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Skott, Jeppe – Journal of Mathematics Teacher Education, 2019

The aim of mathematics education research is to develop comprehensive understandings of the problems of mathematics teaching and learning, and the ambition is, at least in the long run, to support the development of institutionalised teaching-learning practices. Looking back at the attempts to structure syllabi and other curricular materials and…

Descriptors: Mathematics Education, Educational Research, Mathematics Instruction, Role

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

Diamond, Jaime Marie – Journal of Mathematics Teacher Education, 2019

The idea that formal learning generalizes, or is transferred, beyond the conditions of initial learning serves as a basis for our educational system. That is, educators hope students will use the learning that develops in the classroom to productively reason about situations they have yet to encounter. Researchers in psychology and mathematics…

Descriptors: Transfer of Training, Teacher Attitudes, Beliefs, Teacher Student Relationship

Shaughnessy, Meghan; Boerst, Timothy A.; Farmer, Susanna Owens – Journal of Mathematics Teacher Education, 2019

As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe…

Descriptors: Teaching Methods, Cognitive Processes, Elementary School Mathematics, Mathematics Instruction

de Vetten, Arjen; Schoonenboom, Judith; Keijzer, Ronald; van Oers, Bert – Journal of Mathematics Teacher Education, 2019

The ability to reason inferentially is increasingly important in today's society. It is hypothesized here that engaging primary school students in informal statistical reasoning (ISI), defined as making generalizations without the use of formal statistical tests, will help them acquire the foundations for inferential and statistical thinking.…

Descriptors: Preservice Teachers, Mathematics Instruction, Statistics, Inferences

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

El Mouhayar, Rabih – Journal of Mathematics Teacher Education, 2019

This paper explored the following: (1) teachers' ways of attending to students' written responses in pattern generalization tasks and (2) differences in the ways of attending to students' responses associated with different factors. A questionnaire was developed to classify teachers' ways of attending to students' written responses. The…

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

Takker, Shikha; Subramaniam, K. – Journal of Mathematics Teacher Education, 2019

Existing frameworks of teachers' knowledge required to teach mathematics do not adequately capture the dynamic aspects of knowledge manifested in teaching practice. In this paper, we examine the knowledge demands that arise in situ, in the course of a teacher listening and responding to students' thinking, while teaching the topic of decimal…

Descriptors: Mathematics Instruction, Arithmetic, Teaching Methods, Knowledge Level

Aaron, Wendy Rose; Herbst, Patricio G. – Journal of Mathematics Teacher Education, 2019

Inside the discipline, mathematical work consists of the interplay between stating and refining conjectures and attempting to prove those conjectures. However, the mathematical practices of conjecturing and proving are traditionally separated in high school geometry classrooms, despite some research showing that students can successfully navigate…

Descriptors: Mathematical Logic, Validity, Geometry, Secondary School Mathematics

Miyakawa, Takeshi; Winsløw, Carl – Journal of Mathematics Teacher Education, 2019

Japanese lesson study was introduced to the West in the late 1990s. Certain widely disseminated publications and classroom videos, and also reports on international surveys of students achievement, led many to consider that Japanese mathematics teaching is highly creative and effective, with lesson study as a main explanatory factor. As a result,…

Descriptors: Foreign Countries, Mathematics Teachers, Teacher Collaboration, Teacher Improvement

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

Amador, Julie M.; Carter, Ingrid S. – Journal of Mathematics Teacher Education, 2018

Lesson Study, which assumes multiple variations, is a collaborative method that provides an opportunity for teachers to notice professionally. We analyzed how audible conversational components afforded and constrained the verbalization of professional noticing of a lesson study team. The team, comprised of six prospective teachers, a classroom…

Descriptors: Preservice Teachers, Teacher Education Programs, Lesson Plans, Mathematics Instruction

Wilkerson, Michelle H.; Bautista, Alfredo; Tobin, Roger G.; Brizuela, Bárbara M.; Cao, Ying – Journal of Mathematics Teacher Education, 2018

Modeling is a major topic of interest in mathematics education. However, the field's definition of models is diverse. Less is known about what teachers identify as mathematical models, even though it is teachers who ultimately enact modeling activities in the classroom. In this study, we asked nine middle school teachers with a variety of academic…

Descriptors: Middle School Teachers, Mathematics Instruction, Mathematics Teachers, Mathematical Models

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

Lovin, LouAnn H.; Stevens, Alexis L.; Siegfried, John; Wilkins, Jesse L. M.; Norton, Anderson – Journal of Mathematics Teacher Education, 2018

In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers' understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher…

Descriptors: Preservice Teachers, Mathematics Skills, Fractions, Mathematical Concepts