Perspectives on Noticing in the Preparation of Elementary Mathematics Teachers

2017 ◽  
pp. 293-301
Author(s):  
David K. Pugalee
Keyword(s):  
Mathematics Teachers ◽  
Elementary Mathematics

scholarly journals Culturally Responsive Mathematics Teaching and Young Learners

2016 ◽  
Vol 1 (1) ◽  
pp. 30-35
Author(s):  
Katherine Baker
Keyword(s):  
Mathematics Teachers ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Elementary Mathematics ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
Young Learners ◽  
Common Practices ◽  
Elementary Mathematics Instruction

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.

scholarly journals Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge

2018 ◽  
Vol 7 (2) ◽  
pp. 162
Author(s):  
Mustafa Güler ◽  
Derya Çelik
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Test Scores ◽  
Rasch Analysis ◽  
Elementary Mathematics ◽  
State University ◽  
Teaching Knowledge ◽  
The Relationship

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.

scholarly journals A National Comparison of Pre-service Elementary Mathematics Teachers’ Beliefs about Mathematics: The case of Turkey

2018 ◽  
Vol 43 (193) ◽  
Author(s):  
Derya Çelik ◽  
Zeynep Medine Özmen ◽  
Serhat Aydın ◽  
Mustafa Güler ◽  
Osman Birgin ◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs ◽  
National Comparison

Uses and abuses of the number line

1964 ◽  
Vol 11 (7) ◽  
pp. 478-482
Author(s):  
Thomas Glbney
Keyword(s):  
Mathematics Teachers ◽  
Grade Level ◽  
Elementary Mathematics ◽  
Number Line ◽  
Primary Grade ◽  
Mathematical Concepts ◽  
Teaching Device ◽  
The Past ◽  
Teacher Use

The group of elementary mathematics teachers who have never used a number line as a teaching device is becoming smaller each year. During the past three years many articles have been written and many guides prepared to help a teacher use the number line in introducing mathematical concepts to students at the primary grade level.

Teaching the Three A's in Elementary Mathematics

1957 ◽  
Vol 4 (1) ◽  
pp. 24-27
Author(s):  
Raymond J. Seeger
Keyword(s):  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Mathematical Physicist

Recently i had occasion to think somewhat about the teaching of elementary arithmetic, algebra, and analysis—the three A's of mathematics. It occurred to me that some mathematics teachers might be interested in the personal reactions of a mathematical physicist, although these may well be commonplace to education experts. Let me begin with the first A—arithmetic.

Math Lessons: A Contrast of Novice and Expert Competence

1989 ◽  
Vol 20 (1) ◽  
pp. 52-75 ◽  
Author(s):  
Gaea Leinhardt
Keyword(s):  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Expert Teachers ◽  
Future Teachers

Three important elements needed for constructing expert mathematics lessons are identified and described: rich agendas, consistent but flexible lesson structures, and explanations that meet the goals of clarifying concepts and procedures and having students learn and understand them. Each element is discussed in terms of its hypothetical characteristics and then tested by comparing two novice and four expert elementary mathematics teachers. Information about the teachers' agendas was gathered from preclass interviews; data on the structure of their lessons and on the characteristics of the explanations they gave came from lesson videotapes and related interviews. The novice-expert contrast highlighted the nature of the competencies expert teachers possessed and suggested some areas of instruction for future teachers.

Grade-Level Learning Expectations: A New Challenge for Elementary Mathematics Teachers

2007 ◽  
Vol 14 (1) ◽  
pp. 6-11
Author(s):  
Barbara J. Reys ◽  
Kathryn Chval ◽  
Shannon Dingman ◽  
Melissa McNaught ◽  
Troy P. Regis ◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Grade Level ◽  
Elementary Mathematics ◽  
Fourth Graders ◽  
Mathematics Standards ◽  
Learning Expectations ◽  
Similarities And Differences

The similarities and differences in grade-level learning expectations for fourth graders in ten different states that publish mathematics standards.

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