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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

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

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

Roth McDuffie, Amy; Choppin, Jeffrey; Drake, Corey; Davis, Jon D.; Brown, Jennifer – Journal of Mathematics Teacher Education, 2018

Eight middle school mathematics teachers' perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers' noticing practices with curriculum materials and the CCSSM when planning, enacting,…

Descriptors: Middle School Teachers, Teacher Attitudes, Instructional Materials, Common Core State Standards

Suh, Jennifer; Seshaiyer, Padmanabhan – Journal of Mathematics Teacher Education, 2015

This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that consisted of a 1-week summer content-focused institute with school-based follow-up Lesson Study cycles in…

Descriptors: Teacher Improvement, Teacher Collaboration, Middle School Teachers, Elementary School Teachers

Jacobson, Erik; Izsák, Andrew – Journal of Mathematics Teacher Education, 2015

Past studies have suggested that in light of recent curriculum standards, many US teachers make limited use of drawn models in their mathematics instruction. To gain insight into this phenomenon, we investigated relationships between US teachers' opportunities to learn about, knowledge of, motivation for, and instructional use of drawn models for…

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

Warshauer, Hiroko Kawaguchi – Journal of Mathematics Teacher Education, 2015

Prior studies suggest that struggling to make sense of mathematics is a necessary component of learning mathematics with understanding. Little research exists, however, on what the struggles look like for middle school students and how they can be productive. This exploratory case study, which used episodes as units of analysis, examined 186…

Descriptors: Middle School Students, Secondary School Mathematics, Case Studies, Classification

van den Kieboom, Leigh A.; Magiera, Marta T.; Moyer, John C. – Journal of Mathematics Teacher Education, 2014

In this study, we explored the relationship between prospective teachers' algebraic thinking and the questions they posed during one-on-one diagnostic interviews that focused on investigating the algebraic thinking of middle school students. To do so, we evaluated prospective teachers' algebraic thinking proficiency across 125…

Descriptors: Preservice Teachers, Algebra, Mathematical Concepts, Mathematics Instruction

Lannin, John K.; Webb, Matthew; Chval, Kathryn; Arbaugh, Fran; Hicks, Sarah; Taylor, Cynthia; Bruton, Rebecca – Journal of Mathematics Teacher Education, 2013

Recent research efforts (Schmidt et al. in "The preparation gap: teacher education for middle school mathematics in six countries," MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical…

Descriptors: Beginning Teachers, Middle School Teachers, Faculty Development, Pedagogical Content Knowledge

Peterson, Blake E. – Journal of Mathematics Teacher Education, 2005

The Third International Mathematics and Science Study (TIMSS) reports that the mathematics teaching in Japan is distinctly different from that found in the United States. They attribute part of that difference to the professional development practice of Lesson Study. However, is the pre-service preparation of Japanese mathematics teachers also…

Descriptors: Foreign Countries, Junior High Schools, Mathematics Teachers, Student Teachers