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Lewis, Jennifer M.; Özgün-Koca, S. Asli; Hernandez, Lenuel; Nazelli, Christopher; French, Kate R. – The Mathematics Educator, 2022

Does the choice of observation instrument make a difference in the feedback and ratings that teachers receive? This study explores how lessons are rated differentially across various observation instruments. To investigate this question, ten randomly selected mathematics lessons were rated using six different observation instruments. Overall…

Descriptors: Observation, Evaluation Methods, Feedback (Response), Scores

Tyminski, Andrew M.; Brittain, McKenzie – The Mathematics Educator, 2022

This paper presents research that exists at the crossroad of scholarly practice and scholarly inquiry. We outline the process in the design, enactment, and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST), which engaged 18 elementary prospective teachers (PTs) in two sessions of…

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

Sapkota, Bima – The Mathematics Educator, 2022

This study reports how 12 secondary mathematics preservice teachers (MPSTs) described characteristics of mathematical tasks after participating in instructional activities, including reading, reflecting, and discussing task characteristics from two mathematics task frameworks and related book chapters. The findings demonstrated that after engaging…

Descriptors: Preservice Teachers, Student Attitudes, Task Analysis, Prior Learning

An, Tuyin; Clark, Daniel L.; Lee, Hwa Young; Miller, Emily K.; Weiland, Travis – The Mathematics Educator, 2021

Prospective elementary teacher (PSET) education programs vary greatly in the courses and course sequences employed to prepare their students. This article explores potential tradeoffs that arise for mathematics teacher educators, PSETs, and their future students due to the choices PSET education programs make regarding their design. Specifically,…

Descriptors: Mathematics Instruction, Elementary School Teachers, Preservice Teacher Education, Program Design

Graif, Foster; Baldinger, Erin E.; Campbell, Matthew P. – The Mathematics Educator, 2021

Responding to student errors is a complex practice that connects teachers' vision and goals around students, mathematics, and teaching. We explore teacher candidates' (TCs) reflections on responding to errors during rehearsals of whole-class discussion to gain insight into the vision and goals that might influence their thinking. We discuss five…

Descriptors: Preservice Teachers, Student Attitudes, Mathematics Education, Mathematics Instruction

Callis, Laura Kyser; Harbaugh, Allen G. – The Mathematics Educator, 2021

This article reports on a national survey of post-secondary mathematics instructors (n = 458) of mathematics courses designed for elementary teachers. The article links the use of various instructional practices to instructor characteristics. Specifically, there were statistically significant differences in reported use of class time depending on…

Descriptors: Teacher Education, Mathematics Teachers, Elementary School Teachers, Methods Courses

Kartal, Ozgul; Morrissey, Susie; Popovic, Gorjana – The Mathematics Educator, 2020

According to the Association of Mathematics Teacher Educators (AMTE, 2017), teachers should first try to see problems through their students' eyes, anticipate, understand, and analyze students' varied ways of thinking, and respond appropriately. In this study, we engaged preservice teachers (PTs) in planning to implement problem-solving tasks;…

Descriptors: Elementary School Teachers, Preservice Teachers, Problem Solving, Intervention

Kuzle, Ana; Glasnovic Gracin, Dubravka – The Mathematics Educator, 2020

For many decades, the amount of geometry curriculum worldwide has been cut, mathematics curricula have lacked diversity of geometrical phenomena, and geometry teaching has been reduced to a somewhat eclectic mix of activities. Recently, new trends have begun to counteract these tendencies by framing new curricula around fundamental ideas. The…

Descriptors: Geometry, Mathematics Instruction, Mathematics Curriculum, Freehand Drawing

Liang, Biyao; Castillo-Garsow, Carlos – The Mathematics Educator, 2020

Contributing to research on students' multifaceted meanings for angles (e.g., angles as ray pairs, as regions, and as turns), we report on three undergraduate students' meanings for central and inscribed angles in circles. Specifically, we characterize how these meanings govern their mathematical activities when engaging in a circle geometry task,…

Descriptors: Mathematics Instruction, Undergraduate Students, Concept Formation, Geometric Concepts

Zwanch, Karen – The Mathematics Educator, 2019

The purpose of this research is to construct a preliminary genetic decomposition delineating the mental constructions underlying probabilistic independence. This delineation is considered within the framework of APOS theory. While the use of the term independence in probability is often conflated with causation, the definition relies instead upon…

Descriptors: Mathematics Instruction, Probability, Mathematical Concepts, Developmental Stages

Rhodes, Ginger; Hallman-Thrasher, Allyson; Schultz, Kyle T. – The Mathematics Educator, 2019

This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class serving as a site for…

Descriptors: Mathematics Teachers, Teacher Educators, Preservice Teacher Education, Teacher Attitudes

Kuzle, Ana – The Mathematics Educator, 2019

Despite the important role that metacognition plays in school mathematics, attention has only recently turned to primary grades. The aim of this exploratory qualitative study was to find out to what extent 6 second graders engage in metacognitive behaviors during mathematics problem-solving. The analysis was based on the adaptation of the…

Descriptors: Grade 2, Metacognition, Problem Solving, Mathematics Instruction

Poulsen, Seth – The Mathematics Educator, 2019

Methods of causal inference are not widely used by education researchers, even though they can be extremely useful tools for eliminating selection bias and confounding factors in empirical studies. For example, researchers have established that taking additional math classes in high school is strongly correlated with success in college and higher…

Descriptors: High School Students, Secondary School Mathematics, College Students, College Mathematics

Taylor, Cynthia E.; Smith, Ryan C. – The Mathematics Educator, 2019

In this study, we examined five mathematics teacher educators' (MTEs') interpretation of the situative perspective, who self-identify as holding that perspective. Furthermore, we share how they designed and facilitated their secondary mathematics methods course pertaining to the activities they identified as most important for the course. We…

Descriptors: Secondary School Mathematics, Secondary School Teachers, Mathematics Teachers, Teacher Educators

Prasad, Priya V.; Barron, Victoria – The Mathematics Educator, 2019

Students' ability to reason for themselves is a crucial step in developing conceptual understandings of mathematics, especially if those students are preservice teachers. Even if classroom environments are structured to promote students' reasoning and sense-making, students may rely on prior procedural knowledge to justify their mathematical…

Descriptors: Preservice Teachers, Mathematics Teachers, Mathematics Instruction, Knowledge Level