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Cai, Jinfa; Ding, Meixia – Journal of Mathematics Teacher Education, 2017

Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…

Descriptors: Foreign Countries, Mathematics Teachers, Mathematical Aptitude, Mathematics Achievement

Pino-Fan, Luis R.; Godino, Juan D.; Font, Vicenç – Journal of Mathematics Teacher Education, 2018

In recent years, there has been a growing interest in studying the knowledge that mathematics teachers require in order for their teaching to be effective. However, only a few studies have focused on the design and application of instruments that are capable of exploring different aspects of teachers' didactic-mathematical knowledge about specific…

Descriptors: Mathematics Instruction, Teacher Education, Mathematics Teachers, Teacher Effectiveness

Adler, Jill; Hossain, Sarmin; Stevenson, Mary; Clarke, John; Archer, Rosa; Grantham, Barry – Journal of Mathematics Teacher Education, 2014

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of "understanding mathematics in depth", which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the…

Descriptors: Foreign Countries, Preservice Teachers, Secondary School Mathematics, Mathematics Teachers

Ren, Lixin; Smith, Wendy M. – Journal of Mathematics Teacher Education, 2018

This study examines how various teacher characteristics and contextual factors are related to early primary teachers' beliefs about mathematical teaching and learning and teachers' attitudes toward their own learning of mathematics. A total of 396 early primary teachers across Nebraska participated in the study. Teacher characteristics and…

Descriptors: Teacher Characteristics, Context Effect, Elementary School Teachers, Mathematics Instruction

Stoehr, Kathleen Jablon – Journal of Mathematics Teacher Education, 2017

Mathematics education researchers have investigated mathematics anxiety in prospective elementary teachers. While many of these studies have focused on the bodily sensations and emotions of mathematics anxiety, particularly those felt in assessment situations, opportunities remain to investigate how prospective elementary teachers interpret their…

Descriptors: Preservice Teachers, Mathematics Anxiety, Elementary Education, Females

Masingila, Joanna O.; Olanoff, Dana E.; Kwaka, Dennis K. – Journal of Mathematics Teacher Education, 2012

This article reports on a national survey of higher education institutions in the United States to answer the question, "Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors' academic and teaching backgrounds?" We surveyed 1,926 institutions, and a faculty member from each of 825 institutions…

Descriptors: Teaching Experience, Mathematics Education, Mathematics Instruction, Mathematics Teachers

Felton-Koestler, Mathew D. – Journal of Mathematics Teacher Education, 2017

In this article, I introduce a framework--the What, Who, and How of mathematics--that emerged from studying my teaching of prospective teachers and their views of the social and political dimensions of mathematics teaching and learning. The What, Who, How framework asks us to consider What messages we send about mathematics and the world, Whose…

Descriptors: Mathematics Education, Preservice Teachers, Student Teacher Attitudes, Politics of Education

Hodges, Thomas E.; Hodge, Lynn Liao – Journal of Mathematics Teacher Education, 2017

This article explores the personal identities of two prospective elementary teachers as they progressed from mathematics methods coursework into their capstone student teaching semester. Results indicate that both prospective teachers perceived contrasting obligations of effective mathematics teaching in the teacher education and student teaching…

Descriptors: Identification (Psychology), Elementary School Teachers, Preservice Teachers, Teaching Methods

Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Carothers, Jody; Myers, Kayla – Journal of Mathematics Teacher Education, 2018

Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for…

Descriptors: Mathematics Teachers, Teacher Education Programs, Elementary Education, Elementary School Mathematics

Dotger, Benjamin; Masingila, Joanna; Bearkland, Mary; Dotger, Sharon – Journal of Mathematics Teacher Education, 2015

Field placements serve as the traditional "clinical" experience for prospective mathematics teachers to immerse themselves in the mathematical challenges of students. This article reports data from a different type of learning experience, that of a clinical simulation with a standardized individual. We begin with a brief background on…

Descriptors: Preservice Teacher Education, Mathematics Teachers, Experiential Learning, Simulation

Guberman, Raisa; Leikin, Roza – Journal of Mathematics Teacher Education, 2013

The study considers mathematical problem solving to be at the heart of mathematics teaching and learning, while mathematical challenge is a core element of any educational process. The study design addresses the complexity of teachers' knowledge. It is aimed at exploring the development of teachers' mathematical and pedagogical conceptions…

Descriptors: Problem Solving, Mathematics Instruction, Teacher Characteristics, Preservice Teacher Education

Jones, Keith; Pepin, Birgit – Journal of Mathematics Teacher Education, 2016

Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the "design" of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to…

Descriptors: Mathematics, Mathematics Instruction, Teacher Education, Mathematics Teachers

Quebec Fuentes, Sarah; Ma, Jingjing – Journal of Mathematics Teacher Education, 2018

Educative curricula, curriculum materials that intentionally foster teacher professional development, can serve as a site for teacher learning through their use in daily instructional practices. The present article introduces a framework, Teacher Learning Opportunities in Mathematics Curriculum Materials (TLO-Math), for designing and evaluating…

Descriptors: Mathematics Instruction, Mathematics Curriculum, Curriculum Development, Pedagogical Content Knowledge

Cooper, Jason; Karsenty, Ronnie – Journal of Mathematics Teacher Education, 2018

Is it possible that a meeting of mathematicians and primary school teachers will be productive? This question became intriguing when one professor of mathematics initiated a professional development course for practicing primary school teachers, which he taught alongside a group of mathematics Ph.D. students. This report scrutinizes the uncommon…

Descriptors: Mathematics Instruction, Mathematics Teachers, Mathematics, Professional Personnel

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