapting the measures it was not assumed that the mathematical knowledge used by Irish and U.S. teachers is the same. Instead psychometric and…
Descriptors: Mathematics Instruction, Knowledge Base for Teaching, Pedagogical Content Knowledge, Interviews
