Middle Grade Teachers Mathematical Knowledge And Its Relationship To Instruction
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Middle Grade Teachers Mathematical Knowledge And Its Relationship To Instruction
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Author : Judith T. Sowder
language : en
Publisher: SUNY Press
Release Date : 1998-01-01
Middle Grade Teachers Mathematical Knowledge And Its Relationship To Instruction written by Judith T. Sowder and has been published by SUNY Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998-01-01 with Mathematics categories.
The outcome of a two-year investigation, this book shows how teachers' understanding of the mathematics of number, quantity, and proportion influences how they teach and what their students learn of the concepts, skills, and reasoning associated with this mathematical domain of knowledge. It grew out of the recognition of the need to understand the complexities of helping teachers reconceptualize the mathematics they teach and the resulting effects in their classrooms. The book includes case studies of five teachers, from different types of school settings, illustrating changes in the teachers' teaching methods, expectations of students, and beliefs about the role of professional development.
Teacher Knowledge And Practice In Middle Grades Mathematics
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Author :
language : en
Publisher: BRILL
Release Date : 2008-01-01
Teacher Knowledge And Practice In Middle Grades Mathematics written by and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-01-01 with Education categories.
This book presents a coherent collection of research studies on teacher knowledge and its relation to instruction and learning in middle-grades mathematics. The authors provide comprehensive literature reviews on specific components of mathematics knowledge for teaching that have been found to be important for effective instruction. Based on the analysis of video data collected over a six-year project, the chapters present new and accessible research on the learning of fractions, early concepts of algebra, and basic statistics and probability. The three sections of the book contain chapters that address research on the development of mathematics knowledge for teaching at the undergraduate level, instructional practices of middle-grades teachers, and the implications of teacher knowledge of mathematics for student learning. The chapters are written by members of a research team led by the Editor that has been working for the past six years to develop practical and useful theories and findings on variables that affect teaching and learning of middle grades mathematics. Mathematics knowledge for teaching is a topic of great current interest. This book is a valuable resource for mathematics education researchers, graduate students, and teacher educators. In addition, professional developers and school district supervisor and curriculum leaders will find the concrete examples of effective teaching strategies useful for teacher workshops.
Second Handbook Of Research On Mathematics Teaching And Learning
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Author : Frank K. Lester
language : en
Publisher: IAP
Release Date : 2007-02-01
Second Handbook Of Research On Mathematics Teaching And Learning written by Frank K. Lester and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-02-01 with Education categories.
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
International Handbook Of Mathematics Teacher Education Volume 1
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Author :
language : en
Publisher: BRILL
Release Date : 2019-12-02
International Handbook Of Mathematics Teacher Education Volume 1 written by and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-12-02 with Education categories.
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 1, Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, edited by Despina Potari and Olive Chapman, examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally. Thus, as the first volume in the series, it appropriately addresses central topics/issues that provide an excellent beginning to engage in the field of mathematics education through the handbook. Contributors are: Jill Adler, Mike Askew, Maria Bartolini Bussi, Anne Bennison, Kim Beswick, Olive Chapman, Charalambos Charalambus, Helen Chick, Marta Civil, Sandra Crespo, Sean Delaney, Silvia Funghi, Merrilyn Goos, Roberta Hunter, Barbara Jaworski, Kim Koh, Esther S. Levenson, Yeping Li, Niamh O’ Meara, JoengSuk Pang, Randolph Phillipp, Despina Potari, Craig Pournara, Stephen Quirke, Alessandro Ramploud, Tim Rowland, John (Zig) Siegfried, Naiqing Song, Konstantinos Stouraitis, Eva Thanheiser, Collen Vale, Hamsa Venkat, and Huirong Zhang.
The Handbook Of Mathematics Teacher Education Volume 1
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Author :
language : en
Publisher: BRILL
Release Date : 2008-01-01
The Handbook Of Mathematics Teacher Education Volume 1 written by and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-01-01 with Education categories.
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: Knowledge and Beliefs in Mathematics Teaching and Teaching Development, addresses the “what” of mathematics teacher education, meaning knowledge for mathematics teaching and teaching development and consideration of associated beliefs. As well as synthesizing research and practice over various dimensions of these issues, it offers advice on best practice for teacher educators, university decision makers, and those involved in systemic policy development on teacher education.
Expertise In Mathematics Instruction
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Author : Yeping Li
language : en
Publisher: Springer Science & Business Media
Release Date : 2010-12-15
Expertise In Mathematics Instruction written by Yeping Li and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-12-15 with Education categories.
Accumulated research findings in past decades have led to the common knowledge that teachers’ professional knowledge is essential to effective classroom instruction. However, there is still very limited understanding about the nature of teachers’ expertise in mathematics instruction. Expertise in Mathematics Instruction addresses this need clearly and concisely. In particular, it examines all aspects of emphases employed to characterize the nature of expertise in mathematics instruction from both researchers’ and practitioners’ perspectives. Moreover, with research contributions from both the East and the West, this book also examines ideas pertinent to fostering and demonstrating expertise in mathematics instruction within different system contexts. This book will raise questions and issues for mathematics education researchers to guide a critical examination of what can be learned from other education systems. Expertise in Mathematics Instruction builds on its theoretical and methodological approach with contributions from international experts in the field. Additionally, a review of related research from mathematics education serves as an introduction to the new research in both Eastern and Western settings. Concluding this resource is a reflection on the benefits of this international collaboration and possible research directions for the future. The final chapter cohesively joins traditional and current research for action. Expertise in Mathematics Instruction is of interest to researchers in mathematics education, mathematics teacher educators, and mathematics educators.
Providing A Foundation For Teaching Mathematics In The Middle Grades
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Author : Judith Sowder
language : en
Publisher: State University of New York Press
Release Date : 1995-08-03
Providing A Foundation For Teaching Mathematics In The Middle Grades written by Judith Sowder and has been published by State University of New York Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1995-08-03 with Education categories.
This book is written primarily for middle grade teachers who are discovering that they now want to teach in ways that create positive mathematical learning environments and instigate rich classroom discourse. Many of these teachers are finding that their mathematical preparation did not address the complexities underlying the mathematics they now want to teach. In Part One, the authors provide a foundation for the mathematics of these grades, particularly the mathematics that grows out of concepts of number, quantity, and arithmetic operations. In Part Two, through three case studies, the authors demonstrate to teachers how a deeper understanding of the mathematics they teach can enhance classroom instruction. The book interweaves research and classroom practice. Mathematics teacher educators, researchers, curriculum developers, textbook authors, and supervisors of mathematics programs will find this book to be useful. Teachers, both prospective and practicing, will benefit most from this book when the chapters are used as catalysts for discussion in classes or professional development programs.
Coherent Dynamic Accounts Of Prospective Secondary Mathematics Teachers Knowledge Of And Beliefs About Mathematics
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Author : Daniel Kevin Siebert
language : en
Publisher:
Release Date : 2000
Coherent Dynamic Accounts Of Prospective Secondary Mathematics Teachers Knowledge Of And Beliefs About Mathematics written by Daniel Kevin Siebert and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with Mathematics categories.
This thesis presents accounts of the mathematical knowledge and beliefs of eight prospective secondary mathematics teachers (PSTs) as they progressed through a six-week unit on division of fractions that was designed to bring about change in their knowledge of and beliefs about mathematics. These accounts capture the sense that the PSTs made of their experiences during the unit and investigate how their knowledge and beliefs interacted to both facilitate and prevent change. One of the pressing problems currently facing mathematics education reform efforts is that PSTs frequently leave college with critical gaps in their understanding of secondary school mathematics topics and with traditional beliefs about mathematics, teaching and learning. Efforts to better prepare PSTs have only been partially successful, in part because teacher educators do not have a clear understanding of PSTs' knowledge of and beliefs about mathematics and how PSTs perceive of their experiences in classes designed to influence their knowledge and beliefs. This study used qualitative methods, including grounded theory, teaching experiment methodology, and case studies to investigate PSTs' knowledge of and beliefs about mathematics as they participated in the division of fractions unit. The PSTs' initial knowledge of division of fractions consisted mostly of procedural expertise, with only limited conceptual understanding. They tended to perceive of secondary school mathematics as an interrelated, consistent set of rules, procedures, facts and definitions. This interrelated rules perspective toward mathematics persisted for a short period after the PSTs began the unit. However, through a series of mathematical explorations, the PSTs were able to develop new understandings for division of fractions. This new conceptual knowledge led PSTs to rethink how they would teach division of fractions and to reconsider how they perceived mathematics. They began to view mathematics as a collection of rules and procedures that were supported by underlying concepts. Nevertheless, they continued to see rules and procedures as the major landmarks in the mathematical landscape, which in turn limited the mathematical understandings they were able to develop during the unit.
Journal For Research In Mathematics Education
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Author :
language : en
Publisher:
Release Date : 2012
Journal For Research In Mathematics Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Mathematics categories.
Using Concept Maps In A Professional Development Program To Assess And Enhance Teachers Understanding Of Rational Number
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Author : Jodean Emilyn Mathison Grunow
language : en
Publisher:
Release Date : 1998
Using Concept Maps In A Professional Development Program To Assess And Enhance Teachers Understanding Of Rational Number written by Jodean Emilyn Mathison Grunow and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Concept mapping categories.