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Download full textWilsey, Jillian N.; Moore-Russo, Deborah A. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
This study examined preservice teachers' reactions to and reflections on a set of five animations as representations of algebra instruction. The results showed that most comments in the preservice teachers' reflections were related to: (a) student learning and motivation, or (b) the classroom and instructional environment. Few comments in the…
Descriptors: Mathematics Instruction, Algebra, Preservice Teacher Education, Preservice Teachers
Forrest, Denise B.; Hitt, Austin M. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
In this paper we discuss how a general theory of instruction called Concept-Focused Instruction (CFI) can assist in the professional development of prospective teachers. CFI provides prospective teachers with a foundation and logical decision-making process for selecting, designing, and teaching mathematics. First, we provide a theoretical and…
Descriptors: Faculty Development, Beginning Teachers, Mathematics Teachers, Mathematics Instruction
Goodson-Espy, Tracy; Cifarelli, Victor V.; Pugalee, David; Lynch-Davis, Kathleen; Morge, Shelby; Salinas, Tracie; Mawhinney, Katherine; Owens, Sharilyn; Savich, Paula; Anderson, Amanda; Schmal, Stephen – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
This study developed twelve instructional modules based on the National Assessment of Educational Progress for mathematics content and methods courses for preservice elementary and middle school teachers and examined their impact on PSTs' mathematical content knowledge and self-efficacy beliefs about teaching mathematics. The modules help…
Descriptors: National Competency Tests, Preservice Teachers, Preservice Teacher Education, Beliefs
Land, Tonia; Drake, Corey – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
The overall purpose of this study is to develop a measure of elementary mathematics teachers' curricular knowledge (Shulman, 1986) and curriculum use practices. In this paper, we present the first step in this larger effort--the piloting of one set of questions that document pre-service teachers' (PSTs') knowledge and practices for reading,…
Descriptors: Preservice Teachers, Preservice Teacher Education, Knowledge Base for Teaching, Elementary Education
Cross, Stephanie Behm; Lloyd, Gwendolyn M. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
Over the course of two years, data was collected focused on preservice elementary teachers' engagement with mathematics textbooks and curriculum materials in two contexts: (1) a university mathematics education course, and (2) student teaching. To frame the results and suggest opportunities for learning, Feiman-Nemser and Buchmann's (1985)…
Descriptors: Preservice Teachers, Elementary School Teachers, Preservice Teacher Education, Mathematics Instruction
Castro Superfine, Alison; Li, Wenjuan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
While understanding children's mathematical thinking is an important part of what teachers need to know in order to be effective in the classroom, preservice coursework often fails to provide learning opportunities focused on this aspect of teaching. Using a videocase curriculum focused on children's mathematical thinking, the authors examined…
Descriptors: Mathematical Logic, Mathematics Instruction, Preservice Teacher Education, Video Technology
Mochón, Simón; Escobar, Marleny Hernández – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
In this article we describe the results of a special final course, at the main teachers' college in Mexico, which had two related main objectives: one was to find out the Mathematical Knowledge for Teaching (MKT) held by student teachers (ST) at the end of their instructional preparation. The other was to discern ways to improve this knowledge and…
Descriptors: Foreign Countries, Student Teaching, Preservice Teacher Education, Knowledge Base for Teaching
Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
This multiple-case study explored the experiences of two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Individual interviews revealed perspectives on knowing, learning, and teaching mathematics as experienced by the two groups; the quantitative findings indicated differences in mathematical…
Descriptors: Elementary Education, Preservice Teachers, Student Experience, Elementary School Mathematics
Cheng, Diana; Feldman, Ziv; Chapin, Suzanne – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
Enacting tasks at high levels of cognitive demand helps preservice teachers make sense of mathematical ideas and serves as a model for instruction. Small group discussions can be useful pedagogical tools for maintaining a task's cognitive demands. In this article, we contrast two small group discussions within a preservice elementary classroom to…
Descriptors: Preservice Teachers, Preservice Teacher Education, Mathematics Instruction, Teaching Methods
Osana, Helena P.; Sierpinska, Anna – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
We present an analysis of the practices of one mathematics teacher educator in the context of an elementary methods course. Our analysis of the 51 tasks used in the course revealed a content structure characterized by four components: mathematical knowledge, psychology of mathematics learning, teachers' didactic actions, and reflection. The…
Descriptors: Mathematics Instruction, Methods Courses, Preservice Teacher Education, Mathematics Teachers
Tyminski, Andrew M.; Land, Tonia J.; Drake, Cory – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
In this article the authors describe how they engaged pre-service teachers (PSTs) in a comparison activity of two Standards-based lessons. The article presents PSTs' perceptions of the affordances and constraints within each lesson, interpret these results and present implications for further research. Because "Standards"-based…
Descriptors: Elementary School Teachers, Comparative Analysis, Instructional Materials, Preservice Teacher Education
