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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

Callejo, María Luz; Zapatera, Alberto – Journal of Mathematics Teacher Education, 2017

The aim of this research is to characterize profiles of the teaching competence "noticing students' mathematical thinking" in the context of the pattern generalization. Prospective primary teachers were asked to describe and interpret the answers of three primary students to three linear pattern generalization problems. Five profiles for…

Descriptors: Preservice Teachers, Elementary School Teachers, Elementary School Students, Generalization

Simpson, Amber; Haltiwanger, Leigh – Journal of Mathematics Teacher Education, 2017

This mixed methods study investigates the ways in which secondary mathematics prospective teachers acquire skills needed to attend to, interpret, and respond to students' mathematical thinking and the ways in which their perceived strengths and weaknesses influence their skills when this type of formalized training is not part of their program.…

Descriptors: Mixed Methods Research, Preservice Teachers, Secondary School Teachers, Secondary School Mathematics

Chen, Rong-Ji – Journal of Mathematics Teacher Education, 2017

Previous research has adopted various approaches to examining teachers' and students' relationships to mathematics. The current study extended this line of research and investigated six prospective elementary school teachers' experiences in mathematics and how they saw themselves as learners of mathematics. One-on-one interviews with the…

Descriptors: Preservice Teachers, Elementary School Teachers, Interviews, Reflection

Hjalmarson, Margret A. – Journal of Mathematics Teacher Education, 2017

This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the…

Descriptors: Synchronous Communication, Online Courses, Specialists, Mathematics Instruction

Hohensee, Charles – Journal of Mathematics Teacher Education, 2017

Researchers have argued that integrating early algebra into elementary grades will better prepare students for algebra. However, currently little research exists to guide teacher preparation programs on how to prepare prospective elementary teachers to teach early algebra. This study examines the insights and challenges that prospective teachers…

Descriptors: Algebra, Preservice Teachers, Preservice Teacher Education, Mathematics Instruction

Taylan, Rukiye Didem – Journal of Mathematics Teacher Education, 2017

This study investigated a highly accomplished third-grade teacher's noticing of students' mathematical thinking as she taught multiplication and division. Through an innovative method, which allowed for documenting in-the-moment teacher noticing, the author was able to explore teacher noticing and reflective practices in the context of classroom…

Descriptors: Mathematical Logic, Grade 3, Multiplication, Arithmetic

Eckert, Andreas; Nilsson, Per – Journal of Mathematics Teacher Education, 2017

This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher's role in the negotiation of meaning. Using methods inspired by grounded theory,…

Descriptors: Mathematics Instruction, Mathematics Activities, Probability, Teacher Role

Cai, Jinfa; Ding, Meixia – Journal of Mathematics Teacher Education, 2017

Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…

Descriptors: Foreign Countries, Mathematics Teachers, Mathematical Aptitude, Mathematics Achievement

Cayton, Charity; Hollebrands, Karen; Okumus, Samet; Boehm, Ethan – Journal of Mathematics Teacher Education, 2017

This study investigates three teachers' uses of a dynamic geometry program (The Geometer's Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers' actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association…

Descriptors: Geometry, Secondary School Mathematics, Teaching Experience, Technology Uses in Education

Felton-Koestler, Mathew D. – Journal of Mathematics Teacher Education, 2017

In this article, I introduce a framework--the What, Who, and How of mathematics--that emerged from studying my teaching of prospective teachers and their views of the social and political dimensions of mathematics teaching and learning. The What, Who, How framework asks us to consider What messages we send about mathematics and the world, Whose…

Descriptors: Mathematics Education, Preservice Teachers, Student Teacher Attitudes, Politics of Education

Stoehr, Kathleen Jablon – Journal of Mathematics Teacher Education, 2017

Mathematics education researchers have investigated mathematics anxiety in prospective elementary teachers. While many of these studies have focused on the bodily sensations and emotions of mathematics anxiety, particularly those felt in assessment situations, opportunities remain to investigate how prospective elementary teachers interpret their…

Descriptors: Preservice Teachers, Mathematics Anxiety, Elementary Education, Females

Solomon, Yvette; Eriksen, Elisabeta; Smestad, Bjørn; Rodal, Camilla; Bjerke, Annette Hessen – Journal of Mathematics Teacher Education, 2017

An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university-school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian…

Descriptors: Preservice Teachers, Mathematics Teachers, Elementary School Teachers, Focus Groups