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Wessman-Enzinger, Nicole M.; Tobias, Jennifer M. – Journal of Mathematics Teacher Education, 2022
Elementary and middle school prospective teachers participated in semi-structured problem posing for integer addition and subtraction. The prospective teachers (n = 98) posed a variety of different stories, but this paper focuses on the temperature stories they posed. Results include descriptions of their posed temperature stories through the lens…
Descriptors: Preservice Teachers, Elementary School Teachers, Problem Solving, Addition
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Machalow, Rowan; Goldsmith-Markey, Lindsay T.; Remillard, Janine T. – Journal of Mathematics Teacher Education, 2022
This study explores narratives about critical moments in mathematics learning written by K-8 pre-service teachers' (PSTs) in the United States over a 20-year period. These critical moments, such as a single memorable task, course, test, or comment from a teacher, had a powerful and sustained impact on PSTs' mathematics identities, which they…
Descriptors: Preservice Teachers, Mathematics Teachers, Teacher Attitudes, Mathematics Instruction
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Matranga, Anthony; Silverman, Jason – Journal of Mathematics Teacher Education, 2022
Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers' professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics…
Descriptors: Faculty Development, Mathematics Teachers, Online Courses, Social Networks
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Chen, Lizhen; Akarsu, Murat; Bofferding, Laura – Journal of Mathematics Teacher Education, 2022
A challenge for prospective teachers (PTs) is to determine what students know about a topic through asking appropriate questions and being thoughtful about the wording of these questions so as to capture and reframe students' spontaneous mathematical thinking and eventually unriddle the fuzzy boundary of students' complex thinking. This study…
Descriptors: Preservice Teachers, Questioning Techniques, Kindergarten, Subtraction
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Nachlieli, Talli; Heyd-Metzuyanim, Einat – Journal of Mathematics Teacher Education, 2022
This paper focuses on the discourse of teachers and instructors in a TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) setting and on the discursive mechanisms that afford such learning. We conceptualize learning in this PD as a change in a teacher's pedagogical discourse--from alignment with Delivery…
Descriptors: Middle School Teachers, Professional Development, Mathematics Instruction, Conflict
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Leavy, Aisling; Hourigan, Mairéad – Journal of Mathematics Teacher Education, 2022
Responding to mathematical problems is a core activity in classrooms. The problems that teachers select determine the mathematical content, processes and nature of mathematical inquiry occurring in classrooms and thereby contribute to the development of mathematical skills and dispositions. Selecting, designing or reformulating mathematical…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Skills, Problem Solving
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Stein, Mary Kay; Russell, Jennifer Lin; Bill, Victoria; Correnti, Richard; Speranzo, Laurie – Journal of Mathematics Teacher Education, 2022
The past decade has witnessed a strong, standards-based call for improving what mathematics is taught and how it is taught. In the USA, districts have hired instructional coaches to help teachers shift their teaching from algorithm-based instruction to instruction that is more student-centered and conceptually focused. The purpose of this study…
Descriptors: Coaching (Performance), Faculty Development, Mathematics Instruction, Student Centered Learning
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Copur-Gencturk, Yasemin; Jacobson, Erik; Rasiej, Richard – Journal of Mathematics Teacher Education, 2022
Instruments designed to measure teachers' knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers' knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little…
Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Common Core State Standards, Teacher Evaluation
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Melville, Matthew David; Corey, Douglas Lyman – Journal of Mathematics Teacher Education, 2022
"Kyouzaikenkyuu" (translated as "instructional materials research") is said to be a crucial part of successful Japanese lesson study. "Kyouzaikenkyuu" is described as the planning portion of the research lesson during lesson study. "Kyouzaikenkyuu" is also said to be done on a daily basis by Japanese…
Descriptors: Foreign Countries, Mathematics Teachers, Junior High School Teachers, Lesson Plans
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Asempapa, Reuben S.; Brooks, Gordon P. – Journal of Mathematics Teacher Education, 2022
The effective teaching and learning of mathematics through mathematical modeling and connecting mathematics to the real world has gained rapid growth at various educational levels all over the world. The growth in modeling practices in the United States of America (US) and the international community is the result of the development and…
Descriptors: Factor Analysis, Teacher Attitudes, Mathematics Teachers, Standards
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Amador, Julie M. – Journal of Mathematics Teacher Education, 2022
Noticing is a skill that is not overtly observable yet is consequential to effective mathematics instruction. Researchers have found that prospective and practicing teachers can learn to notice, but little focus has been given to those who teach teachers to notice. The purpose of the study was to characterize mathematics teacher educators'…
Descriptors: Mathematics Instruction, Mathematics Teachers, Attention, Teacher Educators
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Voutsina, Chronoula; Alderton, Julie; Wilson, Kirsty; Ineson, Gwen; Donaldson, Gina; Rowland, Tim – Journal of Mathematics Teacher Education, 2022
In this paper, we report an enquiry into elementary preservice teachers' learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary Initial Teacher Education in English universities, we co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen…
Descriptors: Elementary School Mathematics, Preservice Teacher Education, Preservice Teachers, Foreign Countries
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Yee, Sean; Deshler, Jessica; Rogers, Kimberly Cervello; Petrulis, Robert; Potvin, Christopher D.; Sweeney, James – Journal of Mathematics Teacher Education, 2022
In this study, we sought to identify how feedback about classroom observations affected novice university mathematics instructors' (UMIs) teaching practices. Specifically, we examined how a Red-Yellow-Green feedback system (RYG feedback) affected graduate student instructor (GSI) scores on an observation protocol (GSIOP). The protocol was…
Descriptors: Classroom Observation Techniques, Observation, Formative Evaluation, Feedback (Response)
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Wang, Chongyang; Wang, Lidong – Journal of Mathematics Teacher Education, 2022
This paper presents a discussion on a new focus area in mathematics teacher education, namely the mathematics teacher in shadow education (SE mathematics teacher). It addresses three issues pertaining to SE mathematics teachers: special knowledge and expertise they need to possess, teacher qualification and selection and SE mathematics teacher…
Descriptors: Mathematics Teachers, Private Education, Teacher Education, Teacher Qualifications
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Masingila, Joanna O.; Olanoff, Dana – Journal of Mathematics Teacher Education, 2022
This article reports on a second national survey of higher education institutions in the USA to answer the question "Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors' academic and teaching backgrounds?" and addresses valuable information not collected with the first survey…
Descriptors: Mathematics Teachers, Elementary School Teachers, Preservice Teachers, Teacher Educators
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