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Learning about Issues of Equity in Secondary Mathematics Teacher Education Programs
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Mintos, Alexia; Hoffman, Andrew J.; Kersey, Elizabeth; Newton, Jill; Smith, Dana – Journal of Mathematics Teacher Education, 2019
Understanding how mathematics preservice teachers (M-PSTs) learn about issues of equity is essential to addressing the inequities that persist in mathematics education. In this article, we use (Gutiérrez, in: Herbel-Eisenmann, Choppin, Wagner, Pimm (eds) Equity in discourse for mathematics education: theories, practices, and policies, Springer,…
Descriptors: Mathematics Education, Preservice Teachers, Preservice Teacher Education, Secondary Education
Exploring Iconic Interpretation and Mathematics Teacher Development through Clinical Simulations
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Dotger, Benjamin; Masingila, Joanna; Bearkland, Mary; Dotger, Sharon – Journal of Mathematics Teacher Education, 2015
Field placements serve as the traditional "clinical" experience for prospective mathematics teachers to immerse themselves in the mathematical challenges of students. This article reports data from a different type of learning experience, that of a clinical simulation with a standardized individual. We begin with a brief background on…
Descriptors: Preservice Teacher Education, Mathematics Teachers, Experiential Learning, Simulation
Language of Learning and Teaching in Schools: An Issue for Research in Mathematics Teacher Education?
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Chitera, N. – Journal of Mathematics Teacher Education, 2011
Most countries in Africa have introduced the use of local languages as the language of learning and teaching for the first few years of schooling. Meaning that for the first few years of learning, learners learn mathematics in their local languages. In response to this, most research has focused on the challenges of using local languages in…
Descriptors: Preservice Teacher Education, Mathematics Education, Teacher Education Programs, Multilingualism
Prospective Teachers' Learning to Provide Instructional Explanations: How Does It Look and What Might It Take?
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Charalambous, Charalambos Y.; Hill, Heather C.; Ball, Deborah L. – Journal of Mathematics Teacher Education, 2011
Several studies have documented prospective teachers' (PSTs) difficulties in offering instructional explanations. However, less is known about PSTs' learning to provide explanations. To address this gap, we trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence.…
Descriptors: Preservice Teacher Education, Methods Courses, Teacher Education Curriculum, Teaching Methods
Instructional Practices Related to Prospective Elementary School Teachers' Motivation for Fractions
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Newton, Kristie Jones – Journal of Mathematics Teacher Education, 2009
This study was undertaken in order to better understand prospective elementary school teachers' motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. Eighty-five education…
Descriptors: Student Motivation, Elementary School Teachers, Teaching Methods, Student Attitudes
Prospective Middle School Mathematics Teachers' Reflective Thinking Skills: Descriptions of Their Students' Thinking and Interpretations of Their Teaching
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Jansen, Amanda; Spitzer, Sandy M. – Journal of Mathematics Teacher Education, 2009
In this study, we examined prospective middle school mathematics teachers' reflective thinking skills to understand how they learned from their own teaching practice when engaging in a modified lesson study experience. Our goal was to identify variations among prospective teachers' descriptions of students' thinking and frequency of their…
Descriptors: Mathematics Teachers, Reflective Teaching, Thinking Skills, Teaching Methods