Prospective Mathematics Teachers Knowledge Of Algebra
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Prospective Mathematics Teachers Knowledge Of Algebra
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Author : Rongjin Huang
language : en
Publisher: Springer Science & Business Media
Release Date : 2014-03-20
Prospective Mathematics Teachers Knowledge Of Algebra written by Rongjin Huang 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 2014-03-20 with Education categories.
Rongjin Huang examines teachers’ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey. Based on an extensive quantitative and qualitative data analysis the author comes to the following conclusions: The Chinese participants demonstrate a stronger knowledge of algebra for teaching and the Chinese participants’ structure of knowledge of algebra for teaching is much more interconnected. Chinese participants show flexibility in choosing appropriate perspectives of the function concept and in selecting multiple representations. Finally, the number of college mathematics and mathematics education courses taken impacts the teachers’ knowledge of algebra for teaching.
The Mathematics Education Of Prospective Secondary Teachers Around The World
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Author : Marilyn E. Strutchens
language : en
Publisher: Springer
Release Date : 2016-10-22
The Mathematics Education Of Prospective Secondary Teachers Around The World written by Marilyn E. Strutchens and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-10-22 with Education categories.
This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015. It provides both an overview of the current state-of-the-art and outstanding recent research reports from an international perspective. The authors completed a thorough review of the literature by examining major journals in the field of mathematics education, and other journals related to teacher education and technology. The systematic review includes four major themes: field experiences; technologies, tools and resources; teachers' knowledge; and teachers' professional identities. Each of them is presented regarding theoretical perspectives, methodologies, and major findings. Then the authors discuss what is known in the field and what we still need to know related to the major topics.
Educating Prospective Secondary Mathematics Teachers
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Author : Marilyn E. Strutchens
language : en
Publisher: Springer
Release Date : 2018-06-01
Educating Prospective Secondary Mathematics Teachers written by Marilyn E. Strutchens and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-06-01 with Education categories.
This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics. Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher’ success in developing pedagogical strategies that lead toward students’ mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers ́professional identities.
Prospective Mathematics Teachers Knowledge For Teaching Algebra In China And The U S
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Author : Rongjin Huang (Associate professor)
language : en
Publisher:
Release Date : 2012
Prospective Mathematics Teachers Knowledge For Teaching Algebra In China And The U S written by Rongjin Huang (Associate professor) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
This study examined teachers' knowledge for teaching algebra, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. An embedded mixed methods design was adapted, a design in which the main data set consists of written answers to a questionnaire, while the supportive data set is comprised of the written answers to open-ended questions and follow-up interviews. A structural equation model was adopted to analyze the status and structure of teacher knowledge for teaching algebra in China and the U.S.A qualitative analysis of the answers to the open-ended questions and follow-up interviews is aimed to further illustrate and interpret the quantitative findings. Three hundred and seventy six Chinese and 115 U.S. prospective middle and high school mathematics teachers participated in this survey. Based on an extensively quantitative and qualitative data analysis, the following conclusions were made. First, the Chinese participants demonstrated a stronger knowledge for teaching algebra when compared with their U.S. counterparts. Second, the structure of knowledge for teaching algebra of the Chinese participants is much more interconnected than that of their U.S. counterparts. Third, the Chinese participants showed flexibility in choosing appropriate perspectives of function concept and in selecting multiple representations in contrast to their U.S. counterparts. Fourth, this flexibility is found to be closely related to school math and teaching math. Finally, the number of college math and math education courses taken impacts teachers' knowledge for teaching algebra. The findings of this study hold several implications for mathematics teacher preparation in general and studies on mathematics teachers' knowledge in particular. Theoretically, the complexity of understanding and measuring mathematics teachers' knowledge for teaching was examined and discussed. This study also enriches the understanding of mathematics teachers' knowledge for teaching at middle and high schools in China and the United States. Specifically, the Chinese practice of developing teachers' basic knowledge, skills, and flexibility provides an alternative for U.S. mathematics teacher educators to reflect on their practice. Practically, what we can learn from this study to improve mathematics teacher preparation in China and the U.S. is discussed. Finally, the limitations of this study are discussed and further studies are suggested.
The Mathematical Education Of Teachers
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Author : Conference Board of the Mathematical Sciences
language : en
Publisher: American Mathematical Soc.
Release Date : 2001
The Mathematical Education Of Teachers written by Conference Board of the Mathematical Sciences and has been published by American Mathematical Soc. this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.
Now is a time of great interest in mathematics education. Student performance, curriculum, and teacher education are the subjects of much scrutiny and debate. Studies on the mathematical knowledge of prospective and practicing U. S. teachers suggest ways to improve their mathematical educations. It is often assumed that because the topics covered in K-12 mathematics are so basic, they should be easy to teach. However, research in mathematics education has shown that to teach well,substantial mathematical understanding is necessary--even to teach whole-number arithmetic. Prospective teachers need a solid understanding of mathematics so that they can teach it as a coherent, reasoned activity and communicate its elegance and power. This volume gathers and reports current thinkingon curriculum and policy issues affecting the mathematical education of teachers. It considers two general themes: (1) the intellectual substance in school mathematics; and (2) the special nature of the mathematical knowledge needed for teaching. The underlying study was funded by a grant from the U.S. Department of Education. The mathematical knowledge needed for teaching is quite different from that required by students pursuing other mathematics-related professions. Material here is gearedtoward stimulating efforts on individual campuses to improve programs for prospective teachers. This report contains general recommendations for all grades and extensive discussions of the specific mathematical knowledge required for teaching elementary, middle, and high-school grades, respectively.It is also designed to marshal efforts in the mathematical sciences community to back important national initiatives to improve mathematics education and to expand professional development opportunities. The book will be an important resource for mathematics faculty and other parties involved in the mathematical education of teachers. Information for our distributors: This series is published in cooperation with the Mathematical Association of America.
Mathematical Knowledge In Teaching
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Author : Tim Rowland
language : en
Publisher: Springer Science & Business Media
Release Date : 2011-01-06
Mathematical Knowledge In Teaching written by Tim Rowland 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 2011-01-06 with Education categories.
The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.
Transforming Mathematics Teacher Education
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Author : Tonya Gau Bartell
language : en
Publisher: Springer
Release Date : 2019-08-01
Transforming Mathematics Teacher Education written by Tonya Gau Bartell and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-08-01 with Education categories.
This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
Constructing Knowledge For Teaching Secondary Mathematics
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Author : Orit Zaslavsky
language : en
Publisher: Springer Science & Business Media
Release Date : 2011-04-11
Constructing Knowledge For Teaching Secondary Mathematics written by Orit Zaslavsky 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 2011-04-11 with Education categories.
Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.
Professional Development And Knowledge Of Mathematics Teachers
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Author : Stefan Zehetmeier
language : en
Publisher: Routledge
Release Date : 2020-12-21
Professional Development And Knowledge Of Mathematics Teachers written by Stefan Zehetmeier and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-12-21 with Education categories.
Mathematics teaching and professional development of mathematics teachers are areas where research has increased substantially in recent years. In this dynamic field, mathematics teaching practices, pedagogical knowledge of mathematics teachers and professional development via collaboration between mathematics teachers have emerged as vital domains of inquiry. Professional Development and Knowledge of Mathematics Teachers addresses the underlying characteristics of mathematics teacher education, and those professional development contexts that have a positive impact on teachers’ professional learning. Recognizing the impact of broader institutional settings on mathematics teaching and teacher professional development, the editors suggest bridging the gaps between theoretical practices and methodological approaches in the field by focusing on and conceptualizing the following relational factors: The study of mathematics teaching and classroom situations Researching teacher and teacher educator knowledge, since these issues inform the quality of mathematics teaching directly Mathematics teacher education and professional development, focusing on design principles and the impact they have on teacher professional learning Combining central issues of mathematics teaching, knowledge and professional development, the chapters in this volume address each of the above factors and provide profound considerations on both theoretical and practical levels. This book will be an essential resource for researchers, teachers and students working in the fields of mathematics teaching and mathematics teacher professional development.
Research Trends In Mathematics Teacher Education
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Author : Jane-Jane Lo
language : en
Publisher: Springer
Release Date : 2014-05-28
Research Trends In Mathematics Teacher Education written by Jane-Jane Lo and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-05-28 with Education categories.
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.