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Author:
Publisher: BRILL
ISBN: 9087908229
Category : Education
Languages : en
Pages : 336
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Book Description
What is effective mathematics teaching? This book represents the first purposeful cross-cultural collection of studies to answer this question from teachers’ perspectives. It focuses particularly on how teachers view effective teaching of mathematics. Teachers’ voices are heard and celebrated throughout the studies reported in this volume. These studies are drawn from many parts of the world representing both Eastern and Western cultural traditions. The editors and authors have deliberately included the views of teachers and educators from different cultural backgrounds, taking into account that beliefs on effective mathematics teaching and its features are highly influenced by one’s own culture. The book will provide readers and scholars with the stimulus to take the ideas presented and expand on them in ways that help improve mathematics education for children, teachers and researchers in both the East and the West.
Author:
Publisher: BRILL
ISBN: 9087908229
Category : Education
Languages : en
Pages : 336
Get Book Here
Book Description
What is effective mathematics teaching? This book represents the first purposeful cross-cultural collection of studies to answer this question from teachers’ perspectives. It focuses particularly on how teachers view effective teaching of mathematics. Teachers’ voices are heard and celebrated throughout the studies reported in this volume. These studies are drawn from many parts of the world representing both Eastern and Western cultural traditions. The editors and authors have deliberately included the views of teachers and educators from different cultural backgrounds, taking into account that beliefs on effective mathematics teaching and its features are highly influenced by one’s own culture. The book will provide readers and scholars with the stimulus to take the ideas presented and expand on them in ways that help improve mathematics education for children, teachers and researchers in both the East and the West.
Author: Jinfa Cai
Publisher: Brill / Sense
ISBN: 9789087908218
Category : Mathematics
Languages : en
Pages : 0
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Book Description
This guide's main audience will be students in educational settings, including school, further education and university, together with their teachers and lecturers. However, several sections will also be useful to anyone who has some difficulty in remembering everyday things, such as names, telephone numbers and shopping lists.
Author: Douglas A. Grouws
Publisher: Routledge
ISBN:
Category : Education
Languages : en
Pages : 278
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Book Description
Addressing fundamental issues in establishing a framework for effective mathematics teaching, the papers provide current research for mathematics instructors and suggestions for future research. Topics discussed include: teaching for higher-order thinking; pedagogical expertise; content determinants; computer usage; cross-cultural studies; and professional and research agendas.
Author: Cassondra Brown
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 0
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Book Description
Teachers' instructional practices are greatly shaped by their own learning experiences as students in K-12 and college classrooms, which for most teachers was traditional, teacher-centered instruction. One of the challenges facing mathematics education reform is that, traditional teaching is in contrast to reform student-centered instruction. If teachers learn from their experiences as mathematics students, mathematics teacher educators are encouraged to model practices they would like teachers to use. In this study I examined the implications of instructor modeling in mathematics teacher education courses. More specifically, I investigated what practicing teachers gained from mathematics teacher educators' modeling in mathematics teacher education courses. My questions were: (1) What do mathematics teacher educators believe they model about effective instructional practice? (2) What do practicing teachers notice about the mathematics teacher educators' pedagogy and identify as effective mathematics teaching? (3) In what ways do these perspectives align in mathematics courses for practicing teachers? I drew upon three-step-design methodology with stimulated recall interviews and complementary accounts methodology to explicate three mathematics teacher educators' reports of the ways they model teaching practice. I utilized these methodologies to analyze the researcher's, and the practicing teachers' perspectives on the mathematics teacher educators' instruction. In general the mathematics teacher educators and practicing teachers reported that the mathematics teacher educator modeled student-centered instruction as conveyed in the NCTM Professional Standards for Teaching Mathematics (1991), but also facets of the collaborative work of teachers outside of the classroom. This work outside of the classroom might include teachers collaboratively planning instruction, reflecting on practice, creating and reflecting on new practices, and supporting one another's professional growth. This research informs the body of knowledge about teaching the practice of teaching mathematics in two ways. First, it highlights how explicit discussion about mathematics teaching and implicit modeling of instruction supports practicing teachers' noticing of the instruction they experience. And second, this research points to how engaging in facets of the teaching profession that take place outside of their interactions with students has the potential to foster the enculturation of teachers into a professional learning community of mathematics teachers.
Author: Merrilyn Goos
Publisher: Springer Nature
ISBN: 3030624080
Category : Education
Languages : en
Pages : 472
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Book Description
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.
Author: Cassondra Brown
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 412
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Book Description
Teachers' instructional practices are greatly shaped by their own learning experiences as students in K-12 and college classrooms, which for most teachers was traditional, teacher-centered instruction. One of the challenges facing mathematics education reform is that, traditional teaching is in contrast to reform student-centered instruction. If teachers learn from their experiences as mathematics students, mathematics teacher educators are encouraged to model practices they would like teachers to use. In this study I examined the implications of instructor modeling in mathematics teacher education courses. More specifically, I investigated what practicing teachers gained from mathematics teacher educators' modeling in mathematics teacher education courses. My questions were: (1) What do mathematics teacher educators believe they model about effective instructional practice? (2) What do practicing teachers notice about the mathematics teacher educators' pedagogy and identify as effective mathematics teaching? (3) In what ways do these perspectives align in mathematics courses for practicing teachers? I drew upon three-step-design methodology with stimulated recall interviews and complementary accounts methodology to explicate three mathematics teacher educators' reports of the ways they model teaching practice. I utilized these methodologies to analyze the researcher's, and the practicing teachers' perspectives on the mathematics teacher educators' instruction. In general the mathematics teacher educators and practicing teachers reported that the mathematics teacher educator modeled student-centered instruction as conveyed in the NCTM Professional Standards for Teaching Mathematics (1991), but also facets of the collaborative work of teachers outside of the classroom. This work outside of the classroom might include teachers collaboratively planning instruction, reflecting on practice, creating and reflecting on new practices, and supporting one another's professional growth. This research informs the body of knowledge about teaching the practice of teaching mathematics in two ways. First, it highlights how explicit discussion about mathematics teaching and implicit modeling of instruction supports practicing teachers' noticing of the instruction they experience. And second, this research points to how engaging in facets of the teaching profession that take place outside of their interactions with students has the potential to foster the enculturation of teachers into a professional learning community of mathematics teachers.
Author: A.J. Dawson
Publisher: Routledge
ISBN: 1135709610
Category : Education
Languages : en
Pages : 232
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Book Description
Currently there is substantial exchange and communication between academic communities around the world as researchers endeavour to discover why so many children 'fail' at a subject that society deems crucial for future economic survival. This book charts current thinking and trends in teacher education around the world, and looks critically at the inservice education of maths teachers. The contributors explore the processes , practices and issues in teacher education projects in ten countries and these are then discussed and related to current philosophies of teacher education. The book provides an insight into the successes and shortcomings of many different approaches to maths education.
Author:
Publisher: BRILL
ISBN: 9087905521
Category : Education
Languages : en
Pages : 371
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Book Description
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 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional.
Author: Jane-Jane Lo
Publisher: Springer
ISBN: 3319025627
Category : Education
Languages : en
Pages : 321
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Book Description
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.
Author: Yeping Li
Publisher: Springer Science & Business Media
ISBN: 1441977074
Category : Education
Languages : en
Pages : 374
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Book Description
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.
