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Lai, Mun Yee; Clark, Julie – Mathematics Teacher Education and Development, 2018

While it is widely believed that Specialized Content Knowledge (SCK) is essential to effective and quality mathematics teaching, the specific constructs that compose SCK remain underspecified. This paper describes the development and use of a new framework that extends the notion of SCK. The framework was trialled with a cohort of 90 first year…

Descriptors: Mathematics Instruction, Pedagogical Content Knowledge, Knowledge Level, Foreign Countries

Wilson, Susanna; McChesney, Jane – Mathematics Teacher Education and Development, 2018

Learning to plan for teaching mathematics is the focus of an extended research project in initial teacher education. This paper discusses one early part of this project, based on a focus group interview where ten first year primary student teachers reported their planning experiences at the end of their first school practicum. Their one…

Descriptors: Mathematics Education, Preservice Teacher Education, Focus Groups, Elementary School Teachers

Norton, Stephen; Zhang, Qinqiong – Mathematics Teacher Education and Development, 2018

There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used case study methods to examine learning opportunities and knowledge of mathematics in a sample of 192 Australian trainee middle school teachers and 94 Chinese Bachelor of Science trainee teachers. It was found that the…

Descriptors: Foreign Countries, Teacher Education Programs, Preservice Teacher Education, Middle School Teachers

Rapke, Tina; Karrass, Margaret – Mathematics Teacher Education and Development, 2018

The research on methods used in graduate mathematics education courses is limited, however existing groundwork suggests that curriculum should provide students with experiences that align with the practices of mathematics education researchers. At the same time, calls to connect mathematics education research and classroom practice have been…

Descriptors: Graduate Study, Mathematics Instruction, College Mathematics, Graduate Students

Diamond, Jaime Marie; Kalinec-Craig, Crystal A.; Shih, Jeffrey C. – Mathematics Teacher Education and Development, 2018

In a multi-institutional study, the authors examine elementary preservice teachers' (PSTs') noticing skills before and after their engagement in a mathematics methods course. In particular, the authors examine their use of "Cognitively Guided Instruction" (CGI) as a means of supporting the development of PSTs' "professional noticing…

Descriptors: Preservice Teachers, Elementary School Teachers, Methods Courses, Mathematics Instruction

Goos, Merrilyn; Bennison, Anne; Proffitt-White, Robin – Mathematics Teacher Education and Development, 2018

Education research journals regularly report on small-scale studies that have been successful in changing mathematics teachers' classroom practices. But it is rare to find professional development programs for teachers of mathematics that have been scaled up and sustained over time. This article reports on a research-informed, large-scale…

Descriptors: Faculty Development, Mathematics Instruction, Mathematics Teachers, Foreign Countries

Suppa, Siobahn; DiNapoli, Joseph; Mixell, Robert – Mathematics Teacher Education and Development, 2018

In the United States, teacher preparation programs are under increased pressure to demonstrate their effectiveness in producing graduates with knowledge, abilities, and competencies to be quality teachers. However, very little research shows this kind of evidence. In a rare exception, Hiebert, Miller, and Berk (2017) found significant positive…

Descriptors: Correlation, Mathematics Instruction, Elementary School Mathematics, Teacher Education Programs

Casey, Stephanie; Lesseig, Kristin; Monson, Debra; Krupa, Erin E. – Mathematics Teacher Education and Development, 2018

This study examined proposed teacher responses to students' work to investigate how they respond, what characteristics of a good response are more difficult than others to achieve, and whether particular student error types are more difficult to respond to appropriately. Sixteen preservice secondary mathematics teachers' proposed responses to five…

Descriptors: Secondary School Mathematics, Preservice Teacher Education, Preservice Teachers, Equations (Mathematics)

Battey, Dan; Neal, Rebecca A. – Mathematics Teacher Education and Development, 2018

The lack of quality of instruction in urban mathematics classrooms in the United States has received much attention in the scholarly literature. Other classroom mechanisms such as relational interactions, however, have not received much attention of mathematics education researchers. Relational interactions go above and beyond content instruction…

Descriptors: Interaction, Elementary School Mathematics, Mathematics Instruction, Urban Schools

Murray, Eileen; Durkin, Kelley; Chao, Theodore; Star, Jon R.; Vig, Rozy – Mathematics Teacher Education and Development, 2018

Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between…

Descriptors: Pedagogical Content Knowledge, Educational Opportunities, Teacher Education Programs, Educational Practices

Lee, Hea-Jin; Özgün-Koca, S. Asli; Meagher, Michael; Edwards, Michael Todd – Mathematics Teacher Education and Development, 2018

A transition from "doer" to "teacher" for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher…

Descriptors: Secondary School Mathematics, Preservice Teacher Education, Preservice Teachers, Teaching Skills

Hassidov, Dina; Ilany, Bat-Sheva – Mathematics Teacher Education and Development, 2018

This article presents a mixed-method study of the innovative "Senso-Math" preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children…

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

Chamberlin, Michelle T.; Candelaria, Megan S. – Mathematics Teacher Education and Development, 2018

Learning from the practice of teaching teachers is a promising approach for mathematics teacher educators to attain the extensive knowledge and abilities needed for their roles. As mathematics teacher educators ourselves striving to develop across our professional lifespans, we used one such approach, known as a lesson experiment, to investigate…

Descriptors: Mathematics Teachers, Teacher Educators, Experimental Teaching, Lesson Plans

Gomez, Carlos Nicolas – Mathematics Teacher Education and Development, 2018

An investigation on the identity work of a prospective teacher is conducted to better understand how the participant argued for recognition of her projective mathematics teacher identity. Characteristics of the claims, evidence, and anticipatory statements used are explored. Using an argumentation framework, the participant's discourse…

Descriptors: Preservice Teacher Education, Preservice Teachers, Professional Identity, Mathematics Teachers

Schwartz, Catherine; Walkowiak, Temple A.; Poling, Lisa; Richardson, Kerri; Polly, Drew – Mathematics Teacher Education and Development, 2018

This research explores the frequency and nature of mathematics-specific feedback given to elementary student teachers by university supervisors across a collection of post-lesson observation forms. Approximately one-third of the forms (n = 250) analysed from five large universities had no comments related to mathematics. Forms that did have…

Descriptors: Feedback (Response), Elementary School Mathematics, Preservice Teacher Education, Preservice Teachers