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Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-03-06 David A. G. Berg, Naomi Ingram, Mustafa Asil, Jenny Ward, Jeffrey K. Smith
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Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-02-29 Tracy Helliwell, Andreas Ebbelind
As mathematics teacher educators (MTEs), we are motivated by the lack of research concerning the language that MTEs use in initial teacher education settings. In this paper, we turn our attention towards developing a methodological approach to studying the language-in-use during teacher education situations, with a specific focus on the language of the MTE in the form of a monologue. The methodological
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Teachers’ noticing of proportional reasoning J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-02-27 Julie M. Amador, David Glassmeyer, Aaron Brakoniecki
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Development of teachers’ attitudes and self-efficacy expectations for inclusive mathematics instruction: effects of online and blended learning programs J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-02-27 Marcus Nührenbörger, Franz B. Wember, Tobias Wollenweber, Daniel Frischemeier, Laura Korten, Christoph Selter
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Fostering pre-service teachers’ attention to mathematical objects: The realization tree mediator as a teaching representation J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-02-26 Merav Weingarden, Einat Heyd-Metzuyanim
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Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-02-22
Abstract This paper is focused on the collaborative work of two communities, one of teachers and one of researchers, during a teacher professional development program on the inquiry-based learning approach in mathematics, addressed to lower secondary school in-service mathematics teachers. We conceptualize the design of inquiry mathematics task as the boundary object on which the two communities work
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An exploratory study of the relation between teachers’ implicit theories and teacher noticing J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-02-08
Abstract Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning
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Process over product: associations among math anxiety, feelings about math, and instructional beliefs in early childhood preservice teachers J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-01-31 Amber Beisly, Samantha Evans, Laura Latta
Providing high-quality mathematics instruction is vital for children because early mathematics skills are a strong predictor of later academic success. Unfortunately, not all early childhood preservice teachers (PSTs) have positive attitudes toward mathematics and, as a group, report one of the highest levels of mathematics anxiety (Bates, A. B., Latham, N. I., and Kim, J. A. (2013). Do I have to teach
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The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-01-28 Yi-Jung Lee
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Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions J. Math. Teach. Educ. (IF 1.786) Pub Date : 2024-01-16 Melissa Troudt, Lindsay Reiten, Jodie Novak
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Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-12-16 Francisca M. Ubilla, Núria Gorgorió
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A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-12-15 Yasemin Copur-Gencturk, Chandra Hawley Orrill
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How often and when teachers should teach with challenging tasks: the role of motivational beliefs J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-12-14 James Russo, Tim Powers, Jane Hubbard, Sarah Buckley, Sharyn Livy
Prior research has revealed a variety of factors associated with teacher views around when to incorporate challenging mathematical tasks into instruction, such as teachers’ pedagogical content knowledge and their prior assumptions about student ability. There has been less focus on how motivational beliefs (teacher anxiety, enjoyment, confidence) shape teachers’ views around teaching with challenging
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Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-12-10 Mark Hoover, Matthew Dahlgren, Reidar Mosvold, Imani Goffney
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Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-12-06 Nicora Placa
Eliciting and attending to students’ thinking is an important component of teaching mathematics for understanding. Clinical interview protocols have shown the potential to support teachers in developing these skills. However, less is known about how to support teacher leaders’ knowledge and development of these skills. Given that teacher leaders provide opportunities to foster teachers’ knowledge of
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Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-11-12 Robert Weinhandl, Lena Maria Kleinferchner, Carina Schobersberger, Katharina Schwarzbauer, Tony Houghton, Edith Lindenbauer, Branko Anđić, Zsolt Lavicza, Markus Hohenwarter
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The role of mathematics teachers' previous professional experiences in their collaborative sensemaking: an ecological perspective J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-10-27 Nadav Ehrenfeld
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Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-10-26 Juan Luis Prieto-González, Rafael Enrique Gutiérrez-Araujo, Elizabeth-H. Arredondo, Alex Montecino
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Studying a mathematics teacher’s documentational and identity trajectories over time J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-10-27 Giorgos Psycharis, Charlotte Krog Skott
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Relationships between elementary mathematics specialist certification, knowledge, beliefs, and classroom learning environments J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-10-13 Corey Webel, James Tarr, Christopher Austin, Sheunghyun Yeo, Hyejin Shim
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Mental processes underlying a mathematics teacher’s learning from student thinking J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-10-13 Biyao Liang
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Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-10-10 Sheila Orr, Kristen Bieda
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Enacting multilingual learner core practices: a PST’s approximations of practice of mathematics language routines J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-09-29 Sarah A. Roberts, T. Royce Olarte
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Increase in self-efficacy in prospective teachers through theory-based lesson study J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-09-05 Elena M. Lendínez Muñoz, Francisco J. García García, Ana M. Lerma Fernández, Ana M. Abril Gallego
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Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-08-30 Inah Ko, Patricio Herbst, Mollee Shultz
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The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-08-19 Brette Garner, Jen Munson, Gladys Krause, Claudia Bertolone-Smith, Evthokia Stephanie Saclarides, Amy Vo, Han Sol Lee
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Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-08-18 Thorsten Scheiner, Nils Buchholtz, Gabriele Kaiser
This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: ‘mathematical knowledge for teaching’ and ‘mathematics didactic knowledge’. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical knowledge for teaching is viewed as a utilitarian-pragmatic
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The professional identities of prospective mathematics teachers who teach through programming J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-08-16 Odd Tore Kaufmann, Marianne Maugesten, Tamsin Meaney
As has been the case in many countries around the world, the new Norwegian curriculum from 2020 included programming as part of mathematics education. However, little is known about how prospective teachers perceive this addition in regard to their developing professional identities. When the results from an electronic survey of 394 prospective teachers showed unexpected findings, five of the subjects
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Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-07-26 Samaher Nama, Michal Ayalon
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What motivates and demotivates Estonian mathematics teachers to continue teaching? The roles of self-efficacy, work satisfaction, and work experience J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-07-03 Karin Täht, Kristel Mikkor, Getriin Aaviste, Dmitri Rozgonjuk
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On designing better structures for feedback in practice-based professional development: Using “failure” to innovate J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-06-29 Amanda M. Brown, Patricio G. Herbst
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Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-06-22 Andreas Schulz
Procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers are based on a flexible and meaningful use of mental models, strategies, and procedures. The study to be presented in this paper pursued the question as to which subdomains or tasks relating to procedural fluency and strategic competence at upper primary school level are particularly challenging
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Promotion and offering in professional development programmes for mathematics teachers: What happens when there’s a mismatch? J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-06-23 Michael A. Buhagiar, James Calleja, Mariella Galea
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Transformation of preservice mathematics teachers' teacher identity orientations through a video club J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-06-13 Kübra Çelikdemir, Çiğdem Haser
Research in mathematics education has placed significant emphasis on teacher identity, particularly during teacher education, since it plays a critical role in shaping the identity of preservice teachers with regard to teaching mathematics. However, as teacher identity is context dependent, it is essential to study preservice teachers' identities in various contexts to develop expertise in mathematics
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A prospective teacher’s conceptions about the nature of mathematical tasks and professional knowledge within task unfolding J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-06-11 Emine Aytekin-Kazanç, Mine Işıksal-Bostan
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Relating chains of instrumental orchestrations to teacher decision-making J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-05-12 Iresha Gayani Ratnayake, Jill Adler, Mike Thomas
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I find this task interesting, so do you? Preservice teachers’ judgments of students’ enjoyment, boredom, and situational interest regarding tasks with and without a connection to reality J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-05-04 Jonas Kanefke, Stanislaw Schukajlow
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Developing elementary mathematics specialists as teacher leaders during a preparation program J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-04-29 Susan Swars Auslander, Gary E. Bingham, Carla L. Tanguay, Debra S. Fuentes
This 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs) in high-need, urban schools. Our inquiry centers on their experiences in the EMS preparation program and the development of important outcomes, specifically productive beliefs and teacher leadership. Data were gathered at the end of Year 1 via
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What do mathematicians wish to teach teachers about the discipline of mathematics? J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-04-10 Anna Hoffmann, Ruhama Even
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Evaluating mathematics lessons for cognitive demand: Applying a discursive lens to the process of achieving inter-rater reliability J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-04-11 Merav Weingarden, Einat Heyd-Metzuyanim
In this study, we examine “what went wrong” in our professional development program for encouraging cognitively demanding instruction, focusing on the difficulties we encountered in using an observational tool for evaluating this type of instruction and reaching inter-rater reliability. We do so through the lens of a discursive theory of teaching and learning. Data consisted of 10 coders’ coding sheets
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Secondary mathematics preservice teachers’ perceptions of program (in)coherence J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-04-06 Phi Nguyen, Charles Munter
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Culturally crafted Lesson Study to improve teachers' professional development in mathematics: a case study in Italian secondary school J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-04-05 Roberto Capone, Maria Giuseppina Adesso, Carola Manolino, Riccardo Minisola, Ornella Robutti
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Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-03-29 Sigal H. Rotem, Michal Ayalon
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Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-03-11 Erica Litke, Julien Corven, Kateri A. Sternberg
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High school mathematics teachers' noticing of inequitable talk J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-03-05 Jessica Lee Stovall, Daniel R. Pimentel, Janet Carlson, Sarah R. Levine
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The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-02-28 Victoria Shure, Peter Liljedahl
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Some mathematicians’ perceived and envisioned instructional relationships in secondary teaching and teaching secondary teachers J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-01-17 Yvonne Lai, Sally Ahrens
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Validating psychometric classification of teachers’ fraction arithmetic reasoning J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-01-12 İbrahim Burak Ölmez, Andrew Izsák
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Preservice elementary teachers’ mathematical achievement and attitudes: A study of blended learning J. Math. Teach. Educ. (IF 1.786) Pub Date : 2023-01-02 Kristin E. Yudt, Brook E. Sawyer, Samantha B. Shera
The primary purpose of this quasi-experimental mixed-methods study was to examine whether a blended learning approach was more effective than traditional face-to-face instruction in improving the mathematical achievement and attitudes of preservice elementary teachers. The secondary purpose was to determine what specific features of blended learning were deemed most helpful to prospective teachers’
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Reviewing the theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning, by Luis Radford J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-12-31 Jean-Francois Maheux
Reviewing is a fitting term to introduce this book. I have been familiar with the work of Luis Radford for many years now, and this book is a welcome addition to an already impressive authorship. It gathers over ten, even twenty, years of development of the theory of objectification in various publication venues and revisits its concepts, while presenting them as a coherent whole. This is a book I
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Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-12-22 Anthony Matranga, Jason Silverman
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Computational thinking practices as tools for creating high cognitive demand mathematics instruction J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-12-12 Kathryn M. Rich, Aman Yadav, Charles J. Fessler
One characteristic of high-quality mathematics teaching is supporting students in engaging in tasks of high cognitive demand. In this paper, we explore relationships between two elementary teachers’ efforts to integrate computational thinking (CT) practices—abstraction, debugging, and decomposition—into their mathematics instruction and their development of high-level tasks. Teachers engaged in professional
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Tools for supporting teacher noticing about classroom video in online professional development J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-12-01 Sarah Larison, Jennifer Richards, Miriam Gamoran Sherin
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Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-11-22 Victoria R. Jacobs, Susan B. Empson, Naomi A. Jessup, Amy Dunning, D’Anna Pynes, Gladys Krause, Todd M. Franke
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Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-11-06 Christian Büscher, Susanne Prediger
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STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-10-13 Kai-Lin Yang, Lynda Ball
Few studies have elaborated on how different types of integration can support teachers’ learning and build their capacity to teach for the enhancement of students’ STEM competence. Teaching in a STEM education context requires mathematics teachers to be able to effectively choose, design and implement appropriate tasks in their classes. Given the important role of teachers and tasks as vehicles for
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Lesson study beyond its initial adaptation: a case without external support J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-10-13 Charlotte Krog Skott
Since 2016, Park School in Denmark has consistently used Japanese lesson study as an approach to the professional development of its mathematics teachers. The school has moved beyond the initial adaptation of lesson study, and no longer includes external support. In this article, I investigate how three groups of teachers participated in the maturing lesson-study phases, especially the reflection phase
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How early career elementary teachers vary in planning mathematics instruction J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-10-05 Sarah Lilly, Kristen N. Bieda, Peter A. Youngs
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From mistakes, we learn? Mathematics teachers’ epistemological and positional framing of mistakes J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-09-25 Mariana Alvidrez, Nicole Louie, Mourat Tchoshanov
This interpretive cross-case study investigates complexity in the ways teachers frame mistakes and the reasons behind their framing, challenging the assumption in the literature that productive beliefs about errors generate productive error-handling practices, while unproductive beliefs result in unproductive practices. The study draws on interviews and classroom observations with three secondary mathematics
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Secondary mathematics teachers learning to do and teach mathematical modeling: a trajectory J. Math. Teach. Educ. (IF 1.786) Pub Date : 2022-09-12 Rose Mary Zbiek, Susan A. Peters, Benjamin Galluzzo, Stephanie J. White