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Jao, Limin; Sahmbi, Gurpreet; Huang, Ying-Syuan – Teacher Educator, 2020
In this article, we describe the experiences of two preservice teachers (PSTs) who served as teaching assistants (TAs) in a secondary mathematics teaching methods course. As TAs, the PSTs approximated practice by being independently responsible for a learning environment and leading discussions with groups of students. Although the PSTs felt…
Descriptors: Preservice Teachers, Teaching Assistants, Secondary School Mathematics, Mathematics Instruction
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Mostofo, Jameel; Zambo, Ron – Educational Action Research, 2015
There is a continuing emphasis in the United States on improving students' mathematical abilities, and one approach is to better prepare teachers. To investigate the potential usefulness of Lesson Study to better prepare teachers, one author set out to conduct action research on his classroom practice. Specifically, he sought to determine whether…
Descriptors: Mathematics Instruction, Teaching Methods, Action Research, Methods Courses
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Yee, Sean; Otten, Sam; Taylor, Megan – Investigations in Mathematics Learning, 2018
Teaching methods courses are a crucial factor in the preparation of secondary mathematics teachers. Throughout the United States, secondary methods courses have diverse curricula, including variation in the topics covered in these courses. To assess this variation, the authors identified 41 topics potentially valued by secondary methods…
Descriptors: Secondary School Mathematics, Mathematics Instruction, Teaching Methods, Methods Courses
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Mitchell, Rebecca; Laski, Elida – Journal of Technology and Teacher Education, 2013
Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology…
Descriptors: Technology Integration, Educational Technology, Elementary Education, Preservice Teacher Education
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Swars, Susan Lee – SRATE Journal, 2015
This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs,…
Descriptors: Beliefs, Classroom Techniques, Mathematics Achievement, Knowledge Level
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Kastberg, Signe E.; Tyminski, Andrew M.; Sanchez, Wendy B. – The Mathematics Educator, 2017
Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators' (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics…
Descriptors: Methods Courses, Mathematics Teachers, Teacher Educators, Educational Practices
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Bahr, Damon L.; Monroe, Eula Ewing; Eggett, Dennis – Journal of Mathematics Teacher Education, 2014
This paper describes a study of observed relationships between the design of a preservice elementary mathematics methods course with accompanying field practicum and changes in the extent to which participating prospective teachers identified themselves with the mathematics reform movement after becoming practicing teachers. The curriculum of the…
Descriptors: Preservice Teacher Education, Methods Courses, Elementary School Mathematics, Practicums
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Rawlins, Peter; Anthony, Glenda; Averill, Robin; Drake, Michael – Asia-Pacific Journal of Teacher Education, 2020
While there is a broad evidence base about what constitutes effective mathematics teaching in schools, less is known about how to effectively prepare novice teachers to teach in these ways. This article reports on a project designed to support novice teachers to become "ambitious" mathematics teachers by utilising practice-based…
Descriptors: Beginning Teachers, Teacher Attitudes, Teacher Education Curriculum, Methods Courses
Nitta, Kathleen Marguerite – ProQuest LLC, 2018
Preparing teachers to enact practice that is responsive to the demands of contemporary classrooms requires a re-examination of traditional approaches to teacher education. Practice-based approaches to professional learning have shown promise in supporting novices' learning of practices central to the work of teaching. Recent scholarship in teacher…
Descriptors: Beginning Teachers, Student Attitudes, Teacher Student Relationship, Elementary School Teachers
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Evans, Brian R.; Leonard, Jacqueline; Krier, Kathleen; Ryan, Steve – Journal of Educational Research and Practice, 2013
Beliefs about teaching mathematics and urban students' ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers' beliefs about teaching mathematics to urban students…
Descriptors: Student Attitudes, Preservice Teachers, Mathematics Instruction, Urban Schools
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Voskoglou, Michael – Education Sciences, 2019
According to the views of social constructivism, learning takes place when individuals engage socially to talk about and act on shared problems or interests. In recent years, this approach has been very popular for the teaching and learning of mathematics in primary and secondary education. On the contrary, in tertiary education, it seems that…
Descriptors: College Mathematics, Mathematics Instruction, Teaching Methods, Constructivism (Learning)
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Shaughnessy, Meghan; Garcia, Nicole; Selling, Sarah Kate; Ball, Deborah Loewenberg – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
Refocusing teacher preparation on the practice of teaching calls for new and different knowledge and skill. We describe the types of knowledge and skill that teacher educators need in order to teach a practice-focused mathematics methods course and report on one program's exploration of possible supports to develop this knowledge in teacher…
Descriptors: Educational Needs, Teaching Skills, Teacher Educators, Methods Courses
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Lischka, Alyson E.; Kastberg, Signe; Hillman, Susan L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
As mathematics teacher educators (MTEs), we enact teaching practices in our mathematics methods courses as instantiations of practice for PTs. Questioning is a core practice in teaching (and learning to teach) mathematics that interacts with relationships between MTEs and prospective teachers (PTs). We engaged in a collaborative self-study to…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teaching Methods, Methods Courses
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Mangram, Charmaine; Sun, Kathy Liu – Mathematics Teacher Educator, 2021
The pervasiveness of digital technology creates an imperative for mathematics teacher educators to prepare preservice teachers (PSTs) to select technology to support students' mathematical development. We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and…
Descriptors: Preservice Teachers, Mathematics Teachers, Student Attitudes, Technology Uses in Education
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Arbaugh, Fran; Graysay, Duane; Freeburn, Ben; Konuk, Nursen – Journal of Teacher Education, 2021
The purpose of this study was to investigate changes in a cohort of secondary preservice teachers' (PSTs) vision of the role of a teacher within the context of a mathematics methods course designed around pedagogies of practice. We analyzed data collected in the first and last 2 weeks of the course, consisting of recordings of small- and…
Descriptors: Secondary Education, Mathematics Education, Preservice Teacher Education, Preservice Teachers
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