eric.ed.gov har udgivet: A transition from “doer” to “teacher” for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher heuristic (MATH) model. The study investigated the impact of MATH on the development of teacher candidates’ mathematical knowledge for teaching (MKT) and their pedagogical knowledge. Twenty-two preservice secondary mathematics teachers enrolled in a methods course participated in the study. Findings of the study showed that teacher candidates’ MKT was engaged as a result of analysis of the student work. While some teacher candidates based subsequent instructional planning work on what they noticed in the student work, others had gaps between what they… Continue Reading →
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eric.ed.gov har udgivet: Given the increase in the number of culturally and linguistically diverse students in American schools, it is vital for teacher education programs to address the needs of English Language Learners (ELLs) in their courses. Mainstream, general education teachers who did not previously experience this student population in their classes are now seeing high numbers of ELLs among their students. Therefore, all teachers, not just specialist English as Second Language (ESL) or bilingual professionals, need to be prepared to work with ELLs (Lucas & Grinberg, 2008). Teachers’ attitudes and beliefs about ELLs can be influenced by their lack of empathy for these students’ experiences and backgrounds. Many pre-service and inservice teachers need not only to learn strategies to work with ELLs but also to feel what it is… Continue Reading →
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eric.ed.gov har udgivet: Adaptive learning programs are frequently used in the K-8 mathematics classroom. These programs provide instruction to students at the appropriate level of difficulty by presenting content, providing feedback, and allowing students to master skills before progressing. The purpose of the study was to seek to interpret how preservice teachers’ experiences influence their perceptions and plans to integrate adaptive learning programs in their future K-8 mathematics classroom. This was a qualitative study with 17 participants who were enrolled in an undergraduate teacher education program. Data was collected and analyzed from archived journals the participants completed as a part of their K-8 Math Methods course, a survey, and semi-structured interviews. The findings from this study indicate that the participating preservice teachers perceive adaptive learning programs to be beneficial for… Continue Reading →
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eric.ed.gov har udgivet: Numerous calls have been made for agricultural education to support core academic subject matter including mathematics. Previous research has shown that the incorporation of mathematics content into a teaching methods course had a positive effect on preservice teachers’ mathematics content knowledge. The purpose of this study was to investigate the effects of a math-enhanced agricultural education teaching methods course on preservice agricultural education teachers’ mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, and personal teaching efficacy. Results indicated that preservice teachers’ mathematics ability increased after the math-enhanced teaching methods course. Interestingly, personal mathematics efficacy decreased while mathematics teaching efficacy and personal teaching efficacy increased slightly after the math-enhanced teaching methods course. Based on the results of this study, peer-teaching that utilizes the seven components of a math-enhanced… Continue Reading →
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eric.ed.gov har udgivet: Sixty-two elementary pre-service teachers enrolled in a mathematics methods course were asked to “draw math” at the beginning and end of the semester. These drawings were used to examine the initial perceptions and how these changed by the end of the semester of methods and field experiences. Findings describe the various drawings and possible meanings behind the drawings. These drawings help explain the vision of mathematics that teacher candidates have before and after exploring teaching methods and implementing these methods with elementary students. This study provides insight into the experiences and images that pre-service teachers associate with both positive and negative emotions towards mathematics. Rich student dialogue about the drawings led to teacher reflection on how their emotions, attitudes, and experiences influence the way they teach mathematics… Continue Reading →
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eric.ed.gov har udgivet: With a national need to improve Science, Technology, Engineering and Mathematics Education (STEM), elementary pre-service teachers must be provided with ample opportunities to increase their own knowledge and confidence in STEM disciplines. This article describes a Math Block experience developed for a special population of non-traditional students in an Early Childhood Unified program. The block blended a math content course with a math methods course and was co-taught by a mathematician and teacher educator. Link til kilde
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eric.ed.gov har udgivet: In this paper, we–one mathematics teacher educator and one social studies teacher educator–describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. Using a self-study approach, we examined our teaching and our students’ learning with regards to teaching integrated mathematics and social studies for social justice. We encountered varied challenges in our efforts to prepare teacher candidates for social-justice-oriented lessons. These challenges included teacher candidates’ perception of authority/credibility of their professors who were foreign females from the “Third World,” teacher candidates’ deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to move forward in teacher preparation for… Continue Reading →
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eric.ed.gov har udgivet: Training and investing teachers at all career levels in student-centered practices is widely recognized as a significant challenge. Various studies document the failure of student-centered teaching practices to take hold in K-12 mathematics classrooms in significant ways, including collaborative work; problems that are cognitively demanding or that encourage connections, inquiry-based approaches; teacher questioning to enhance student understanding; classroom-based performance assessments; and student choice. While pre-service math-teacher education is not solely to blame for this failure, it is also the case that pre-service training has been relatively unsuccessful at promoting nontraditional teaching practices in new mathematics teachers, in spite of the efforts and intentions of university-based teacher educators. Overcoming resistance to student-centered methods has been the author’s major challenge in teaching the secondary-level mathematics-methods course in her institution’s… Continue Reading →
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eric.ed.gov har udgivet: This study examines whether creating a mathematics-based digital story increases pre-service teachers’ understanding of the problem solving process, the relationship among visual, auditory and verbal representation in critical thinking/problem solving in mathematics. Survey results indicated that pre-service teachers were unfamiliar with the uses of technology in the teaching process. However, as they worked through the writing/problem solving procedures and constructed digital stories, they became more aware of the advantages of using this multimodal product, called Math-eos, to teach mathematical concepts to elementary/middle school students. The pre-service teachers perceived that Math-eos offered a “cool” new tool for their own learning and teaching and for integrating digital technology in mathematics education to increase student engagement, motivation and acquisition of content knowledge. Link til kilde
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