Steps Toward a More Inclusive Mathematics Pedagogy

2018 ◽  
pp. 89-99 ◽  
Author(s):  
Brent Davis ◽  
Jo Towers ◽  
Rohan Karpe ◽  
Michelle Drefs ◽  
Olive Chapman ◽  
...  
Keyword(s):  
Mathematics Pedagogy

Art, Mathematics, Pedagogy

2016 ◽  
pp. 165-172
Author(s):  
Claude Paul Bruter
Keyword(s):  
Mathematics Pedagogy

Developing an Online Mathematics Methods Course for Preservice Teachers

2014 ◽  
pp. 308-317
Author(s):  
Drew Polly
Keyword(s):  
Preservice Teachers ◽  
Graduate Students ◽  
Online Courses ◽  
Theoretical Background ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Pedagogy ◽  
Design Based Research ◽  
Mathematics Methods Course ◽  
Online Mathematics

This chapter presents the theoretical background and overview of the design of an asynchronous online mathematics pedagogy course taken by graduate students who are seeking their initial teacher certification. The authors provide the theoretical underpinnings for the design of the course, and then using design-based research, describe the refinement of the course over three iterations of designing and implementing the course. Lastly, implications for the design and delivery of asynchronous online courses are discussed.

Tu'utu'u le upega i le loloto—cast the net into deeper waters: exploring dance as a culturally sustaining mathematics pedagogy

2019 ◽  
pp. 1-9 ◽  
Author(s):  
Sinapi Taeao ◽  
Robin Averill
Keyword(s):  
Cultural Values ◽  
Mathematics Learning ◽  
Mathematics Pedagogy ◽  
School Partnerships ◽  
Culturally Sustaining Pedagogy ◽  
School Settings ◽  
National Priority ◽  
Cultural Experiences ◽  
Narrative Literature ◽  
Narrative Literature Review

AbstractImproving educational outcomes for Pasifika learners is a national priority in New Zealand. Long-standing mathematics achievement differences between Pasifika and non-Pasifika indicate that looking beyond usual pedagogies may be essential for enhancing Pasifika student learning. Culturally sustaining pedagogy, drawing from the cultural experiences and values of Pasifika learners, offers strong potential for enhancing practice, but is, as yet, uncommon in most school settings. This article describes the results of a narrative literature review exploring the potential dance may afford as a culturally sustaining mathematics pedagogy for Pasifika learners. The review incorporates literature published between 2000 and 2018 from within and outside education. Findings include that dance has the potential to provide Pasifika learners with positive mathematical experiences that can enhance learning, engagement, achievement and wellbeing. Furthermore, using Pasifika dance pedagogically may help strengthen these learners' Pasifika cultural identities through connecting learning with cultural values, experiences and traditions. Dance can also provide opportunities for validating and appreciating Pasifika families' funds of knowledge and strengthening home-school partnerships. We describe one example of a dance relevant to secondary school mathematics learning, the sāsā. Implications for educators using dance as a mathematics pedagogy, including cultural and pedagogical challenges, are discussed.

Using Simulations to Foster Preservice Mathematics Teachers' Self-Assessment, Learning, and Reflections on Teaching

2013 ◽  
Vol 1 (2) ◽  
pp. 162-171
Author(s):  
Joe Garofalo ◽  
Christine Trinter
Keyword(s):  
Mathematics Teachers ◽  
Teaching Mathematics ◽  
Learning Technology ◽  
Trigonometric Functions ◽  
Self Assessment ◽  
Mathematics Pedagogy ◽  
Technology Knowledge ◽  
Preservice Mathematics Teachers ◽  
Technology And Assessment ◽  
Teaching Learning

In this article, we present 2 technology-involved tasks that we use in our mathematics pedagogy courses to ostensibly give preservice secondary mathematics teachers (PSMTs) sample activities they can use in their teaching or use to assess their own future students' ability to apply trigonometric functions in contextual situations using technology. However, we have two other purposes for posing these tasks. One purpose is to provide occasions for PSMTs to self-assess their mathematical and technology knowledge, and subsequently take action to learn mathematics and technology features. The other purpose is to use such tasks as springboards for substantive discussions about teaching, learning, technology, and assessment. Such simulation tasks have engaged PSMTs and helped them develop their knowledge base for teaching mathematics.

Inconsistency Between a Beginning Elementary School Teacher's Mathematics Beliefs and Teaching Practice

1997 ◽  
Vol 28 (5) ◽  
pp. 550-576 ◽  
Author(s):  
Anne M. Raymond
Keyword(s):  
Elementary School ◽  
Teaching Practice ◽  
Teacher Preparation Program ◽  
Mathematics Pedagogy ◽  
Beliefs About Mathematics ◽  
Proposed Model ◽  
Or Practice ◽  
Beliefs And Practice ◽  
And Mathematics ◽  
Teacher's Beliefs

This study investigates relationships between a beginning elementary school teacher's beliefs and mathematics teaching practices. A proposed model of relationships between beliefs and practice provided a conceptual framework for the examination of factors that influence beliefs, practice, and the level of inconsistency between them. Data were gathered over 10 months through audiotaped interviews, observations, document analysis, and a beliefs survey. Analyses included the categorization and comparison of beliefs and practice and the development of a revised model of relationships between beliefs and practice. Findings indicate that this teacher's beliefs and practice were not wholly consistent. Rather, her practice was more closely related to her beliefs about mathematics content than to her beliefs about mathematics pedagogy. Her beliefs about mathematics content were highly influenced by her own experiences as a student and her beliefs about mathematics pedagogy were primarily influenced by her own teaching practice. However, the extent to which her teacher preparation program influenced either her beliefs or practice was limited.

Interpreting the Standards: Translating Principles into Practice

1997 ◽  
Vol 4 (4) ◽  
pp. 202-205
Author(s):  
Deborah E. Schifter ◽  
Deborah Carey O'Brien
Keyword(s):  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Mathematics Pedagogy ◽  
Student Centered ◽  
Evaluation Standards

Since the publication of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991). such phrases as “mathematics should be taught for understanding.” “teachers should facilitate the construction of mathematical concepts,” and “classrooms should be student centered” have become identified with a reformed mathematics pedagogy.

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