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Goodchild, Simon; Apkarian, Naneh; Rasmussen, Chris; Katz, Brian – Journal of Mathematics Teacher Education, 2021
This paper reports a study of university students' experiences of learning mathematics in an introductory differential equations course that takes an inquiry approach to learning and teaching. The students are on a trajectory leading toward a bachelor's degree in mathematics to be followed by a year-long teacher education credential program. The…
Descriptors: Preservice Teachers, Inquiry, Communities of Practice, Active Learning
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Ulusoy, Fadime; Çakiroglu, Erdinç – Journal of Mathematics Teacher Education, 2021
This paper explores the nature of prospective teachers' noticing of students' understanding as they analyze and discuss middle school students' understandings of trapezoids in micro-case videos in the context of geometry. In this exploratory study, the data were obtained from eight prospective middle school mathematics teachers through individual…
Descriptors: Preservice Teachers, Middle School Teachers, Mathematics Teachers, Observation
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Beilstein, Shereen Oca; Henricks, Genevieve M.; Jay, Victoria; Perry, Michelle; Bates, Meg Schleppenbach; Moran, Cheryl G.; Cimpian, Joseph Robinson – Journal of Mathematics Teacher Education, 2021
This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the "Everyday Mathematics" Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video. Web usage data reveal that the commentary surrounding video posted to…
Descriptors: Elementary School Teachers, Mathematics Teachers, Faculty Development, Communities of Practice
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Myers, Kayla D.; Auslander, Susan Swars; Smith, Stephanie Z.; Smith, Marvin E. – Journal of Mathematics Teacher Education, 2021
This case study explored Prospective Elementary Mathematics Specialists' (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME) program, specifically focusing on the authentic residency with mentor sessions. Participants included nine PEMSs, with qualitative and quantitative data collected via individual interviews,…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Teachers, Specialists
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Lipovec, Alenka; Podgoršek Mesarec, Manja – Journal of Mathematics Teacher Education, 2021
This paper presents the findings of an empirical research project, designed with a combination of qualitative and quantitative methodology. Our goal was to apply Wiener attribution theory with a mathematics-specific pedagogical focus as a lens for analysing reflections. Our database consists of the prospective teachers' reflections on…
Descriptors: Preservice Teachers, Elementary School Teachers, Locus of Control, Attitude Change
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Kalinec-Craig, Crystal A.; Bannister, Nicole; Bowen, Diana; Jacques, Lorraine A.; Crespo, Sandra – Journal of Mathematics Teacher Education, 2021
Learning to name and notice students' mathematical strengths is a challenging process requiring time and multiple iterations of practice for prospective teachers (PTs) to adopt. Mathematics teacher educators (MTEs) can approximate and decompose the complex practice of naming and noticing students' mathematical strengths so PTs learn to teach…
Descriptors: Preservice Teachers, Preservice Teacher Education, Mathematics Education, Mathematics Skills
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Shaughnessy, Meghan; DeFino, Rosalie; Pfaff, Erin; Blunk, Merrie – Journal of Mathematics Teacher Education, 2021
Interactions around unexpected, incorrect, or dis-preferred responses can be powerful sites of learning for both teachers and students. The information that teachers uncover through probing student thinking can then guide their pedagogical response. We report on a study of prospective teachers' skills and capabilities around a particular problem…
Descriptors: Preservice Teachers, Preservice Teacher Education, Teacher Student Relationship, Questioning Techniques
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Ayalon, Michal; Wilkie, Karina J. – Journal of Mathematics Teacher Education, 2021
Formative assessment practices for secondary mathematics have been advocated as valuable for students, but difficult for teachers to learn. There have been calls in the literature to increase the emphasis on formative assessment in mathematics teacher preparation courses. This study explored the use of peer-assessment strategies for helping…
Descriptors: Peer Evaluation, Formative Evaluation, Mathematics Education, Preservice Teacher Education
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Bostic, Jonathan; Lesseig, Kristin; Sherman, Milan; Boston, Melissa – Journal of Mathematics Teacher Education, 2021
Classroom observations have become an integral part of research related to mathematics education. In this qualitative study, we describe the current state of the mathematics education field with regard to the use of classroom observation. The research question was: "How is classroom observation being used to measure instructional quality in…
Descriptors: Classroom Observation Techniques, Observation, Mathematics Education, Educational Research
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Santagata, Rossella; Lee, Jiwon – Journal of Mathematics Teacher Education, 2021
This study examines the association between mathematical knowledge for teaching and instructional quality in a sample of first-year elementary school teachers. Ten teachers completed the mathematical knowledge for teaching (MKT) survey at the end of teacher preparation. Three mathematics lessons taught during their first year of teaching were…
Descriptors: Elementary School Teachers, Beginning Teachers, Knowledge Base for Teaching, Mathematics Instruction
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Cooley, Laurel; Brantlinger, Andrew; Hannaford-Simpson, Sarah; Shahid, Rushna – Journal of Mathematics Teacher Education, 2021
This paper presents an analysis of how school mathematics credentials, particularly calculus, coupled with elite college degrees can allow for presumed proficiencies, resulting in acceptance to a selective alternative route program (SARP) for secondary mathematics. However, such credentials do not guarantee deep mathematics knowledge nor effective…
Descriptors: Mathematics Teachers, Alternative Teacher Certification, Credentials, Calculus
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Warshauer, Hiroko K.; Starkey, Christina; Herrera, Christine A.; Smith, Shawnda – Journal of Mathematics Teacher Education, 2021
This study examined the development of prospective teachers' (PTs) understanding of productive struggle using video episodes which PTs analyzed through the lens of professional teacher noticing. Our qualitative study included 66 PTs in four sections of a semester-long mathematics content course for prospective elementary and middle school teachers…
Descriptors: Preservice Teachers, Elementary School Teachers, Middle School Teachers, Teacher Behavior
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Florensa, I.; Bosch, M.; Gascón, J. – Journal of Mathematics Teacher Education, 2021
Research in teacher education is still a field dealing with open questions. One of these open fields is the incorporation of new pedagogical principles such as inquiry-based processes. In this transition encouraged by most national curricula, knowledge involved in study processes changes heavily: it moves from well-established and static knowledge…
Descriptors: Teacher Education, Teaching Methods, Inquiry, Epistemology
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Weiland, Travis; Orrill, Chandra Hawley; Nagar, Gili Gal; Brown, Rachael Eriksen; Burke, James – Journal of Mathematics Teacher Education, 2021
Proportional reasoning is foundational in school mathematics. Despite the importance of proportional reasoning, little has been written about the knowledge needed for teachers to teach proportional reasoning relative to its importance. In this paper, we present an initial definition for a robust understanding of proportional reasoning for teaching…
Descriptors: Mathematical Concepts, Logical Thinking, Mathematics Education, Teacher Education
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Wright, Pete – Journal of Mathematics Teacher Education, 2021
This paper explores the potential of participatory action research to bring about significant changes in practice in a context in which more conventional approaches to research have had limited impact. It focuses on secondary mathematics classrooms where teaching approaches characterised by memorising and practising mathematical procedures, with…
Descriptors: Mathematics Instruction, Educational Change, Action Research, Participatory Research
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