Download or read book Exploring Beliefs and Practices of Teachers of Secondary Mathematics written by Mary Smeal and published by LAP Lambert Academic Publishing. This book was released on 2009-09 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Council of Teachers of Mathematics has challenged all mathematics teachers to use their Standards documents as guidelines for teaching mathematics. Many pre-service programs are now presenting curricula that are Standards-based. Five case studies were used to investigate the teaching beliefs and practices of mathematics teachers who had participated in a Standards-based pre-service education. One teacher held beliefs in alignment with the guidelines of the Standards and effectively implemented them in her classroom regardless of the obstacles. Another teacher strongly held Standards-based beliefs but had difficulty incorporating these beliefs into her teaching practices due to the obstacles of curriculum, high-stakes testing, and classroom management. The other three teachers held mostly traditional beliefs and incorporated traditional teaching strategies. Four of the teachers lowered their expectations of students based on the students' demographics, such as academic level and socioeconomic status.
Download or read book Exploring Beliefs and Practices of Teachers of Secondary Mathematics who Participated in a Standards based Pre service Education Program written by and published by . This book was released on 2008 with total page 712 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Secondary School Mathematics Teachers Problem Solving Beliefs and Teaching Practices written by Lynn Georges Farah and published by . This book was released on 2009 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to explore the relationship between secon dary mathematics teachers' beliefs about problem solving and its pedagogy, and t heir teaching practices. Ten secondary school mathematics teachers from one priv ate school in Beirut were involved in the first phase of this case study; howeve r, only three teachers were selected to take part in the second phase of the stu dy. Qualitative research methods were used including interviews, questionnaires and classroom observations, in order to determine the teachers' professed episte mologies as well as their reported problem solving beliefs and practices regardi ng mathematics, its teaching and learning, and to compare them with their actual teaching practices. The results indicated that teachers' conceptions of mathema tics, its teaching and learning, within and across the three categories, cannot be attributed to one single epistemology (Platonist, Instrumentalist or Problem Solving). Moreover, regardless of differences among teachers, teachers' concepti ons of teaching seem to subscribe to the Platonist epistemology, whereas those o f mathematics and learning are more towards the Instrumentalist epistemology. Th e findings also revealed that the beliefs of the teachers about problem solving and its pedagogy tend to be towards Problem Solving in mathematics, its teaching and learning. Furthermore, though teachers' beliefs about problem solving and i ts pedagogy seem to be oriented towards problem solving, they show differences r egarding the definitions, roles and teaching of problem solving. Conversely, tea chers' reported teaching practices appear less oriented towards the problem solv ing approach than their professed beliefs. Finally, there seems to be substantia l alignment between the teachers' actual observed practices on one hand, and the ir reported beliefs and practices about the teaching of problem solving on the o ther hand. This alignment includes the primary tendency of each teacher as well as secondary tendencies.
Download or read book Beliefs A Hidden Variable in Mathematics Education written by G.C. Leder and published by Springer Science & Business Media. This book was released on 2005-12-28 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The volume is intended for researchers in the field, as well as for mathematics educators teaching the next generation of students.
Download or read book Views and Beliefs in Mathematics Education written by Benjamin Rott and published by Springer. This book was released on 2018-12-14 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. The focus of the second section in this book deals with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. The third section of this book centers on the undercurrents of teaching and learning mathematics, what rises in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research. In this section, papers discuss attitudes towards assessment.
Download or read book International Perspectives on Teacher Knowledge Beliefs and Opportunities to Learn written by Sigrid Blömeke and published by Springer Science & Business Media. This book was released on 2013-09-09 with total page 581 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn.
Download or read book From beliefs to dynamic affect systems in mathematics education written by Birgit Pepin and published by Springer. This book was released on 2014-10-21 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?
Download or read book Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers Development of Beliefs and Classroom Practice Through Case Study Analysis written by Jennifer Lynn Harrison and published by . This book was released on 2012 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Mathematics education literature supports the complex process of prospective secondary mathematics teacher (PSMT) learning and development, the impact of beliefs on PSMT learning and development, and the lack of demonstrated mathematics classroom practice supported by current constructivist reform perspectives referred to as learner-responsive pedagogy in this dissertation. The purpose of this research was to both explicitly impact and explore the process of the development of beliefs and classroom practice for a small group of PSMTs through a Teacher Development Experiment (TDE) methodology. Using the TDE methodology as a guide, the objective of the researcher was to purposefully work to help PSMTs develop beliefs and classroom practice aligning with learner-responsive perspectives. Eight PSMTs in a 5-quarter graduate teacher education program at a large Midwestern university participated in this research. The researcher acted as an instructor for the PSMTs' first mathematics methods course and as their university supervisor throughout all field placement experiences in the teacher education program. Guided by literature supporting methods for impacting belief development and teacher learning through a focus on student thinking, the supervisor provided support to increase opportunities for PSMTs to develop beliefs and classroom practice aligning with learner-responsive approaches. Extensive qualitative data were collected throughout the PSMTs' mathematics methods course and field placement experiences. These data include: reflective writings from readings, field placement observations, and field placement teaching experiences; field notes from observations of PSMTs' classroom practice; transcribed discussions before and after classroom practice observations; transcribed discussions from small group discussions; feedback provided by the researcher on lesson plans and reflective writing; and responses to a final interview. Quantitative data in the form of a Likert-survey for beliefs related to teaching and learning in mathematics were analyzed along with qualitative data to develop case studies of development of beliefs and classroom practice for three of the eight PSMTs. Through analysis of individual PSMT learning in each case as well as a cross case analysis, factors influencing PSMT development of beliefs and classroom practice aligning with learner-responsive perspectives were found. The cases supported the influence of enactive mastery experiences, over vicarious experiences or verbal persuasion, on PSMTs beliefs and classroom practice. Differences in enactive mastery experiences for teacher-centered or learner-responsive perspectives resulted in a demonstration of differing belief development. The cases also demonstrated a relationship between PSMTs' ability to elicit, attend to, interpret, and decide how to use student thinking in their instruction and their development of beliefs and classroom practice. Findings from this research suggest the importance of explicit consistent supervisor and university support for specific types of experiences for PSMTs to influence the development of their beliefs and classroom practice to align with learner-responsive pedagogy. This supports the importance of an explicit focus on consistent teacher models and support for learner-responsive perspectives and practice in teacher education programs as well as further research on developing research-based models of student learning of secondary mathematics concepts to help PSMTs focus more deeply on student thinking.
Download or read book Exploring Mathematics and Science Teachers Knowledge written by Hamsa Venkat and published by Routledge. This book was released on 2014-05-09 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Globally, mathematics and science education faces three crucial challenges: an increasing need for mathematics and science graduates; a declining enrolment of school graduates into university studies in these disciplines; and the varying quality of school teaching in these areas. Alongside these challenges, internationally more and more non-specialists are teaching mathematics and science at both primary and secondary levels, and research evidence has revealed how gaps and limitations in teachers’ content understandings can lead to classroom practices that present barriers to students’ learning. This book addresses these issues by investigating how teachers’ content knowledge interacts with their pedagogies across diverse contexts and perspectives. This knowledge-practice nexus is examined across mathematics and science teaching, traversing schooling phases and countries, with an emphasis on contexts of disadvantage. These features push the boundaries of research into teachers’ content knowledge. The book’s combination of mathematics and science enriches each discipline for the reader, and contributes to our understandings of student attainment by examining the nature of specialised content knowledge needed for competent teaching within and across the two domains. Exploring Mathematics and Science Teachers’ Knowledge will be key reading for researchers, doctoral students and postgraduates with a focus on Mathematics, Science and teacher knowledge research.
Download or read book Beliefs and Attitudes in Mathematics Education written by Jürgen Maasz and published by BRILL. This book was released on 2019-02-11 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tina Besley has edited this collection which examines and critiques the ways that different countries, particularly Commonwealth and European states, assess the quality of educational research in publicly funded higher education institutions. Such assessment often ranks universities, departments and even individual academics, and plays an important role in determining the allocation of funding to support university research.
Download or read book The Learning and Development of Mathematics Teacher Educators written by Merrilyn Goos and published by Springer. This book was released on 2022-04-08 with total page 455 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
Download or read book Strengths Based Teaching and Learning in Mathematics written by Beth McCord Kobett and published by Corwin Press. This book was released on 2020-02-27 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful.
Download or read book Knowledge and Beliefs in Mathematics Teaching and Teaching Development written by Peter Sullivan and published by Brill / Sense. This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 1 presents research and theoretically informed perspectives on Knowledge and Beliefs in Mathematics Teaching and Teaching Development. The chapters together address the "what" of mathematics teacher education, meaning knowledge for mathematics teaching and teaching development and consideration of associated beliefs. As well as synthesising research and practice over various dimensions of these issues, the volume offers advice on 'best practice' for teacher educators, university decision makers, and those involved in systemic policy decisions on teacher education. There are four sections. The first, about mathematics discipline knowledge for teaching, contains chapters on mathematics discipline knowledge from both East Asian and Western perspectives, with separate chapters addressing primary/elementary teacher education and secondary teacher education, along with a chapter on approaches for assessing this mathematics knowledge of prospective teachers. The second section describes ways of thinking about how this mathematical knowledge is used in teaching. It includes chapters on pedagogical content knowledge, on knowledge for and about mathematics curriculum structures, the way that such knowledge can be fostered with practising teachers, on a cultural analysis of mathematical content knowledge, and on beliefs about mathematics and mathematics teaching. The third section outlines frameworks for researching issues of equity, diversity and culture in teaching mathematics. The fourth section contains a description of an approach to methods of researching mathematics discipline knowledge of teachers. Together the chapters not only confirm that the knowledge that mathematics teachers need includes both mathematical and pedagogical aspects but also explore the subtlety of the various dimensions of that knowledge. There are also suggestions of the relative emphases on the respective dimensions and ways that teacher educators might support prospective and practising teachers in acquiring and developing that knowledge. Bibliographical Information for the complete set: VOLUME 1: Knowledge and Beliefs in Mathematics Teaching and Teaching Development Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. ) paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9 VOLUME 2: Tools and Processes in Mathematics Teacher Education Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. ) paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0 VOLUME 3: Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. ) paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1 VOLUME 4: The Mathematics Teacher Educator as a Developing Professional Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. ) paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Download or read book Research Trends in Mathematics Teacher Education written by Jane-Jane Lo and published by Springer. This book was released on 2014-05-28 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching. Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers’ learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to student learning) and illustrate how knowledge can be accessed, assessed, and nurtured over the course of a teaching career. Commentaries provide context for current research while identifying areas deserving future study. Included among the topics: Teachers’ curricular knowledge Teachers’ personal and classroom mathematics Teachers’ learning journeys toward reasoning and sense-making Teachers’ transitions in noticing Teachers’ uses of a learning trajectory as a tool for mathematics lesson planning A unique and timely set of perspectives on the professional development of mathematics teachers at all stages of their careers, Research Trends in Mathematics Teacher Education brings clarity and practical advice to researchers as well as practitioners in this increasingly critical arena.
Download or read book Exploring the Relationship Between Teachers Beliefs in Mathematics and Their Instructional Practice written by Michelle Vander Veldt and published by . This book was released on 2006 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Storied Identities written by Kayce Lee Mastrup and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Secondary mathematics instruction in the United States has undergone great scrutiny and little has changed over the past decade surrounding the manners in which instruction unfolds within classrooms. With the adoption of Common Core State Standards for Mathematics in 2010 disparities and questions have surfaced regarding how well mathematics teachers are prepared to engage their students in mathematical tasks that promote conceptual understanding and move away from rote memorization and procedure-based practices. The mathematical experiences of preservice teachers as students in K-16 classrooms become significant components of their preparation for teaching. In order to gain a greater understanding of how preservice teachers develop their instructional practice a longitudinal study is needed, one that considers mathematical identity, agency and teacher preparation. In this study I investigated the mathematical identity of eight preservice mathematics teachers as a means to understand the development of their instructional practice from the start of preservice through the conclusion of their first year of teaching. This dissertation is organized in three separate articles. The first article examines the K-16 mathematical experiences of each preservice teacher. Each participant's mathematical identity was shaped by their mathematical histories. The second article focuses on how individuals with different math identities responded to credential year experiences. The third and final article follows five of the participants from preservice to inservice, focusing on the role of agency in promoting uptake and sustained implementation of reform oriented mathematics instruction. Research methods included narrative autobiographies, semi-structured interviews, observations of practice, and analysis of course work. Analysis revealed a strong connection between the K-16 mathematical experiences of preservice teachers and their notions about what it means for their students to demonstrate mathematical knowledge and competency. Additionally, the preservice teachers in this study who experienced some reform-oriented practices as K-16 students, as well as opportunities to implement said practices during student teaching, demonstrated higher levels of sustained uptake and implementation of reform-oriented practices as first-year teachers. Implications of this work indicate that at different points during teacher preparation, preservice mathematics teachers need tailored levels of support based on their unique mathematical history in order for them to engage in experiences that make their practice problematic, providing opportunities for reflection and growth to occur. Results from this study support and expand upon findings shared by scholars interested in the development of mathematics teachers. As preservice teachers step into their role as a novice teacher, current principles and practices of a school community, along with the opportunities to experience reform-oriented mathematics instruction during student teaching are vital components for sustained integration and implementation of reform-oriented mathematics instruction.
Download or read book Exploring the Mathematical Education of Teachers Using TEDS M Data written by Maria Teresa Tatto and published by Springer. This book was released on 2018-08-16 with total page 589 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international settings. The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries. The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators’ characteristics and beliefs, and on future mathematics teachers’ individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.
