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Amador, Julie M.; Carter, Ingrid S. – Journal of Mathematics Teacher Education, 2018

Lesson Study, which assumes multiple variations, is a collaborative method that provides an opportunity for teachers to notice professionally. We analyzed how audible conversational components afforded and constrained the verbalization of professional noticing of a lesson study team. The team, comprised of six prospective teachers, a classroom…

Descriptors: Preservice Teachers, Teacher Education Programs, Lesson Plans, Mathematics Instruction

Wilkerson, Michelle H.; Bautista, Alfredo; Tobin, Roger G.; Brizuela, Bárbara M.; Cao, Ying – Journal of Mathematics Teacher Education, 2018

Modeling is a major topic of interest in mathematics education. However, the field's definition of models is diverse. Less is known about what teachers identify as mathematical models, even though it is teachers who ultimately enact modeling activities in the classroom. In this study, we asked nine middle school teachers with a variety of academic…

Descriptors: Middle School Teachers, Mathematics Instruction, Mathematics Teachers, Mathematical Models

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

Estapa, Anne T.; Amador, Julie; Kosko, Karl W.; Weston, Tracy; de Araujo, Zandra; Aming-Attai, Rachael – Journal of Mathematics Teacher Education, 2018

Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers' written accounts indicated that a majority attended to students or student thinking;…

Descriptors: Preservice Teachers, Elementary School Teachers, Teaching Methods, Mathematics Instruction

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

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

Boote, Stacy K.; Boote, David N. – Journal of Mathematics Teacher Education, 2018

Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a…

Descriptors: Mathematics Teachers, Preservice Teachers, Mathematics Instruction, Beliefs

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

Kutaka, T. S.; Ren, L.; Smith, W. M.; Beattie, H. L.; Edwards, C. P.; Green, J. L.; Chernyavskiy, P.; Stroup, W.; Heaton, R. M.; Lewis, W. J. – Journal of Mathematics Teacher Education, 2018

This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of…

Descriptors: Elementary School Mathematics, Mathematics Teachers, Primary Education, Pedagogical Content Knowledge

Li, Wenjuan; Castro Superfine, Alison – Journal of Mathematics Teacher Education, 2018

This descriptive case study examines six mathematics teacher educators' (MTEs) perspectives on their design of content courses for elementary preservice teachers. By focusing on MTE's design goals and considerations for their mathematics content courses, the means by which they achieved these course design goals, and the challenges they…

Descriptors: Mathematics Teachers, Mathematics Instruction, Teacher Educators, Faculty Development

Lovin, LouAnn H.; Stevens, Alexis L.; Siegfried, John; Wilkins, Jesse L. M.; Norton, Anderson – Journal of Mathematics Teacher Education, 2018

In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers' understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher…

Descriptors: Preservice Teachers, Mathematics Skills, Fractions, Mathematical Concepts

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

Norton, Stephen; Zhang, Qinqiong – Journal of Mathematics Teacher Education, 2018

The preparation of teachers to teach mathematics to primary school children differs across nations and cultures. This study used mixed methods to examine the basic content knowledge of trainee teachers in Australia and China. A simple test (30 questions) of content based on an international comparative study in mathematics teacher training found…

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

Losano, Leticia; Fiorentini, Dario; Villarreal, Mónica – Journal of Mathematics Teacher Education, 2018

This study is focused on a period that poses several challenges for the development of mathematics teachers' professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during…

Descriptors: Mathematics Teachers, Beginning Teachers, Case Studies, Professional Identity

Beswick, Kim; Goos, Merrilyn – Journal of Mathematics Teacher Education, 2018

The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher…

Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Teacher Educators, Knowledge Base for Teaching