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Francisco, John M.; Maher, Carolyn A. – Journal of Mathematics Teacher Education, 2011

There is a documented need for more opportunities for teachers to learn about students' mathematical reasoning. This article reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in an after-school, classroom-based research project on the development of mathematical ideas involving…

Descriptors: Mathematics Education, Mathematics Teachers, Mathematical Logic, After School Programs

Prediger, Susanne – Journal of Mathematics Teacher Education, 2010

What kind of mathematical knowledge do prospective teachers need for teaching and for understanding student thinking? And how can its construction be enhanced? This article contributes to the ongoing discussion on mathematics-for-teaching by investigating the case of understanding students' perspectives on equations and equalities and on meanings…

Descriptors: Mathematics Education, Mathematics Teachers, Mathematics Instruction, Preservice Teachers

Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D. – Journal of Mathematics Teacher Education, 2017

Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

Descriptors: Culturally Relevant Education, Secondary School Teachers, Mathematics Teachers, Teacher Attitudes

Baxter, Juliet A.; Williams, Steven – Journal of Mathematics Teacher Education, 2010

The current reform movement in mathematics education urges teachers to support students as they make sense of mathematics, while also ensuring that they gain specific mathematical skills and knowledge. The tension between these two expectations gives rise to what we call the dilemma of telling: how to ensure that students come to certain…

Descriptors: Mathematics Education, Educational Change, Mathematics Teachers, Mathematics

Ryken, Amy E. – Journal of Mathematics Teacher Education, 2009

This documentary account situates teacher educator, prospective teacher, and elementary students' mathematical thinking in relation to one another, demonstrating shared challenges to learning mathematics. It highlights an important mathematics reasoning skill--creating and analyzing representations. The author examines responses of prospective…

Descriptors: Mathematics Instruction, Thinking Skills, Mathematical Models, Elementary School Mathematics

Nuhrenborger, Marcus; Steinbring, Heinz – Journal of Mathematics Teacher Education, 2009

The study presented in this article investigates forms of "mathematical" interaction in different social settings. One major interest is to better understand mathematics teachers' joint professional discourse while observing and analysing young students mathematical interaction followed by teacher's intervention. The teachers' joint professional…

Descriptors: Discourse Analysis, Interaction, Mathematics Teachers, Social Environment

Stylianou, Despina A. – Journal of Mathematics Teacher Education, 2010

Current reform efforts call for an emphasis on the use of representation in the mathematics classroom across levels and topics. The aim of the study was to examine teachers' conceptions of representation as a process in doing mathematics, and their perspectives on the role of representations in the teaching and learning of mathematics at the…

Descriptors: Mathematics Education, Educational Change, Mathematics Teachers, Middle School Teachers

Bowers, Janet S.; Stephens, Becky – Journal of Mathematics Teacher Education, 2011

The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators whose "Hippocratic oath" is to best prepare future teachers for twenty-first-century classrooms. The goal of this article is to suggest that the heart of sound technological implementation is to encourage students to use…

Descriptors: Elementary Secondary Education, Mathematics Teachers, Pedagogical Content Knowledge, Teacher Educators

Inoue, Noriyuki – Journal of Mathematics Teacher Education, 2011

One danger of integrating inquiry-based problem-solving activities into mathematics lessons is that different strategies could be accepted without in-depth discussions on the cogency and efficiency of the strategies. To overcome this issue, Japanese teachers typically go through a series of lesson-study-based teacher learning sessions and learn…

Descriptors: Mathematics Instruction, Problem Solving, Teachers, Mathematics Education

Moreira, Plinio C.; David, Maria M. – Journal of Mathematics Teacher Education, 2008

In this article we analyze the relations between academic mathematical knowledge and the mathematical knowledge associated with issues mathematics school teachers face in practice, according to the specialized literature, and restricted to the theme "number systems". We present examples that illustrate some areas of conflict between those forms of…

Descriptors: Mathematics Education, Number Systems, Teachers, Teaching Methods

Stylianides, Gabriel J.; Stylianides, Andreas J.; Philippou, George N. – Journal of Mathematics Teacher Education, 2007

There is a growing effort to make "proof" central to all students' mathematical experiences across all grades. Success in this goal depends highly on teachers' knowledge of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating preservice elementary and secondary school…

Descriptors: Validity, Mathematical Logic, Preservice Teachers, Mathematics Education

Jenkins, Oliver F. – Journal of Mathematics Teacher Education, 2010

A structured interview process is proffered as an effective means to advance prospective teachers' understandings of students as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three phases with the primary objective of developing listening skills for accessing students'…

Descriptors: Methods Courses, Teacher Education Curriculum, Interviews, Listening Skills

Hunter, Roberta – Journal of Mathematics Teacher Education, 2010

In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices. The challenge for teachers is to know how to implement these pedagogical changes. This…

Descriptors: Researchers, Mathematics Instruction, Mathematics Curriculum, Cooperation

Potari, Despina; Georgiadou-Kabouridis, Barbara – Journal of Mathematics Teacher Education, 2009

This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the development of the teacher's beliefs regarding mathematics teaching and learning from the last year of her university studies up to the third year of teaching mathematics in school. This development has been investigated…

Descriptors: Inservice Education, Teaching Experience, Professional Development, Mathematics Instruction

Jansen, Amanda; Spitzer, Sandy M. – Journal of Mathematics Teacher Education, 2009

In this study, we examined prospective middle school mathematics teachers' reflective thinking skills to understand how they learned from their own teaching practice when engaging in a modified lesson study experience. Our goal was to identify variations among prospective teachers' descriptions of students' thinking and frequency of their…

Descriptors: Mathematics Teachers, Reflective Teaching, Thinking Skills, Teaching Methods