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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

Pino-Fan, Luis R.; Godino, Juan D.; Font, Vicenç – Journal of Mathematics Teacher Education, 2018

In recent years, there has been a growing interest in studying the knowledge that mathematics teachers require in order for their teaching to be effective. However, only a few studies have focused on the design and application of instruments that are capable of exploring different aspects of teachers' didactic-mathematical knowledge about specific…

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

Norton, Stephen; Zhang, Qinqiong – Journal of Mathematics Teacher Education, 2018

The preparation of teachers to teach mathematics to primary school children differs across nations and cultures. This study used mixed methods to examine the basic content knowledge of trainee teachers in Australia and China. A simple test (30 questions) of content based on an international comparative study in mathematics teacher training found…

Descriptors: Mathematics Teachers, Teacher Education, Elementary School Mathematics, Elementary School Teachers

Beswick, Kim; Goos, Merrilyn – Journal of Mathematics Teacher Education, 2018

The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher…

Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Teacher Educators, Knowledge Base for Teaching

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

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

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

Roller, Sarah A. – Journal of Mathematics Teacher Education, 2016

Most teacher preparation programs have embraced the use of video as an effective methodology for developing teachers' noticing skills. This study focused on learning about what secondary mathematics prospective teachers (PSTs) were able to notice when viewing video of their own co-teaching, particularly in a microteaching setting that consisted of…

Descriptors: Video Technology, Preservice Teachers, Secondary School Mathematics, Mathematics Teachers

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

Anhalt, Cynthia Oropesa; Cortez, Ricardo – Journal of Mathematics Teacher Education, 2016

This study examines the evolution of 11 prospective teachers' understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include…

Descriptors: Mathematical Models, Secondary School Mathematics, Teacher Education, Preservice Teachers

Levenson, Esther – Journal of Mathematics Teacher Education, 2015

This study explores the relationship between participating in a graduate course aimed at enhancing teachers' theoretical and practical knowledge of mathematical creativity and one teacher's changing perspectives regarding mathematical creativity and tasks that may occasion mathematical creativity. Results indicated that perceptions of…

Descriptors: Correlation, Graduate Study, Knowledge Base for Teaching, Creativity

Bleiler, Sarah K. – Journal of Mathematics Teacher Education, 2015

Collaborations between mathematicians and mathematics teacher educators are increasingly being expected, and realized, within the context of mathematics teacher education. Most research related to collaborative efforts between members of the mathematics and mathematics education communities has focused on the products, rather than the process of…

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

Charalambous, Charalambos Y. – Journal of Mathematics Teacher Education, 2015

Attempts to understand what contributes to teaching quality have been channeled in different directions, with two main research streams focusing on either teacher knowledge or teacher beliefs. Few are the studies that have attended to both the cognitive and the affective domain simultaneously, trying to unpack how both jointly contribute to…

Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Teacher Attitudes, Beliefs

Goldsmith, Lynn T.; Doerr, Helen M.; Lewis, Catherine C. – Journal of Mathematics Teacher Education, 2014

How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide high-quality mathematics teaching for all students. This article reviews 106 articles written…

Descriptors: Mathematics Teachers, Faculty Development, Teacher Education, Teacher Effectiveness