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Showing 1 to 15 of 204 results Save | Export
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Thurtell, Elise; Forrester, Tricia; Chinnappan, Mohan – Mathematics Teacher Education and Development, 2019
A deep understanding of fraction concepts and operations is necessary if pre-service teachers (PSTs) are to present the concepts in multiple forms to learners. Such an understanding needs to be grounded in rich conceptual knowledge. In the present study, we explore the development of this understanding by supporting a cohort of 103 PSTs, who had…
Descriptors: Fractions, Preservice Teachers, Teacher Education Programs, Mathematical Concepts
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Fauskanger, Janne; Bjuland, Raymond – Mathematics Teacher Education and Development, 2019
This study explores components of ambitious teaching practices for teaching multiplicative properties that can give teachers opportunities to learn through a quick images activity in a cycle of enactment and investigation. Throughout the cycle, it is found that the participants have opportunities to learn the following components of ambitious…
Descriptors: Mathematics Instruction, Teaching Methods, Multiplication, Mathematical Concepts
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LaRochelle, Raymond; Nickerson, Susan D.; Lamb, Lisa C.; Hawthorne, Casey; Philipp, Randolph A.; Ross, Donna L. – Mathematics Teacher Education and Development, 2019
In this article we describe secondary school practising teachers' professional noticing expertise, which includes (a) attending to the details of students' written or verbal responses, (b) interpreting students' mathematical understandings, and (c) deciding how to respond to students based on their understandings, with a focus on algebraic-pattern…
Descriptors: Secondary School Teachers, Generalization, Algebra, Mathematical Concepts
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Dahl, Heidi; Enge, Ole; Hansen, Torkel Haugan; Valenta, Anita – Mathematics Teacher Education and Development, 2019
In this study, we analyse 23 prospective teachers' lesson plans for short whole-class mathematics discussions held with students at a middle school. The plans are in the form of "lesson plays", where an imagined discussion between the teacher and students is written verbatim. We use the Knowledge Quartet as a framework to investigate…
Descriptors: Preservice Teachers, Mathematics Instruction, Lesson Plans, Large Group Instruction
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Wieman, Rob; Webel, Corey – Mathematics Teacher Education and Development, 2019
Researchers have generated a powerful framework that identifies three aspects of noticing students' mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how "well" teachers engaged in noticing, and how "well" they connected the…
Descriptors: Teaching Methods, Guidelines, Metacognition, Mathematics Instruction
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King, Barbara – Mathematics Teacher Education and Development, 2019
Many teachers' experiences in problem-based classrooms are limited, therefore, mathematics teacher educators face a significant challenge when trying to inspire in-service teachers (ISTs) to teach through problem solving. To address this challenge, the professor in a mathematics education course designed and implemented an instructional model…
Descriptors: Problem Based Learning, Teaching Methods, Mathematics Instruction, Problem Solving
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Sanders, Sarah; Nielsen, Wendy; Sandison, Caz; Forrester, Tricia – Mathematics Teacher Education and Development, 2019
Mathematics anxiety is common among pre-service primary teachers and many experience higher levels of maths anxiety than other university students. This study asks: What are maths anxious preservice teachers' perspectives of "doing" mathematics in a whiteboard room? The Abbreviated Mathematics Anxiety Rating Scale (A-MARS) was used to…
Descriptors: Mathematics Anxiety, Preservice Teachers, Mathematics Instruction, Elementary School Teachers
Amador, Julie M. – Mathematics Teacher Education and Development, 2019
Curriculum resources are integral to teaching, yet more could be known about preservice teachers' curricular use when planning mathematics lessons. Framed with a consideration toward teachers' pedagogical design capacity, this study explores the decisions preservice teachers make when presented with four curricular resources and tasked with…
Descriptors: Mathematics Instruction, Lesson Plans, Preservice Teachers, Curriculum
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Rouleau, Annette; Kontorovich, Igor'; Zazkis, Rina – Mathematics Teacher Education and Development, 2019
This study is concerned with the first experiences of in-service mathematics teachers in consuming scholarly mathematics education literature. Growing from the meta-didactical transposition model, we were interested in the praxeologies that may develop from teachers' engagement with research articles. The data were collected from a cohort of 13…
Descriptors: Mathematics Teachers, Teacher Researchers, Educational Research, Novices
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Webel, Corey; Dwiggins, Amy D. – Mathematics Teacher Education and Development, 2019
Within-class ability grouping (WCAG) is widely used in elementary mathematics instruction in the United States, yet it has drawn criticism on the grounds that it can inequitably limit the learning opportunities of some students, not least because of its connection to between-class ability grouping (BCAG) that is more common in middle or secondary…
Descriptors: Preservice Teachers, Mathematics Instruction, Student Attitudes, Ability Grouping
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Alsaleh, Fatimah; Anthony, Glenda; Hunter, Jodie – Mathematics Teacher Education and Development, 2019
Recently, calls have been made to improve student learning outcomes through focusing on teacher quality. Initial teacher education is considered to be one of the most important factors to enhance teacher quality and is closely linked with feelings of teaching efficacy in beginner teachers. Based on a study examining female Saudi preservice…
Descriptors: Preservice Teachers, Mathematics Teachers, Females, Self Efficacy
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Hine, Gregory; Thai, Thuan – Mathematics Teacher Education and Development, 2019
It has been argued that pre-service mathematics teachers (PSMTs) must possess a substantial level of both mathematical content knowledge and mathematical pedagogical knowledge to teach mathematics effectively. Therefore, studies have often evaluated teachers' classroom readiness against these factors. However, to-date, only a few studies have…
Descriptors: Preservice Teachers, Mathematics Teachers, Self Efficacy, Secondary School Mathematics
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Butler, Edwina; Prieto, Elena; Osborn, Judy-Anne; Howley, Peter; Lloyd, Adam; Kepert, Andrew; Roberts, Malcolm – Mathematics Teacher Education and Development, 2019
Improving mathematics education is an issue that arises periodically in the media and is the object of frequent, and sometimes contradictory, policy efforts and academic endeavours. Strategies used to tackle this issue range from raising requirements for tertiary entry to focussing on innovative pedagogies. One strategy with the potential to…
Descriptors: Educational Cooperation, Interdisciplinary Approach, Inquiry, Educational Improvement
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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
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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
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