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Wilkie, Karina J. – Journal of Mathematics Teacher Education, 2019

Mathematics teaching at secondary levels has proven surprisingly resistant to change over the past century. This study draws on two theoretical models to investigate how the process of changing secondary teaching in algebra through school-based professional learning might occur, and its relationship to different external and internal influences on…

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

Felton-Koestler, Mathew D. – Journal of Mathematics Teacher Education, 2019

In this paper I present a case study of one teacher, Harriet, and how her beliefs and practices regarding "equity" and "social justice" in mathematics developed over several years. I use Valsiner's (Culture and the development of children's action: a theory of human development, 2nd edn, Wiley, New York, 1997) zone theory to…

Descriptors: Mathematics Instruction, Mathematics Teachers, Teacher Attitudes, Teaching Methods

Wallin, Abraham J.; Amador, Julie M. – Journal of Mathematics Teacher Education, 2019

Professional support in the form of a year-long video club based on teacher noticing of student thinking was provided to three rural teachers who comprised the entire mathematics department of one secondary school (grades six through twelve). The focus of the study was to understand how participation in a video club structure for rural secondary…

Descriptors: Faculty Development, Secondary School Teachers, Rural Schools, Instructional Design

Hilton, Annette; Hilton, Geoff – Journal of Mathematics Teacher Education, 2019

Proportional reasoning is the ability to use multiplicative thinking and make multiple comparisons. It is known to be challenging for many students and at the same time, many teachers require support to develop sufficient subject matter knowledge and pedagogical content knowledge to teach the diverse concepts that underpin proportional reasoning.…

Descriptors: Mathematical Logic, Mathematics Instruction, Teaching Methods, Elementary School Teachers

Tirosh, Dina; Tsamir, Pessia; Levenson, Esther S.; Barkai, Ruthi; Tabach, Michal – Journal of Mathematics Teacher Education, 2019

This study investigates 27 preschool teachers' verbalization of various aspects of pattern structure as well as their knowledge of pattern structure while solving patterning activities. Aspects of structure that are investigated include the unit of repeat, its length and the amount of times it is repeated, and whether or not the pattern ends in a…

Descriptors: Preschool Teachers, Teacher Characteristics, Repetition, Mathematical Concepts

Cooper, Jason; Karsenty, Ronnie – Journal of Mathematics Teacher Education, 2018

Is it possible that a meeting of mathematicians and primary school teachers will be productive? This question became intriguing when one professor of mathematics initiated a professional development course for practicing primary school teachers, which he taught alongside a group of mathematics Ph.D. students. This report scrutinizes the uncommon…

Descriptors: Mathematics Instruction, Mathematics Teachers, Mathematics, Professional Personnel

Kutaka, T. S.; Ren, L.; Smith, W. M.; Beattie, H. L.; Edwards, C. P.; Green, J. L.; Chernyavskiy, P.; Stroup, W.; Heaton, R. M.; Lewis, W. J. – Journal of Mathematics Teacher Education, 2018

This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of…

Descriptors: Elementary School Mathematics, Mathematics Teachers, Primary Education, Pedagogical Content Knowledge

Li, Wenjuan; Castro Superfine, Alison – Journal of Mathematics Teacher Education, 2018

This descriptive case study examines six mathematics teacher educators' (MTEs) perspectives on their design of content courses for elementary preservice teachers. By focusing on MTE's design goals and considerations for their mathematics content courses, the means by which they achieved these course design goals, and the challenges they…

Descriptors: Mathematics Teachers, Mathematics Instruction, Teacher Educators, Faculty Development

Chen, Jian-Cheng; Lin, Fou-Lai; Yang, Kai-Lin – Journal of Mathematics Teacher Education, 2018

This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator--researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and…

Descriptors: Mathematics Teachers, Faculty Development, Mathematics Instruction, Mathematical Concepts

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

Widjaja, Wanty; Vale, Colleen; Groves, Susie; Doig, Brian – Journal of Mathematics Teacher Education, 2017

Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections…

Descriptors: Communities of Practice, Faculty Development, Coaching (Performance), Attitude Measures

Sherin, Miriam Gamoran; Dyer, Elizabeth B. – Journal of Mathematics Teacher Education, 2017

Numerous video-based programs have been developed to support mathematics teachers in reflecting on and examining classrooms interactions without the immediate demands of instruction. An important premise of such work is that teacher learning occurs at the time that the video is viewed and discussed with teachers. Recent advances in technology,…

Descriptors: Mathematics Instruction, Mathematics Teachers, Video Technology, Teacher Education

Vogler, Anna-Marietha; Prediger, Susanne – Journal of Mathematics Teacher Education, 2017

Video is often used in professional development courses to sensitize mathematics teachers to students' thinking and issues of classroom interaction. This article presents an approach that incorporates students' perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers' reflection on…

Descriptors: Video Technology, Faculty Development, Mathematics Instruction, Mathematics Teachers

Karsenty, Ronnie; Arcavi, Abraham – Journal of Mathematics Teacher Education, 2017

The VIDEO-LM project (Viewing, Investigating and Discussing Environments of Learning Mathematics) is aimed at enhancing mathematics teachers' reflection on their professional practice, through watching and discussing videotaped lessons of unknown teachers. The discussions are guided by the use of an analytic framework, comprised of six detailed…

Descriptors: Mathematics Teachers, Mathematics Instruction, Teaching Methods, Technology Uses in Education

Hollingsworth, Hilary; Clarke, David – Journal of Mathematics Teacher Education, 2017

This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to…

Descriptors: Video Technology, Technology Uses in Education, Reflective Teaching, Educational Practices