NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 249 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
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
Cooper, Jason; Olsher, Shai; Yerushalmy, Michal – Journal of Mathematics Teacher Education, 2020
With the emergence of e-textbooks, along with expectations to integrate technology in instruction, teachers are becoming significant co-designers of the curriculum. Informed selection and sequencing of learning resources requires sensitivity to didactic nuance, and tools to support development and application of such sensitivity. Teachers'…
Descriptors: Metadata, Textbook Selection, Electronic Publishing, Curriculum Design
Peer reviewed Peer reviewed
Direct linkDirect link
Walkoe, Janet; Sherin, Miriam; Elby, Andrew – Journal of Mathematics Teacher Education, 2020
Among mathematics teacher educators, a consensus has emerged that exemplary teaching involves attention to students' thinking. This consensus stems, in part, from theoretical and empirical work highlighting the importance of teachers' being able to make thoughtful in-the-moment decisions, building on students' ideas to adjust the ongoing lesson.…
Descriptors: Mathematics Education, Mathematics Teachers, Teacher Educators, Video Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Davis, Brent; Towers, Jo; Chapman, Olive; Drefs, Michelle; Friesen, Sharon – Journal of Mathematics Teacher Education, 2020
We examine the relationship between how teachers talk about teaching and their actual teaching practices. Analyses of their talk were based on extensive transcripts and writings and focused on metaphors and images invoked when discussing knowledge, learning, and teaching. Three distinct and coherent webs of association were identified, which we…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teaching Methods, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Leavy, Aisling; Hourigan, Mairéad – Journal of Mathematics Teacher Education, 2020
Problem solving is a key priority in school mathematics. Central to the valuable role played by problem solving is the quality of the problems posed. While we recognize the features of good problems and how to support learners in solving problems, less is known about the ways in which prospective teachers' (PTs) conceptions of what constitutes a…
Descriptors: Mathematics Education, Preservice Teacher Education, Preservice Teachers, Mathematics Teachers
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
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Land, Tonia J.; Tyminski, Andrew M.; Drake, Corey – Journal of Mathematics Teacher Education, 2019
The mathematics education field recognizes the importance of noticing children's mathematical thinking as a means for supporting children in learning mathematics (Sherin et al. Mathematics teacher noticing. Routledge, New York, 2010). Using the existing literature base around teachers' knowledge of children's mathematical thinking and…
Descriptors: Mathematics Instruction, Mathematics Teachers, Thinking Skills, Mathematical Logic
Peer reviewed Peer reviewed
Direct linkDirect link
Galligan, Linda; Axelsen, Taryn; Pennicott, Toni; Addie, Ron; Galbraith, Peter; Woolcott, Geoff – Journal of Mathematics Teacher Education, 2019
Mathematical modelling is increasingly becoming an integral component of mathematical curricular in primary and secondary schools throughout the world. However, in Australia modelling skills are currently rarely found in university teacher preparation courses. Limited experience with modelling processes, as well as a lack of confidence and…
Descriptors: Mathematics Education, Mathematical Models, Preservice Teachers, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Wasserman, Nicholas H.; Weber, Keith; Fukawa-Connelly, Timothy; McGuffey, William – Journal of Mathematics Teacher Education, 2019
Most prospective secondary mathematics teachers complete a course in real analysis, yet view the content as unrelated to their future teaching. We leveraged a theoretically motivated instructional model to design modules for a real analysis course that could inform secondary teachers' pedagogy, focusing on how this model was implemented in a…
Descriptors: Mathematics Teachers, Mathematics Instruction, Curriculum Design, Secondary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Tirosh, Dina; Tsamir, Pessia; Levenson, Esther S.; Barkai, Ruthi – Journal of Mathematics Teacher Education, 2019
This paper raises the possibility of enhancing prospective and practicing teachers' awareness of example use in classrooms by using theories to analyze an authentic case. The study was carried out in the context of a university course where participants analyzed an excerpt from a tenth-grade geometry class. A qualitative analysis of participants'…
Descriptors: Teaching Methods, Classroom Techniques, Preservice Teachers, Mathematics Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Hyung Sook; Coomes, Jacqueline; Yim, Jaehoon – Journal of Mathematics Teacher Education, 2019
In this study, we specify teacher's knowledge and beliefs that influence their enactment of mathematics tasks. The use of tasks in lessons requires teachers to consider students' mathematical thinking and to know how to effectively implement tasks. Among the many aspects of teachers' understanding of students and ability to implement tasks for…
Descriptors: Teacher Attitudes, Prior Learning, Teaching Methods, Teacher Characteristics
Peer reviewed Peer reviewed
Direct linkDirect link
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
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  17