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Showing 1 to 15 of 242 results Save | Export
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Erbilgin, Evrim; Arikan, Serkan – Mathematics Teacher Education and Development, 2021
This study sought to investigate what dimensions of didactic-mathematical knowledge preservice teachers discussed when engaged in lesson study and how lesson study supported the preservice teachers in implementing reform-minded teaching of mathematics. We employed an interpretive case study methodology with the intent of conceptualising the lesson…
Descriptors: Lesson Plans, Elementary School Teachers, Teacher Education Programs, Preservice Teachers
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Restani, Rachel – Mathematics Teacher Education and Development, 2021
There is a global demand for mathematics teachers to learn how to facilitate discussions where students make sense of mathematics via problem-solving and reasoning activities. Despite this call for meaningful discussions, they are rarely found in secondary instruction, especially in low-socioeconomic communities. A practitioner research approach…
Descriptors: Minority Group Students, Secondary School Students, Low Income Groups, Mathematics Instruction
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Coskun, Sumeyra Dogan; Bostan, Mine Isiksal; Rowland, Tim – Mathematics Teacher Education and Development, 2021
The purpose of this paper is to describe some contingent moments during an in-service primary teacher's lesson on area, to analyse the teacher's responses, and to examine the relationship between the teacher's mathematical knowledge in teaching and her responses to these contingent moments. The teacher, in a public primary school located in…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Elementary School Teachers, Correlation
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White, Jillian; Johnson, Patrick; Goos, Merrilyn – Mathematics Teacher Education and Development, 2021
The pre-service teacher followed in this paper aimed to act as an agent of change during a time of reform in Irish secondary mathematics education. A teacher-researcher led action research project was conducted to depict the reality of the situation regarding the implementation of mathematical problem solving from a variety of perspectives-namely…
Descriptors: Preservice Teachers, Change Agents, Mathematics Education, Foreign Countries
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Roberts, Sarah A. – Mathematics Teacher Education and Development, 2021
Questioning is recognised as a well-established aspect of good mathematics teaching, and this study draws on this instructional practice to provide multilingual learners high-level mathematics, discourse, and cognitively demanding mathematics. Three seventh grade mathematics teachers engaged in professional learning to develop their questioning…
Descriptors: Questioning Techniques, Junior High School Teachers, Mathematics Teachers, Mathematics Instruction
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Jakopovic, Paula; Gomez-Johnson, Kelly – Mathematics Teacher Education and Development, 2021
The current pool of highly qualified secondary mathematics teachers is woefully inadequate to address the needs of schools across the United States and other countries internationally. In STEM (Science, Technology, Engineering, Mathematics) areas, providing quality instruction in a changing world requires continuous change and innovation as…
Descriptors: Value Added Models, Communities of Practice, Mathematics Instruction, Teaching Methods
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Cutting, Chelsea; Larkin, Kevin – Mathematics Teacher Education and Development, 2021
This paper investigates, using a case study methodology, the impact of formative video feedback on the educational experiences of early childhood and primary pre-service teachers (PST) completing a pedagogically focused mathematics education unit in a fully online mode. Given the trend over the past 10 years towards the delivery of university…
Descriptors: Video Technology, Feedback (Response), Formative Evaluation, Preservice Teachers
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Courtney, Scott – Mathematics Teacher Education and Development, 2021
This report examines one teacher's attempts to differentiate instruction every day, in a dynamic teaching and learning environment. The report is part of a larger study that utilised a network of theories approach, coordinating the documentational approach to didactics (DAD) and Thompson and Harel's theory of meanings, to examine teachers'…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teacher Attitudes, Elementary Secondary Education
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Coles, Alf; Brown, Laurinda – Mathematics Teacher Education and Development, 2021
In this article we propose the notion of differentiation from an advanced standpoint as a teaching strategy, particularly valuable for working with students with low prior attainment. The notion arose from an enactivist analysis of the work of three teachers, engaged in action research in their own classrooms. All three teachers chose to teach…
Descriptors: Mathematics Instruction, Teaching Methods, Action Research, Secondary School Teachers
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Herner-Patnode, Leah; Lee, Hea-Jin – Mathematics Teacher Education and Development, 2021
Preparing future teachers to be responsive to the needs of all students in their classrooms is the goalof any excellent teacher preparation program. How to prepare the preservice teachers (PTs) to be responsive to their students can be challenging. The study followed eight preservice teachers for two years and investigated their differentiation…
Descriptors: Teaching Methods, Mathematics Instruction, Student Needs, Teacher Education Programs
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Hopkins, Sarah; O'Donovan, Richard – Mathematics Teacher Education and Development, 2021
In this paper we describe the development of an online tool for assessing the foundational knowledge and competencies essential to understanding money and building financial literacy. We present findings from an initial study using the tool to (i) measure basic skills with money among secondary students with intellectual disability (N = 85) and…
Descriptors: Formative Evaluation, Student Evaluation, Secondary School Students, Students with Disabilities
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Bardy, Thomas; Holzäpfel, Lars; Leuders, Timo – Mathematics Teacher Education and Development, 2021
Tasks play a central role in the mathematics classroom. Especially when teaching in a heterogeneous mathematics class, teachers should be able to find, select, modify, and assign tasks adequately. The focus in this paper is on adaptivity to cognitively activate all learners at the individual level, and on teachers' abilities to allow for such…
Descriptors: Mathematics Instruction, Individualized Instruction, Educational Research, Teacher Attitudes
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Gervasoni, Ann; Roche, Anne; Downton, Ann – Mathematics Teacher Education and Development, 2021
In this paper we explore how participation in a constructivist-oriented, classroom aligned mathematics intervention program advanced the learning and positive dispositions of Grade 1 students who were failing to thrive when learning mathematics. Intervention programs are an approach to differentiated instruction that some schools adopt, but there…
Descriptors: Mathematics Instruction, Mathematics Achievement, Achievement Gap, Individualized Instruction
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Mellroth, Elisabet; Bergwall, Andreas; Nilsson, Per – Mathematics Teacher Education and Development, 2021
The aim of this study is to investigate task design for differentiated instruction in mathematics in professional learning communities. Based on the cultural-historical activity theory, we conceptualize a professional learning community as an activity system and use the analytical construct of contradictions to give an account of structures that…
Descriptors: Instructional Design, Problem Solving, Grouping (Instructional Purposes), Secondary School Teachers
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Fitzgerald, Louise; Hunter, Jodie; Hunter, Roberta – Mathematics Teacher Education and Development, 2021
Both in New Zealand and internationally, there has been a focus on the use of differentiation in mathematics instruction to raise achievement levels and provide equitable outcomes. New Zealand has a long history of the use of ability grouping to provide differentiation. Recently, this practice has been challenged in a large scale professional…
Descriptors: Foreign Countries, Individualized Instruction, Mathematics Instruction, Ability Grouping
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