NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 61 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Jankvist, Uffe Thomas; Clark, Kathleen Michelle; Mosvold, Reidar – Journal of Mathematics Teacher Education, 2020
What mathematical knowledge is required for teaching has been researched by many, with Ball et al. (J Teach Educ 59(5):389-407, 2008) and their practice-based theory of mathematical knowledge for teaching (MKT) primary among them. However, what is required in terms of mathematical knowledge for teacher educator training has been researched much…
Descriptors: Mathematics Teachers, Mathematics Instruction, Knowledge Level, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Yopp, David A.; Burroughs, Elizabeth A.; Sutton, John T.; Greenwood, Mark C. – Journal of Mathematics Teacher Education, 2019
This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach. Participants in this study were 51 school-based mathematics classroom coaches in the USA and 180 of the…
Descriptors: Elementary School Teachers, Middle School Teachers, Coaching (Performance), Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Earnest, Darrell; Amador, Julie M. – Journal of Mathematics Teacher Education, 2019
Curriculum materials are integral to the mathematics classroom, yet little is known about how teachers read curriculum in order to envision enactment. Through an assignment involving an approximation of actual teaching practice, we investigated prospective teachers' documentational genesis (Pepin et al. in ZDM 45:929-943, 2013) from curriculum…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Instruction, Assignments
Peer reviewed Peer reviewed
Direct linkDirect link
Otten, Samuel; Keazer, Lindsay M.; Karaman, Ruveyda – Journal of Mathematics Teacher Education, 2019
The discipline of mathematics values precision and teachers are accountable for promoting and supporting their students in attending to precision (ATP), which in the USA is an explicit standard for mathematical practice included in the "Common Core State Standards for Mathematics." This study used thematic discourse analysis to examine…
Descriptors: Discourse Analysis, Teacher Role, Teacher Student Relationship, Middle School Teachers
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5