Journal of Mathematics Teacher Education
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How elementary prospective teachers use three fraction models: their perceptions and difficulties
Journal of Mathematics Teacher Education - Tập 26 - Trang 455-480 - 2022
This study is an examination of 79 elementary prospective teachers’ (PSTs’)
capacity for recognizing the core ideas involved in modeling fraction addition
problems and their difficulties in solving and presenting the process of
fraction addition using area, length, and set models. PSTs completed a written
task in which they represented the process of solving a set of fraction addition
problems of ...
Mathematics teacher education as a multifaceted field of study
Journal of Mathematics Teacher Education - Tập 17 - Trang 489-490 - 2014
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction
Journal of Mathematics Teacher Education - Tập 19 - Trang 547-574 - 2015
The mathematics education field, including prospective teacher education
program, has seen a continuous effort to change teaching practices to be more
cognitively demanding, conceptually oriented and student centred. Our goal in
this study was to examine how certain underlying assumptions about mathematical
learning, as reflected in a skilled instructor’s discourse, align with
opportunities to lea...
Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness
Journal of Mathematics Teacher Education -
AbstractThe concept of statistical sense provides an understanding of the goals
of statistics education and helps to clarify the design of activities that
promote the development of statistical literacy, reasoning and thinking. The new
approaches to statistics in schools mean special attention must be paid to
teacher training. This training should enable them to develop their statistical
sense whi...
“Children know more than I think they do”: the evolution of one teacher’s views about equitable mathematics teaching
Journal of Mathematics Teacher Education - Tập 22 - Trang 153-177 - 2017
In this paper I present a case study of one teacher, Harriet, and how her
beliefs and practices regarding “equity” and “social justice” in mathematics
developed over several years. I use Valsiner’s (Culture and the development of
children’s action: a theory of human development, 2nd edn, Wiley, New York,
1997) zone theory to examine the evolution of Harriet’s views and practices of
mathematics tea...
Understanding and supporting mathematics teachers’ knowledge for teaching
Journal of Mathematics Teacher Education - Tập 18 - Trang 101-103 - 2015
Factor analysis and psychometric evaluation of the mathematical modeling attitude scale for teachers of mathematics
Journal of Mathematics Teacher Education - Tập 25 - Trang 131-161 - 2020
The effective teaching and learning of mathematics through mathematical modeling
and connecting mathematics to the real world has gained rapid growth at various
educational levels all over the world. The growth in modeling practices in the
United States of America (US) and the international community is the result of
the development and implementation of new mathematics standards and curricula
acr...
Observable mathematical teaching expertise among upper elementary teachers: connections to student experiences and professional learning
Journal of Mathematics Teacher Education - Tập 23 Số 5 - Trang 433-461 - 2020
Learning to Teach Elementary Mathematics: Ecological Elements of a Field Experience
Journal of Mathematics Teacher Education - Tập 3 - Trang 27-46 - 2000
Three elements of the ecology of a mathematics methodsfield experience were
particularly important topromoting a shift in locus of authority
thatprecipitated reflective thinking among the preserviceteachers: (a) an
inquiry perspective, (b) the cohortgroup, and (c) school-university
collaboration. Thearticle describes these three aspects of the ecologyof the
field experience and provides the perspe...
Promoting Mathematical Communication in the Classroom: Two Preservice Teachers' Conceptions and Practices
Journal of Mathematics Teacher Education - Tập 3 - Trang 125-153 - 2000
Recent reforms in mathematics education have encouraged teachers to engage their
students in various forms of communication. Scholars have begun to consider
questions such as: In what ways do teachers facilitate and guide classroom
discourse? How does the quality of students' reflections impact the development
of rich mathematical understanding? In order to address these and similar
questions, the...
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