NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
Showing 121 to 135 of 448 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Drageset, Ove Gunnar – Journal of Mathematics Teacher Education, 2015
Mathematical discourse in the classroom has been conceptualised in several ways, from relatively general patterns such as initiation-response-evaluation (Cazden in "Classroom discourse: the language of teaching and learning," Heinemann, London, 1988; Mehan in "Learning lessons: social organization in the classroom." Cambridge,…
Descriptors: Mathematics Instruction, Intervention, Classroom Communication, Responses
Peer reviewed Peer reviewed
Direct linkDirect link
Suh, Jennifer; Seshaiyer, Padmanabhan – Journal of Mathematics Teacher Education, 2015
This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that consisted of a 1-week summer content-focused institute with school-based follow-up Lesson Study cycles in…
Descriptors: Teacher Improvement, Teacher Collaboration, Middle School Teachers, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Orrill, Chandra Hawley; Kittleson, Julie M. – Journal of Mathematics Teacher Education, 2015
In this study, we examine one teacher's opportunities to develop a coherent understanding of proportional situations through connection making in professional development (PD) and the ways in which those experiences were evidenced in her own classroom practice teaching the same task from PD. Data from both settings were analyzed using a framework…
Descriptors: Faculty Development, Teacher Competencies, Scaffolding (Teaching Technique), Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Thanheiser, Eva – Journal of Mathematics Teacher Education, 2015
Several researchers have documented prospective teachers' (PTs') conceptions of various mathematical topics. However, less is known about how PTs' conceptions develop. To address this gap, I designed two tasks with the goals of addressing the PTs' initial conceptions of multidigit whole numbers and helping them develop more sophisticated ones. I…
Descriptors: Preservice Teachers, Mathematical Concepts, Concept Formation, Numbers
Peer reviewed Peer reviewed
Direct linkDirect link
Cross Francis, Dionne I. – Journal of Mathematics Teacher Education, 2015
Researchers in the field of mathematics education have focused on beliefs as a significant area of study because of the influence of beliefs on what is taught and learned. Much of the research in this area speaks about inconsistency between teachers' beliefs about mathematics teaching and learning and their classroom practices. In this case study,…
Descriptors: Case Studies, Beliefs, Elementary School Teachers, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Speer, Natasha M.; King, Karen D.; Howell, Heather – Journal of Mathematics Teacher Education, 2015
The construct "mathematical knowledge for teaching" (MKT) has received considerable attention in the mathematics education community in recent years. The development and refinement of the MKT construct, including the components of common content knowledge (CCK) and specialized content knowledge (SCK), came from research into elementary…
Descriptors: Pedagogical Content Knowledge, Secondary School Teachers, College Faculty, Mathematics Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Sullivan, Peter; Askew, Mike; Cheeseman, Jill; Clarke, Doug; Mornane, Angela; Roche, Anne; Walker, Nadia – Journal of Mathematics Teacher Education, 2015
The following is a report on an investigation into ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks. Groups of primary and secondary teachers, respectively, were provided with documentation of ten lessons built around challenging tasks. Teachers…
Descriptors: Elementary School Teachers, Secondary School Teachers, Mathematics Instruction, Teacher Surveys
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Jacobson, Erik; Izsák, Andrew – Journal of Mathematics Teacher Education, 2015
Past studies have suggested that in light of recent curriculum standards, many US teachers make limited use of drawn models in their mathematics instruction. To gain insight into this phenomenon, we investigated relationships between US teachers' opportunities to learn about, knowledge of, motivation for, and instructional use of drawn models for…
Descriptors: Middle School Teachers, Mathematics Teachers, Mathematics Instruction, Secondary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Lewis, Jennifer M.; Fischman, Davida; Riggs, Matt – Journal of Mathematics Teacher Education, 2015
This article presents a form of teacher reasoning that we call "proclivities for teaching mathematics." We define proclivities for teaching mathematics as the beliefs, knowledge, and dispositions that are actionable in the flow of instruction, and we argue that growth in this area contributes to positive change in mathematics…
Descriptors: Definitions, Mathematics Instruction, Program Development, Beliefs
Peer reviewed Peer reviewed
Direct linkDirect link
Owens, Kay – Journal of Mathematics Teacher Education, 2015
Transforming teachers and their approach to teaching Indigenous students requires partnerships with the Indigenous community, planning, small steps, and funds. This article illustrates how teachers can change when funds are available to assist schools and communities to implement appropriate and effective professional development, to establish…
Descriptors: Indigenous Populations, Teaching Methods, Culturally Relevant Education, School Community Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Hemmi, Kirsti; Ryve, Andreas – Journal of Mathematics Teacher Education, 2015
This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…
Descriptors: Mathematics Instruction, Teacher Educators, Interviews, Educational Change
Peer reviewed Peer reviewed
Direct linkDirect link
Jong, Cindy; Hodges, Thomas E. – Journal of Mathematics Teacher Education, 2015
This article reports on the development of attitudes toward mathematics among pre-service elementary teachers (n = 146) in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program. Using a combination of the Rasch Rating Scale Model and traditional parametric analyses, results indicate that…
Descriptors: Preservice Teachers, Elementary School Teachers, Student Teacher Attitudes, Mathematics Education
Peer reviewed Peer reviewed
Direct linkDirect link
Warshauer, Hiroko Kawaguchi – Journal of Mathematics Teacher Education, 2015
Prior studies suggest that struggling to make sense of mathematics is a necessary component of learning mathematics with understanding. Little research exists, however, on what the struggles look like for middle school students and how they can be productive. This exploratory case study, which used episodes as units of analysis, examined 186…
Descriptors: Middle School Students, Secondary School Mathematics, Case Studies, Classification
Peer reviewed Peer reviewed
Direct linkDirect link
Andrews, Paul; Xenofontos, Constantinos – Journal of Mathematics Teacher Education, 2015
In this article, we analyse the problem-solving-related beliefs, competence and classroom practice of three Cypriot upper-primary teachers. Data derived from semi-structured interviews focused on teachers' beliefs about the nature of mathematical problems, problem-solving, and their competence as both problem-solvers and teachers of…
Descriptors: Foreign Countries, Problem Solving, Teacher Competencies, Elementary School Teachers
Pages: 1  |  ...  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  12  |  13  |  ...  |  30