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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

Mintos, Alexia; Hoffman, Andrew J.; Kersey, Elizabeth; Newton, Jill; Smith, Dana – Journal of Mathematics Teacher Education, 2019

Understanding how mathematics preservice teachers (M-PSTs) learn about issues of equity is essential to addressing the inequities that persist in mathematics education. In this article, we use (Gutiérrez, in: Herbel-Eisenmann, Choppin, Wagner, Pimm (eds) Equity in discourse for mathematics education: theories, practices, and policies, Springer,…

Descriptors: Mathematics Education, Preservice Teachers, Preservice Teacher Education, Secondary Education

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

Ostermann, Andreas; Leuders, Timo; Nückles, Matthias – Journal of Mathematics Teacher Education, 2018

To teach adaptively, teachers should be able to take the students' level of knowledge into account. Therefore, a key component of pedagogical content knowledge (PCK) is the ability to assume the students' perspectives. However, due to the so-called expert blind spot, teachers tend to misestimate their students' knowledge, such as when estimating…

Descriptors: Difficulty Level, Preservice Teachers, Mathematics, Graphs

Leikin, Roza; Zazkis, Rina; Meller, Michal – Journal of Mathematics Teacher Education, 2018

We believe that professional mathematicians who teach undergraduate mathematics courses to prospective teachers play an important role in the education of secondary school mathematics teachers. Thus, we explored the views of research mathematicians on the mathematics that should be taught to prospective mathematics teachers, on how the courses…

Descriptors: Mathematics, Professional Personnel, Teacher Educators, Secondary School Mathematics

Wake, Geoff; Swan, Malcolm; Foster, Colin – Journal of Mathematics Teacher Education, 2016

This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts…

Descriptors: Professional Development, Cooperation, Mathematics, Mathematics Instruction

Thanheiser, Eva; Olanoff, Dana; Hillen, Amy; Feldman, Ziv; Tobias, Jennifer M.; Welder, Rachael M. – Journal of Mathematics Teacher Education, 2016

Mathematical task design has been a central focus of the mathematics education research community over the last few years. In this study, six university teacher educators from six different US institutions formed a community of practice to explore key aspects of task design (planning, implementing, reflecting, and modifying) in the context of…

Descriptors: Mathematics, Mathematics Instruction, Elementary School Teachers, Elementary School Mathematics

Tempier, Frédérick – Journal of Mathematics Teacher Education, 2016

Many studies have shown the difficulties of learning and teaching the decimal number system for whole numbers. In the case of numbers bigger than one hundred, complexity is partly due to the multitude of possible relationships between units. This study was aimed to develop conditions of a resource which can help teachers to enhance their teaching…

Descriptors: Mathematics, Mathematical Concepts, Mathematics Instruction, Mathematical Logic

Jung, Hyunyi; Brady, Corey – Journal of Mathematics Teacher Education, 2016

Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher's own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for…

Descriptors: Mathematics, Mathematics Instruction, Teacher Role, Mathematics Teachers

Misfeldt, Morten; Zacho, Lis – Journal of Mathematics Teacher Education, 2016

In this article, we address how the design of educational scenarios can support teachers' adoption of both technology and open-ended projects indorsing creativity and innovation. We do that by describing how groups of teachers develop digital learning environments supporting using a combination of GeoGebra and Google sites. Both teachers and…

Descriptors: Mathematics, Mathematics Instruction, Vignettes, Teacher Collaboration

Coles, Alf; Brown, Laurinda – Journal of Mathematics Teacher Education, 2016

A problem identified in the literature around task design is the persistence of a gap between teacher intention and student activity. We show how principles designed around the making of distinctions and having an explicit language of mathematical thinking can eliminate the "gap" by guiding teacher planning, teacher actions in the…

Descriptors: Mathematics, Mathematics Instruction, Task Analysis, Teacher Student Relationship

Jones, Keith; Pepin, Birgit – Journal of Mathematics Teacher Education, 2016

Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the "design" of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to…

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

Johnson, Raymond; Severance, Samuel; Penuel, William R.; Leary, Heather – Journal of Mathematics Teacher Education, 2016

How teachers make sense of new academic standards significantly shapes the implementation of those standards. Professional development organized around the analysis of mathematical tasks has potential to prepare teachers for standards implementation by helping them develop common understandings of standards and how to help students meet ambitious…

Descriptors: Research and Development, Theory Practice Relationship, Academic Standards, Professional Development

Hansen, Alice; Mavrikis, Manolis; Geraniou, Eirini – Journal of Mathematics Teacher Education, 2016

This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers' professional development. Tapping into an existing community of practice of mathematics specialist teachers, the study identifies how a cooperative enquiry approach utilising workshops and school-based visits challenged 23 competent primary…

Descriptors: Pedagogical Content Knowledge, Mathematics, Mathematics Instruction, Fractions

Copur-Gencturk, Yasemin; Papakonstantinou, Anne – Journal of Mathematics Teacher Education, 2016

This study examines the effects of professional development on various aspects of teachers' mathematics instruction. Using data collected between 2005 and 2009, we examined the extent to which the instructional practices of 49 US high school teachers who participated in content-based, sustained professional development changed over time. We found…

Descriptors: Longitudinal Studies, Teaching Methods, Classroom Techniques, Secondary School Mathematics