Promoting Active Learning in Mathematics Teacher Education

2017 ◽  
pp. 269-284
Author(s):  
Rukiye Didem Taylan
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Professional Growth ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Pedagogical Content

Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers' active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed according to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.

Commentary: Should Mathematics Teacher Education Be Politically Neutral?

2017 ◽  
Vol 6 (1) ◽  
pp. 67-72 ◽  
Author(s):  
Mathew D. Felton-Koestler ◽  
Courtney Koestler
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Policy Makers ◽  
The Public ◽  
Mathematics Teacher Educators ◽  
Political Landscape ◽  
The Face

Many current and prospective teachers, policy makers, and members of the public view mathematics as neutral and objective, and they expect mathematics teaching and teacher education to be neutral as well. But what would it mean to think of mathematics teacher education as politically neutral? Below we consider some questions that we see as highlighting why mathematics teacher education cannot be neutral. We are not the first to raise these issues, but we appreciate the opportunity to discuss and reflect on them among a community of mathematics teacher educators. Although these questions have always been relevant, we see their importance growing in the face of the increased mathematization of our world and a highly polarized political landscape with a seemingly increased public acceptance of oppressive discourse and actions (Potok, 2017).

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

scholarly journals An Application of Flipped Classroom in Mathematics Teacher Education Programme

2019 ◽  
Vol 13 (03) ◽  
pp. 68 ◽  
Author(s):  
Khoerul Umam ◽  
Toto Nusantara ◽  
I Nengah Parta ◽  
Erry Hidayanto ◽  
Herri Mulyono
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Education Programme ◽  
Independent Learning ◽  
Teacher Education Programme ◽  
Multiple Data ◽  
Improved Learning

<span lang="EN-GB">A body of literature has suggested the benefits of flipped classrooms in mathematics learning at university. However, there is still a lack of evidence regarding the benefits in the context of mathematics teacher education programme. This study aimed to examine the effectiveness of a flipped classroom application in a mathematics teacher education programme at a private university in Indonesia. A total of thirty-one pre-service teachers participated in the study. Multiple data collection methods were employed including observation, written journals and tests. The data were then analysed both quantitatively and qualitatively. The findings showed that flipped classroom promotes independent learning, with the type of classroom encouraging students to work together with other peers and improved learning awareness. However, some challenges were highlighted in flipped classroom application such as technical issues, editing recording skills, and it was time consuming. Recommendations are offered in reference with the findings. </span>

Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators

2011 ◽  
Vol 62 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Feng-Jui Hsieh ◽  
Chiu-Keung Law ◽  
Haw-Yaw Shy ◽  
Ting-Ying Wang ◽  
Chia-Jui Hsieh ◽  
...  
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Education Quality ◽  
Future Teachers

Noticing and Wondering: A Language Structure to Support Mentoring Conversations

2019 ◽  
Vol 7 (2) ◽  
pp. 44-56
Author(s):  
Sarah A. Roller
Keyword(s):  
Teacher Preparation ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Mathematics Teacher Educators ◽  
Language Structure ◽  
Before And After ◽  
And Mathematics ◽  
Educative Mentoring

Teachers and mathematics teacher education scholars have identified field experiences and quality mentoring as influential components of math teacher preparation and development. Yet, quality mentoring is a complex and demanding practice. Providing educative feedback to novices, particularly that which encourages reflection versus evaluation, can be challenging work for mentors. To study the potential of an intervention for providing professional development for mentors, I worked with pairs of mentors and prospective teachers (PSTs) offering Smith's (2009) noticing and wondering language as a way of structuring mentoring conversations that maintain both descriptive and interpretive analytic stances. Analysis of before and after conversations provided evidence of how mentor-PST pairs adopted noticing and wondering language, and in particular illuminated the ways in which the language structure might support interpretive mentoring conversations for studying teaching. The results suggest that mathematics teacher educators may want to consider what makes wondering challenging work and how to best support wondering in educative mentoring conversations.

Reflections on a Course Designed to Encourage Technology Integration in Secondary School Mathematics

2010 ◽  
pp. 277-294
Author(s):  
Gladis Kersaint
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Design Development ◽  
Current Form ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Teachers Experiences

Mathematics education is used as a context to demonstrate the types of learning experiences that can be provided to preservice secondary mathematics teachers as part of a teacher education program to encourage technology integration. Specifically, the author reflects on the design, development, and implementation of a mathematics-specific technology course and considers the extent to which this course provides prospective teachers experiences to achieve the goals identified in the Mathematics TPACK (Technological Pedagogical Content Knowledge) Framework developed by the Association of Mathematics Teacher Educators. In its current form, the course addresses most of the identified guidelines; however, after reflecting on the extent to which this course might satisfy all of the indicators, the author concludes that a single course on technology integration is not sufficient. Technology integration should be considered a programmatic teacher education goal across multiple courses, both content and pedagogy.

Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task

2019 ◽  
Vol 7 (2) ◽  
pp. 7-26 ◽  
Author(s):  
Julia M. Aguirre ◽  
Cynthia O. Anhalt ◽  
Ricardo Cortez ◽  
Erin E. Turner ◽  
Ksenija Simic-Muller
Keyword(s):  
Mathematical Modeling ◽  
Teacher Education ◽  
Social Justice ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Teacher Understanding ◽  
Teacher Survey ◽  
Field Notes ◽  
Survey Responses

Two major challenges in mathematics teacher education are developing teacher understanding of (a) culturally responsive, social justice–oriented mathematics pedagogies and (b) mathematical modeling as a content and practice standard of mathematics. Although these challenges may seem disparate, the innovation described in this article is designed to address both challenges in synergistic ways. The innovation focuses on a mathematical modeling task related to the ongoing water crisis in Flint, Michigan. Through qualitative analysis of instructor field notes, teachergenerated mathematical models, and teacher survey responses, we found that teachers who participated in the Flint Water Task (FWT) engaged in mathematical modeling and critical discussions about social and environmental justice. The evidence suggests that integrating these 2 foci–by using mathematical modeling to investigate and analyze important social justice issues–can be a high-leverage practice for mathematics teacher educators committed to equity-based mathematics education. Implications for integrating social justice and mathematical modeling in preservice and in-service mathematics teacher education are discussed.

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