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Gaspard, Cat; Gainsburg, Julie – Journal of Mathematics Teacher Education, 2020

This study investigated the types of questions that prospective teachers of mathematics asked their students during whole-class discussions, how these questions changed over time, and why. Four prospective teachers were interviewed at the beginning and end of a 10-week period of student teaching to elicit their views about the kinds of questions…

Descriptors: Mathematics Instruction, Preservice Teachers, Mathematics Teachers, Questioning Techniques

Gueudet, Ghislaine; Pepin, Birgit; Sabra, Hussein; Trouche, Luc – Journal of Mathematics Teacher Education, 2016

In this study, we investigated design processes in teacher collectives, which have been made possible by new "digital" opportunities: platforms, discussion lists, etc. The object of our study is the French Sésamath teacher association and its design of a grade 10 e-textbook, more precisely the design of the "functions" chapter.…

Descriptors: Mathematics Instruction, Textbooks, Grade 10, Electronic Publishing

Karakok, Gulden; Soto-Johnson, Hortensia; Dyben, Stephenie Anderson – Journal of Mathematics Teacher Education, 2015

This study explores in-service high school mathematics teachers' conception of various forms of complex numbers and ways in which they transition between different representations of these forms. One 90-min interview was conducted with three high school mathematics teachers after they completed three professional development sessions, each 4 h, on…

Descriptors: Secondary School Teachers, Numbers, Mathematics Teachers, Concept Formation

Herbst, Patricio; Kosko, Karl W. – Journal of Mathematics Teacher Education, 2014

This study compared conversations among groups of teachers of high school geometry that had been elicited by a representation of instruction (either a video or an animation) and facilitated with an open-ended agenda. All artifacts used represented instruction scenarios that departed from what, according to prior work, had been hypothesized as…

Descriptors: Animation, Video Technology, Mathematics Teachers, Mathematical Aptitude

Bleiler, Sarah K.; Thompson, Denisse R.; Krajcevski, Milé – Journal of Mathematics Teacher Education, 2014

Mathematics teachers play a unique role as experts who provide opportunities for students to engage in the practices of the mathematics community. Proof is a tool essential to the practice of mathematics, and therefore, if teachers are to provide adequate opportunities for students to engage with this tool, they must be able to validate student…

Descriptors: Mathematics Teachers, Mathematics Instruction, Preservice Teachers, Secondary School Teachers

Francisco, John M.; Maher, Carolyn A. – Journal of Mathematics Teacher Education, 2011

There is a documented need for more opportunities for teachers to learn about students' mathematical reasoning. This article reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in an after-school, classroom-based research project on the development of mathematical ideas involving…

Descriptors: Mathematics Education, Mathematics Teachers, Mathematical Logic, After School Programs

Chapman, Olive; Heater, Brenda – Journal of Mathematics Teacher Education, 2010

This article focuses on an experienced high school mathematics teacher who changed her practice without participating in planned interventions aimed at producing this change. It reports on the nature of the teacher's change from her perspective and an interpretation and understanding of the change from the researcher's perspective. It illustrates…

Descriptors: Mathematics Teachers, Mathematics Instruction, Change Strategies, Educational Change

Slavit, David; Nelson, Tamara Holmlund – Journal of Mathematics Teacher Education, 2010

This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. Specific findings related to the nature of the teacher interactions and subsequent impacts on practice are discussed. The findings focus on (a) the nature of the…

Descriptors: Mathematics Education, Teacher Collaboration, Mathematics Teachers, Inquiry

Alsawaie, Othman N.; Alghazo, Iman M. – Journal of Mathematics Teacher Education, 2010

This is an intervention study that explored the effect of using video lesson analysis methodology (VLAM) on the ability of prospective middle/high school mathematics teachers to analyze mathematics teaching. The sample of the study consisted of 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates…

Descriptors: Experimental Groups, Control Groups, Methods Courses, Teacher Education Curriculum

Cross, Dionne I. – Journal of Mathematics Teacher Education, 2009

This collective case study reports on an investigation into the relationship between mathematics teachers' beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students' learning. Additionally, the study examined the pervasiveness of their beliefs in the…

Descriptors: Mathematics Teachers, Secondary School Teachers, Teacher Attitudes, Beliefs

Planas, Nuria; Civil, Marta – Journal of Mathematics Teacher Education, 2009

This article centers on a professional development project with a group of high school mathematics teachers in Barcelona. The eight participating teachers taught in low-income schools with a high percentage of immigrant students. Our model of professional development is based on the involvement of the teachers as co-researchers of their local…

Descriptors: Social Justice, Mathematics Teachers, Professional Development, Immigrants

Bloom, Irene – Journal of Mathematics Teacher Education, 2007

This paper describes the implementation of extended analysis tasks (EATs) in a required mathematics course for prospective high school mathematics teachers, and investigates the mathematical discovery promoted through engagement with these tasks. Extended analysis tasks are designed to move students beyond the problem context to the underlying…

Descriptors: Mathematics Teachers, Mathematics Instruction, Preservice Teachers, Problem Solving

Wilson, Patricia S.; Cooney, Thomas J.; Stinson, David W. – Journal of Mathematics Teacher Education, 2005

Scholars of decades past, current researchers, and various reform documents all deal, directly or indirectly, with the question of what constitutes good mathematics teaching. Often good teaching is situated in the context of broader educational goals, such as preparing literate citizenry. Researchers generally define good teaching implicitly with…

Descriptors: Secondary School Teachers, Mathematics Instruction, Mathematics Education, Classroom Techniques

Arbaugh, Fran; Brown, Catherine A. – Journal of Mathematics Teacher Education, 2005

In this study we investigate a strategy for engaging high school mathematics teachers in an "initial" examination of their teaching in a way that is nonthreatening and at the same time effectively supports the development of teachers' pedagogical content knowledge [Shulman (1986). "Educational Researcher," 15(2), 4-14]. Based on the work…

Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Teaching Methods, Task Analysis