Download or read book Development and Validation of a Measure of the Ability of Preservice Mathematics Teachers to Make Mathematical Connections written by Marie T. Donigan and published by . This book was released on 1999 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Master s Theses Directories written by and published by . This book was released on 1999 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Education, arts and social sciences, natural and technical sciences in the United States and Canada".
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relationships Among Preservice Primary Mathematics Teachers Gender Academic Success and Spatial Ability written by Melih Turgut and published by . This book was released on 2012 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this work is to investigate relationships among pre-service primary mathematics teachers' gender, academic success and spatial ability. The study was conducted in Izmir with 193 pre-service primary mathematics teachers of Dokuz Eylul University. In the work, spatial ability test, which consists of two main sub-tests measuring spatial orientation and spatial visualization abilities, is used. In order to analyze the obtained data, descriptive statistics, Pearson product moment correlation coefficient and Mann-Whitney U test are used. The results indicated that pre-service primary mathematics teachers' spatial ability level is low; there is a positive relationship between spatial ability and academic success; there is no significant difference between spatial ability and gender and the abilities of spatial orientation and spatial visualization are positively correlated. Some important research questions are also proposed. Appendix A presents Sample Questions of Spatial Ability Test. (Contains 7 tables and 1 footnote.) [This article is based on the first author's PhD dissertation entitled "The Effect of Technology Assisted Linear Algebra Instruction on Pre-Service Primary Mathematics Teachers' Spatial Ability" at the University of Dokuz Eylul under the direction of the second author.].
Download or read book Conversations about Connections written by Aldona Monika Businskas and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of mathematical connections in learning and understanding mathematics is widely endorsed in both the research and the professional literature but teachers' understanding of mathematical connections is underexplored. This study examined teachers' conceptions of mathematical connections as knowledge at the interface of content knowledge and pedagogical content knowledge. I had individual conversations with nine secondary mathematics teachers in a three-stage process of progressively more structured interviews. Interviews focussed on teachers' explicit connections related to particular mathematical topics, including a common task about quadratic functions and equations. I coded transcribed interviews according to a model I developed that identified five types of connections - different representations, implications, part-whole relationships, procedures, and instruction-oriented connections. Teachers' thinking about connections was completely bound up with their thinking about teaching. They talked about real-world connections and connections to students' prior knowledge, but only a few explicitly pointed out connections to their students. Most teachers were enthusiastic in their approval of considering mathematics as an interconnected web of concepts. While some teachers saw mathematical connections as integral to the way they taught, others were conflicted, and expressed a tension between teaching concepts and teaching algorithms. In the context of a structured task, teachers demonstrated knowledge of specific mathematical connections at a fine-grained level, but only with considerable effort. Teachers do have knowledge of specific mathematical connections but that knowledge is largely tacit. Teachers described specific mathematical connections in all five categories of the model. The model proved robust in classifying connections across a range of mathematical topics and grain-size. The mathematical connections that teachers articulated dealt with a narrow range of content, and favoured connections that were explicitly described in their textbooks. Nevertheless, teachers were also able to identify certain connections as crucial to students' understanding of a topic. This systematic and detailed examination of the way that teachers view mathematical connections has laid a foundation for future research by demonstrating a methodology that facilitated the expression of teachers' tacit knowledge, and by developing a model for classifying the explicit mathematical connections that teachers did express.
Download or read book Learning to Teach Mathematics written by Jian Wang and published by . This book was released on 1998 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preservice Teachers Developing Mathematical Knowledge for Teaching written by Jennifer L. Edelman and published by . This book was released on 2014 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: This descriptive study examines the elements of mathematical knowledge for teaching that preservice teacher candidates exhibited as they planned, taught, and reflected on a mathematics lesson that integrated children's literature. A collective case study design was used in which three groups were selected from the total population of 10 groups; the groups were selected based on demographics and in an effort to illustrate the widest varieties of experiences during the study. Data for each group consisted of written lesson plans, observations of enacted literature-based lessons, lesson artifacts, and written reflections on the lessons. Data were analyzed for elements of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. Additionally, the procedures each group used to select their book were analyzed. A second cycle of coding was applied to connect the findings of this study with the existing literature on developing mathematical knowledge for teaching and the effects of using children's literature in mathematics teaching and learning. This study illustrates the need for further development of candidates' ability to locate mathematical concepts in children's literature, as well as the need for supporting candidates' critical analysis of curricular materials and mathematical representations to find the best possible method for teaching various mathematical concepts. Recommendations for future research are included.
Download or read book Emotions at School written by Reinhard Pekrun and published by Routledge. This book was released on 2017-08-14 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than a decade, there has been growing interest in the role of emotions in academic settings. Written by leading experts on learning and instruction, Emotions at School focuses on the connections between educational research and emotion science, bringing the subject to a wider audience. With chapters on how emotions develop and work, evidence-based recommendations about how to foster adaptive emotions, and clear explanations of key concepts and ideas, this concise volume is designed for?any?education course that includes emotions in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.
Download or read book Pre service Primary Mathematics Teachers Support of Learners Academic Literacy and Mathematical Reasoning written by Victoria Shure and published by . This book was released on 2022* with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Specialized Mathematical Content Knowledge of Preservice Elementary Teachers written by Ann Zumbrunnen McCoy and published by . This book was released on 2011 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2000, the National Council of Teachers of Mathematics ([NCTM], 2000) described a compelling vision for mathematics education in the United States calling for high-quality instruction, knowledgeable teachers, ambitious expectations, and engaging curriculum. One aspect of this vision, knowledgeable teachers, has been the subject of many studies as researchers attempt to determine what types of teacher knowledge are important in the development of effective teachers. In addition, factors that impact the development of teacher knowledge have also been investigated. The beliefs of teachers, including teaching efficacy, are one such factor. This dissertation presents findings from a study that examined the relationship between mathematics teacher efficacy and the growth in specialized mathematical content knowledge of preservice elementary teachers. The participants in this study were 101 elementary education majors enrolled in a two-course mathematics content and methods sequence at a mid-sized, mid-western university located in a small city. Two dimensions of mathematics teacher efficacy, personal mathematics teacher efficacy and mathematics teaching outcome expectancy, were measured using the Mathematics Teaching Efficacy Beliefs Instrument (Enochs, Smith, and Huinker, 2000). Specialized mathematical content knowledge was measured using items developed by the Learning Mathematics for Teaching (LMT) project, and common mathematical content knowledge was measured using an instrument developed and used at another university. The findings of this study indicate that the level of specialized mathematics content knowledge of preservice teachers increased significantly during the mathematics methods/content course. Personal mathematics teacher efficacy, mathematics teaching outcome expectancy, and common mathematical content knowledge also increased significantly. Significant correlations were found among several of the variables assessed in the study, including personal mathematics teacher efficacy and specialized mathematical content knowledge. However, neither dimension of mathematics teacher efficacy significantly predicted growth in specialized mathematical content knowledge. A supplementary analysis revealed that the initial level specialized content knowledge did significantly predict growth in personal mathematics teacher efficacy of female students.
Download or read book Connecting Math Methods and Student Teaching Through Practice based Strategies written by Mollie Helen Appelgate and published by . This book was released on 2012 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: There have been many calls for greater research into the connection between what is taught to pre-service teachers and how those teachings emerge in teacher practice (Cochran-Smith & Zeichner, 2005; Grossman, 2008). Understanding this connection and strengthening it is vital to the increased effectiveness of not just teacher education programs but of teachers and the increased learning of students. In order to strengthen this connection, researchers have been pushing for pre-service teacher learning to become more practice-based (Ball et. al, 2009, Windschitl et al., 2009). The teacher education program in this study used a practice-based framework to design a math methods course which articulated critical aspects for teaching and learning mathematics (i.e., ensuring mathematical rigor, creating mathematical student discourse, and using equitable practices), and taught high-leverage strategies to meet these critical aspects. This study investigated how these practice-based, high-leverage strategies emerged in pre-service teacher practice in their student teaching classrooms. Focusing on secondary math in a large urban school district, this study sought to answer the questions 1) How do the practice-based strategies taught in a math methods class emerge in pre-service teachers' student teaching practice? 2) What supports the emergence of these strategies in a pre-service teacher's student teaching practice and what impedes it? The study followed six pre-service teachers through a yearlong methods course and into their student teaching classrooms, and used classroom observations, interviews, artifact collection and logs of teacher practice to answer the questions. The findings suggest that pre-service teachers can use high-leverage practices in a way that is rigorous, creates student mathematical discourse, and equitable participation. The study proposes the following additions to the design of future math methods courses: 1) pre-service teachers enacting the practices in environments with increasingly more independence and less support before trying it in their own classrooms and, 2) sharing with their math methods course peers their findings after the enactment of the strategies in their student teaching classroom. These findings have implications for how we may more effectively teach methods to bring about change in classroom practices.
Download or read book Standards for Preparing Teachers of Mathematics color Hc written by Nadine Bezuk and published by . This book was released on 2020-01-16 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: AMTE, in the Standards for Preparing Teachers of Mathematics, puts forward a national vision of initial preparation for all Pre-K-12 teachers who teach mathematics. SPTM pertains not only to middle and high school mathematics teachers who may teach mathematics exclusively but also to elementary school teachers teaching all disciplines, special education teachers, teachers of emergent multilingual students, and all other teaching professionals and administrators who have responsibility for students' mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated. SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform accreditation processes for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning mathematics teacher who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles. Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.
Download or read book International Handbook of Emotions in Education written by Reinhard Pekrun and published by Routledge. This book was released on 2014-04-16 with total page 709 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than a decade, there has been growing interest and research on the pivotal role of emotions in educational settings. This ground-breaking handbook is the first to highlight this emerging field of research and to describe in detail the ways in which emotions affect learning and instruction in the classroom as well as students’ and teachers’ development and well-being. Informed by research from a number of related fields, the handbook includes four sections. Section I focuses on fundamental principles of emotion, including the interplay among emotion, cognition, and motivation, the regulation of emotion, and emotional intelligence. Section II examines emotions and emotion regulation in classroom settings, addressing specific emotions (enjoyment, interest, curiosity, pride, anxiety, confusion, shame, and boredom) as well as social-emotional learning programs. Section III highlights research on emotions in academic content domains (mathematics, science, and reading/writing), contextual factors (classroom, family, and culture), and teacher emotions. The final section examines the various methodological approaches to studying emotions in educational settings. With work from leading international experts across disciplines, this book synthesizes the latest research on emotions in education.
Download or read book Effects of Mathematics Integration on Mathematical Ability and Efficacy of Preservice Teachers written by Christopher T. Stripling and published by . This book was released on 2012 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thus, the MTIS treatment had a positive effect on the mathematics ability scores of the preservice teachers. MANOVAs were used to determine if significant differences existed in mathematics teaching efficacy, personal mathematics efficacy, and personal teaching efficacy based upon the MTIS treatment. The analyses did not reveal a significant difference in the mathematics teaching efficacy, personal mathematics efficacy, and personal teaching efficacy of preservice agricultural teachers based upon the MTIS treatment. Therefore, the MTIS treatment did not have an effect on the mathematics teaching efficacy, personal mathematics efficacy, and personal teaching efficacy of the preservice teachers. Participants had low to moderate mathematics ability, were moderately efficacious in mathematics teaching efficacy, and efficacious in personal mathematics efficacy and personal teaching efficacy. This study found that a teaching methods course that utilizes the MTIS treatment can improve mathematics ability, but the treatment had no effect on the mathematics teaching efficacy, personal mathematics efficacy, and personal teaching efficacy of the preservice teachers. Based on these findings, recommendations for agricultural teacher educators and researchers were given.
Download or read book Eliciting Elementary Preservice Teachers Mathematical Knowledge for Teaching Using Instructional Tasks that Include Children s Mathematical Thinking written by Lauren Lee Goggins and published by ProQuest. This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A challenge that teacher educators face is how to determine if teacher preparation programs provide preservice teachers with opportunities to develop the mathematical knowledge that teachers use in their practice. This qualitative, interpretive study examines the mathematical knowledge for teaching that four preservice teachers exhibited when they engaged in a set of three instructional tasks that included children's mathematical thinking and were designed to replicate the work of teaching mathematics. Each task largely elicits a different kind of mathematical knowledge for teaching from preservice teachers. In addition, the formats of the children's mathematical thinking examples influence the mathematical knowledge for teaching that is elicited from preservice teachers by the complete set of instructional tasks. This study informs teacher educators how instruction in teacher preparation programs and professional development programs can be developed to measure mathematical knowledge for teaching. And, it advances the current understanding of the mathematical knowledge that is needed in the work of teaching mathematics.
Download or read book Mathematical Proficiency for All Students Toward a Strategic Research and Development Program in Mathematics Education written by Deborah Loewenberg and published by Rand Corporation. This book was released on 2003-04-15 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: A clear need exists for substantial improvement in mathematics proficiency in U.S. schools. The RAND Mathematics Study Panel was convened to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel identified three areas for focused R&D: development of teachers' mathematical knowledge used in teaching; teaching and learning of skills needed for mathematical thinking and problem-solving; and teaching and learning of algebra from kindergarten through the 12th grade.
Download or read book Teacher Noticing Bridging and Broadening Perspectives Contexts and Frameworks written by Edna O. Schack and published by Springer. This book was released on 2017-05-16 with total page 537 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.
