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Download full textKastberg, Signe E.; Lischka, Alyson E.; Hillman, Susan L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
At the crossroads of our prior research on prospective teachers' feedback to mathematics-learners and our mathematics teacher educator feedback practices, we study written feedback as part of relational practice. Using self-study methodology and an analysis of our narratives and conversations about written feedback, we identified factors that…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teacher Educators, Feedback (Response)
Tyminski, Andrew M.; Brittain, McKenzie H. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
This paper represents research that exists at the crossroad of scholarly practice and scholarly inquiry. We share the design, enactment and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST) which engaged 18 prospective teachers in two sessions of one on one problem posing with 3rd…
Descriptors: Inquiry, Educational Practices, Interaction, Elementary School Mathematics
McCulloch, Allison; Lovett, Jennifer; Edgington, Cyndi – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
The purpose of this study is to examine the use of a Vending Machine applet as a cognitive root for the development of preservice teachers understanding of function. The applet was designed to purposefully problematize common misconceptions associated with the algebraic nature of typical function machines. Findings indicated affordances and…
Descriptors: Preservice Teacher Education, Preservice Teachers, Figurative Language, Mathematical Concepts
Gruver, John – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the…
Descriptors: Discourse Analysis, Thinking Skills, Classroom Communication, Numbers
Lovett, Jennifer N.; Lee, Hollylynne S. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
Amid the implementation of new curriculum standard regarding statistics and new recommendations for preservice secondary mathematics teachers [PSMTs] to teach statistics, there is a need to examine the current state of PSMTs' common statistical knowledge. This study reports on the statistical knowledge 217 PSMTs from a purposeful sample of 18…
Descriptors: Statistics, Preservice Teachers, Preservice Teacher Education, Mathematics Teachers
Wood, Marcy B., Ed.; Turner, Erin E., Ed.; Civil, Marta, Ed.; Eli, Jennifer A., Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
The theme of this year's conference is "Sin Fronteras: Questioning Borders with(in) Mathematics Education." This theme is intended to encourage research presentations, discussion, and reflection on the variety of borders within mathematics education, as well as those that might be probed, challenged, explained, enhanced and/or…
Descriptors: Mathematics Education, Mathematics Curriculum, Numbers, Mathematical Concepts
Zazkis, Rina; Mamolo, Ami – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
We present a story of a teacher educator's response to a 'disturbance' and describe how her experience enhanced her personal mathematical knowledge and influenced her teaching. In our analysis we attend to different levels of awareness that support a teacher educator's work and illuminate the qualities of a teacher educator's knowledge, in…
Descriptors: Teacher Educators, Teacher Attitudes, Knowledge Base for Teaching, Mathematics Instruction
Amador, Julie M.; Estapa, Anna; Weston, Tracy; Kosko, Karl – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
This paper explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Preservice teachers in mathematics methods courses at six universities (n = 126) engaged in a practice of decomposing and approximating components of a fraction lesson. Data…
Descriptors: Animation, Teaching Methods, Preservice Teacher Education, Elementary School Mathematics
Kastberg, Signe E.; Lischka, Alyson E.; Hillman, Susan L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
This cross-case analysis of three distinct letter writing activities between prospective teachers (PTs) and K-12 learners provides insights into PTs' levels of feedback according to Hattie and Timperley's (2007) framework. PTs' written feedback from letter writing activities conducted in teacher preparation programs were analyzed using this…
Descriptors: Feedback (Response), Preservice Teachers, Preservice Teacher Education, Mathematics Activities
Holm, Jennifer; Kajander, Ann; Avoseh, Jimmy – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
This study investigated the effect of different aspects of mathematics knowledge for teaching on performance in upper elementary mathematics methods courses. In the Ontario (Canada) context, prospective teachers have been, until the 2015-2016 school year, able to obtain a Bachelor of Education (BEd) degree in as little as eight months after a…
Descriptors: Methods Courses, Mathematics Instruction, Mathematics Skills, Performance Factors
Van Zoest, Laura R.; Peterson, Blake E.; Leatham, Keith R.; Stockero, Shari L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
An important aspect of effective teaching is taking advantage of in-the-moment expressions of student thinking that, by becoming the object of class discussion, can help students better understand important mathematical ideas. We call these high-potential instances of student thinking MOSTs and the productive use of them building. The purpose of…
Descriptors: Teaching Methods, Mathematics Instruction, Thinking Skills, Instructional Effectiveness
Brass, Amber; Harkness, Shelly Sheats – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
We investigated how pre-service and first-year teachers engaged with the pedagogy textbooks from their mathematics methods courses. Sixteen participants--seven pre-service teachers and nine first-year teachers--were interviewed about their interactions with mathematics methods texts and their perceptions about the texts. This paper focuses on…
Descriptors: Methods Courses, Preservice Teachers, Preservice Teacher Education, Beginning Teachers
Wieman, Rob; Jansen, Amanda – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
Effectively launching a task involves surfacing and addressing misconceptions so that students can make progress on the task. Launching a task is supported by teachers' noticing (interpreting and responding to students' thinking). We investigated the degree to which an intervention supported improvements in pre-service secondary teachers' (PSTs')…
Descriptors: Preservice Teachers, Preservice Teacher Education, Secondary School Teachers, Mathematics Instruction
Frank, Toya Jones; Williams, Monique Apollon – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
We conducted a self-study to learn more about how to support the first author's pre-service teachers (PSTs) during their field experiences in an introductory secondary mathematics methods course. The findings highlight how the PSTs' perceptions of the secondary students' mathematics ability was closely related to how they viewed the students'…
Descriptors: Secondary School Mathematics, Preservice Teachers, Preservice Teacher Education, Field Experience Programs
Hart, Lynn; Auslander, Susan; Jacobs, Tiffany; Chestnutt, Cliff; Carothers, Jody – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
The purpose of this review was to examine the 25-year period of research on elementary prospective teachers (EPTs) in mathematics content courses since publication of the "Curriculum and Evaluation Standards for School Mathematics" (NCTM, 1989). Analysis included an extensive electronic search and a manual search of 11 well-respected…
Descriptors: Mathematics Instruction, Preservice Teachers, Preservice Teacher Education, Mathematics Teachers
