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Garner, Mary L.; Watson, Virginia; Rogers, Beth; Head, Catherine – School Science and Mathematics, 2017
Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and…
Descriptors: Mathematics Teachers, Faculty Development, Communities of Practice, Teacher Competencies
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Eli, Jennifer A.; Mohr-Schroeder, Margaret J.; Lee, Carl W. – School Science and Mathematics, 2013
Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher-order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that…
Descriptors: Problem Solving, Teacher Education Programs, Preservice Teachers, Mathematics Teachers
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Kosko, Karl Wesley – School Science and Mathematics, 2016
Although writing in mathematics has been advocated in practitioner journals, policy documents, and various research, surveys of mathematics teachers between 1988 and 2008 in various English-speaking countries have reported relatively infrequent incorporation into mathematics lessons. Further, much of prior survey research has yielded only…
Descriptors: Content Area Writing, Writing (Composition), Mathematics Instruction, Teaching Methods
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Popovic, Gorjana; Lederman, Judith S. – School Science and Mathematics, 2015
The Common Core Standard for Mathematical Practice 4: Model with Mathematics specifies that mathematically proficient students are able to make connections between school mathematics and its applications to solving real-world problems. Hence, mathematics teachers are expected to incorporate connections between mathematical concepts they teach and…
Descriptors: Mathematics Instruction, Mathematics Skills, Relevance (Education), Problem Solving
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Evans, Brian R. – School Science and Mathematics, 2011
The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample…
Descriptors: Classroom Techniques, Methods Courses, Mathematics Education, Self Efficacy
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Innabi, Hanan; Dodeen, Hamzeh – School Science and Mathematics, 2018
This study is within the framework of the United Nations sustainable development goals related to equitable quality education. The total score on the 2015 Trends in International Mathematics and Science Study that indicated eighth-grade girls in Jordan significantly outperformed boys is hiding many details related to the quality of mathematics…
Descriptors: Foreign Countries, Achievement Tests, Elementary Secondary Education, Mathematics Tests
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Corp, Amy – School Science and Mathematics, 2017
This study examined how Black students responded to the utilization of culturally responsive stories in their mathematics class. All students in the two classes participated in mathematics lessons that began with an African American story (culturally responsive to this population), followed by mathematical discussion and concluded with solving…
Descriptors: African American Students, Culturally Relevant Education, Story Telling, Mathematics Instruction
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González, Gloriana – School Science and Mathematics, 2017
The theory of realistic mathematics education establishes that framing mathematics problems in realistic contexts can provide opportunities for guided reinvention. Using data from a study group, I examine geometry teachers' perspectives regarding realistic contexts during a lesson study cycle. I ask the following. (a) What are the participants'…
Descriptors: Geometry, Mathematics Teachers, Communities of Practice, Attitude Measures
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Cardetti, Fabiana; Truxaw, Mary P. – School Science and Mathematics, 2014
Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK). However, there is no consensus on how best to prepare elementary preservice teachers…
Descriptors: Preservice Teacher Education, Mathematics Teachers, Elementary School Teachers, Elementary School Mathematics
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Bates, Alan B.; Latham, Nancy; Kim, Jin-ah – School Science and Mathematics, 2011
This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Education Programs, Self Efficacy
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Roseno, Ashley T.; Carraway-Stage, Virginia G.; Hoerdeman, Callan; Díaz, Sebastián R.; Geist, Eugene; Duffrin, Melani W. – School Science and Mathematics, 2015
This article addresses the current state of the mathematics education system in the United States and provides a possible solution to the contributing issues. As a result of lower performance in primary mathematics, American students are not acquiring the necessary quantitative literacy skills to become successful adults. This study analyzed the…
Descriptors: Mathematics Education, Teaching Methods, Food, Science Education
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Piccolo, Diana – School Science and Mathematics, 2008
Multiple views have been presented on how mathematical content knowledge should be taught in order to ensure quality instruction in the classroom. However, the ability to teach mathematics content is influenced by general pedagogy, pedagogical content knowledge and mathematical content knowledge. Nevertheless, all pedagogical competencies and…
Descriptors: Knowledge Base for Teaching, Pedagogical Content Knowledge, Mathematics Instruction, Teaching Methods
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Lesseig, Kristin; Nelson, Tamara Holmlund; Slavit, David; Seidel, Ryan August – School Science and Mathematics, 2016
We describe and analyze a professional development (PD) model that involved a partnership among science, mathematics and education university faculty, science and mathematics coordinators, and middle school administrators, teachers, and students. The overarching project goal involved the implementation of interdisciplinary STEM Design Challenges…
Descriptors: Faculty Development, STEM Education, Teacher Collaboration, Cooperation
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Goodson-Espy, Tracy; Cifarelli, Victor V.; Pugalee, David; Lynch-Davis, Kathleen; Morge, Shelby; Salinas, Tracie – School Science and Mathematics, 2014
This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7…
Descriptors: Methods Courses, Course Content, Mathematics Education, Program Improvement
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Corbishley, Jeffrey B.; Truxaw, Mary P. – School Science and Mathematics, 2010
The National Council of Teachers of Mathematics has set ambitious goals for the teaching and learning of mathematics that include preparing students for both the workplace and higher education. While this suggests that it is important for students to develop strong mathematical competencies by the end of high school, there is evidence to indicate…
Descriptors: Generalization, Mathematical Logic, Numeracy, Measurement Techniques
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