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Kinser-Traut, Jennifer Y.; Turner, Erin E. – Journal of Mathematics Teacher Education, 2020
A critical role of mathematics teacher education is to equip teachers with understandings and ambitious practices that support effective mathematics teaching for students from diverse backgrounds, specifically connecting to children's mathematical thinking (CMT) and children's linguistic, cultural, and family funds of knowledge (CFoK). Drawing on…
Descriptors: Mathematics Teachers, Preservice Teacher Education, Mathematics Instruction, Student Diversity
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Melhuish, Kathleen; Thanheiser, Eva; Guyot, Layla – Journal of Mathematics Teacher Education, 2020
Justifying and generalizing are essential forms of mathematical reasoning, yet, teachers struggle both to produce and identify justifications and generalizations. In comparing elementary school teachers' self-reported levels of noticing justifying and generalizing in their own classrooms and the levels researchers observed in two consecutive…
Descriptors: Mathematical Logic, Mathematics Instruction, Generalization, Elementary School Teachers
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Tallman, Michael A.; Frank, Kristin M. – Journal of Mathematics Teacher Education, 2020
This paper reports findings from a study that establishes empirical support for Harel's (Zentralblatt für Didaktik der Math 40:893-907 2008b) inclusion of "mathematical ways of thinking" as a component of teachers' professional knowledge base. Specifically, we examined the role of "quantitative reasoning" (Smith and Thompson,…
Descriptors: Knowledge Base for Teaching, Mathematics, Logical Thinking, Secondary School Teachers
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Wickstrom, Megan H.; Langrall, Cynthia W. – Journal of Mathematics Teacher Education, 2020
Researchers have hypothesized and, in some cases, shown that hypothetical learning trajectories (LT)s can be effective tools in teaching, but implementation, across individual teachers, varies. From the literature base, we have identified six ways researchers have hypothesized teachers might be able to use LTs in their work as teachers:…
Descriptors: Teachers, Learning Processes, Teaching Methods, Student Evaluation
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Monson, Debra; Krupa, Erin; Lesseig, Kristin; Casey, Stephanie – Journal of Mathematics Teacher Education, 2020
This paper highlights the second phase of a multi-university research project focusing on improving secondary prospective mathematics teachers' abilities to respond to student thinking. This work is based on an Interview Module, created by the authors, which showed gains in prospective teachers' (PSTs) abilities to attend to and interpret student…
Descriptors: Preservice Teacher Education, Preservice Teachers, Secondary School Teachers, Teacher Student Relationship
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Kastberg, Signe E.; Lischka, Alyson E.; Hillman, Susan L. – Journal of Mathematics Teacher Education, 2020
Mathematics teacher educators' (MTEs') written feedback is an instantiation of teaching practice and provides information to support the developing understanding of prospective teachers (PTs), yet no research has been undertaken to characterize such feedback. Research on feedback forms, including written feedback, has focused on information…
Descriptors: Teacher Educators, Feedback (Response), Preservice Teachers, Mathematics Teachers
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Stevens, Alexis L.; Wilkins, Jesse L. M.; Lovin, LouAnn H.; Siegfried, John; Norton, Anderson; Busi, Richard – Journal of Mathematics Teacher Education, 2020
In a previous study, we validated the fractions schemes and operations trajectory (Norton and Wilkins 2012; Steffe in J Math Behav 20(3): 267-307, 2002; Steffe and Olive Children's fractional knowledge. Springer, New York, 2010; Wilkins and Norton 2011) with PreK-8 prospective teachers and explored PreK-8 prospective teachers' understanding of…
Descriptors: Preservice Teachers, Mathematics Instruction, Fractions, Teaching Methods
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Jansen, Amanda; Gallivan, Heather R.; Miller, Emily – Journal of Mathematics Teacher Education, 2020
The purpose of this study is to investigate the impact of teacher education by examining instructional visions of graduates from a teacher education program, 2 or 3 years post-graduation. An instructional vision is a teacher's idealized image of teaching practice, encompassing aspirations and hopes of what could occur in her classroom. We…
Descriptors: Beginning Teachers, Graduates, Teacher Attitudes, Program Effectiveness
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Cooper, Jason; Olsher, Shai; Yerushalmy, Michal – Journal of Mathematics Teacher Education, 2020
With the emergence of e-textbooks, along with expectations to integrate technology in instruction, teachers are becoming significant co-designers of the curriculum. Informed selection and sequencing of learning resources requires sensitivity to didactic nuance, and tools to support development and application of such sensitivity. Teachers'…
Descriptors: Metadata, Textbook Selection, Electronic Publishing, Curriculum Design
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Walkoe, Janet; Sherin, Miriam; Elby, Andrew – Journal of Mathematics Teacher Education, 2020
Among mathematics teacher educators, a consensus has emerged that exemplary teaching involves attention to students' thinking. This consensus stems, in part, from theoretical and empirical work highlighting the importance of teachers' being able to make thoughtful in-the-moment decisions, building on students' ideas to adjust the ongoing lesson.…
Descriptors: Mathematics Education, Mathematics Teachers, Teacher Educators, Video Technology
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Davis, Brent; Towers, Jo; Chapman, Olive; Drefs, Michelle; Friesen, Sharon – Journal of Mathematics Teacher Education, 2020
We examine the relationship between how teachers talk about teaching and their actual teaching practices. Analyses of their talk were based on extensive transcripts and writings and focused on metaphors and images invoked when discussing knowledge, learning, and teaching. Three distinct and coherent webs of association were identified, which we…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teaching Methods, Teacher Attitudes
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Leavy, Aisling; Hourigan, Mairéad – Journal of Mathematics Teacher Education, 2020
Problem solving is a key priority in school mathematics. Central to the valuable role played by problem solving is the quality of the problems posed. While we recognize the features of good problems and how to support learners in solving problems, less is known about the ways in which prospective teachers' (PTs) conceptions of what constitutes a…
Descriptors: Mathematics Education, Preservice Teacher Education, Preservice Teachers, Mathematics Teachers
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Estrella, Soledad; Zakaryan, Diana; Olfos, Raimundo; Espinoza, Gonzalo – Journal of Mathematics Teacher Education, 2020
Among the critical components related to the improvement of mathematics learning are the design of high cognitive demand tasks and teachers' ability to maintain these cognitive demands during their implementation of lessons. We investigate the factors affecting the maintenance and decline of cognitive demand in the implementation of a statistics…
Descriptors: Mathematics Instruction, Difficulty Level, Cognitive Processes, Elementary School Mathematics
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Stockero, Shari L.; Leatham, Keith R.; Ochieng, Mary A.; Van Zoest, Laura R.; Peterson, Blake E. – Journal of Mathematics Teacher Education, 2020
Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers' orientations--their beliefs, values, and preferences--influence their actions, so one important…
Descriptors: Mathematics Instruction, Group Discussion, Teaching Methods, Teacher Attitudes
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Swars Auslander, Susan; Smith, Stephanie Z.; Smith, Marvin E.; Myers, Kayla – Journal of Mathematics Teacher Education, 2020
Increased accountability demands are being placed on teacher preparation programs across the USA to demonstrate competencies of their teacher candidates. As a means of evaluating teacher candidates' instructional effectiveness and readiness for their own classrooms, some programs are using standardized teacher performance assessments, with faculty…
Descriptors: Elementary School Teachers, High Stakes Tests, Preservice Teacher Education, Teacher Competencies
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