Lesson Study in Preservice Elementary Mathematics Methods Courses: Connecting Emerging Practice and Understanding

2011 ◽  
pp. 103-116 ◽  
Author(s):  
Aki Murata ◽  
Bindu E. Pothen
Keyword(s):  
Lesson Study ◽  
Elementary Mathematics ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Mathematics Methods Courses ◽  
Elementary Mathematics Methods

Looking Silly to Make Sense: A Number Patterning Activity

2002 ◽  
Vol 7 (8) ◽  
pp. 434-436
Author(s):  
Catherine M. Castellan
Keyword(s):  
High School ◽  
Junior High School ◽  
Eighth Graders ◽  
High School Mathematics ◽  
Cocktail Party ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Original Activity ◽  
Conference Presentations ◽  
Mathematics Methods Courses

What do you do with a class of eighth graders and fifteen minutes of free time? I remember asking myself that very question a number of years ago when I was a junior high school mathematics teacher with an eighth-grade homeroom. In those few moments, I came up with an activity that has served me well over many years. Since that time, I have expanded and modified the original activity as I adapted it to second and third grades, conference presentations, PTA meetings, faculty inservice workshops, undergraduate and graduate mathematics methods courses, and the occasional cocktail party.

Supporting Teacher Learning: Making the Complexities of Teaching Visible for Prospective Teachers

2004 ◽  
Vol 11 (2) ◽  
pp. 91-96
Author(s):  
Kathryn B. Chval
Keyword(s):  
Elementary Students ◽  
Teacher Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Field Experience ◽  
Teaching Mathematics ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Elementary Math ◽  
Mathematics Methods Courses

Most of the prospective teachers who enter my methods courses assume that teaching mathematics to elementary students will be easy. For example, Jenny wrote, “I thought, ‘I can teach math. How can it be so hard? It's elementary math!’ But I have been proven wrong.” Based on comments such as Jenny's, I realized the importance of giving prospective teachers opportunities to understand that effectively teaching mathematics to elementary students is complex and challenging. I recognized that field experience in my mathematics methods courses had to make the complexities of teaching more visible for prospective teachers. In other words, prospective teachers must study teaching practices. Such study would not only require viewing, analyzing, and discussing practices but also include the opportunity for prospective teachers to practice and analyze their own teaching.

scholarly journals The impact of STEAM integration on preservice teachers' disposition and knowledge

2020 ◽  
Vol 13 (1) ◽  
pp. 27-42
Author(s):  
Shuhua An
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Content Type ◽  
Inquiry Process ◽  
Science Technology ◽  
And Mathematics ◽  
The Impact ◽  
Mathematics Methods Courses

PurposeThis study intended to provide such an opportunity to preservice teachers with a project-based learning (PBL) approach and an inquiry-based pedagogy to engage them in learning science, technology, engineering and mathematics (STEM) knowledge and skills of integration with adding an art component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks. The purpose of this project was to explore how STEAM integration in mathematics methods courses influenced K-8 preservice teachers' disposition and knowledge of STEAM integration.Design/methodology/approachThis project used a mixed-research design in data collection and analysis to examine the effects of using the STEAM integration on preservice teachers' knowledge and disposition. The preservice teachers in two EDEL 462 classes in Spring 2019 participated in STEAM learning and development in the inquiry process of four steps of STEAM integration. Data collection includes the pre- and postquestionnaires on teachers' knowledge and disposition.FindingsThe results in this study show that the STEAM integration in the mathematics methods courses engaged preservice teachers in four steps of the inquiry process of connection, collaboration, communication and evaluation for STEAM integration using PBL approach. The preservice teachers not only enhanced their disposition in attitude and confidence but also enhanced their knowledge of STEAM integration.Research limitations/implicationsThe following conclusions can be drawn from the present study that integrating STEAM components in mathematics methods fosters preservice teachers' creativity, connection, communication, application and teamwork skills, and importantly, it enhances K-8 preservice teachers' productive dispositions and knowledge in STEAM integration.Practical implicationsThe results of this study indicate that using math methods courses to engage preservice teachers in learning STEAM integration and designing authentic STEAM tasks in four steps enhanced preservice teachers' attitude and confidence that significantly related to their knowledge of STEAM integration.Originality/valueThese findings have significant implications for the understanding of how to prepare future teachers in STEAM integration in higher education.

Pask and Ma Join Forces in an Elementary Mathematics Methods Course

2008 ◽  
pp. 252-263
Author(s):  
Jean Morrow ◽  
Janet Holland
Keyword(s):  
Preservice Teachers ◽  
Conceptual Understanding ◽  
Elementary Mathematics ◽  
Procedural Knowledge ◽  
Methods Course ◽  
Instructional Designers ◽  
Mathematics Methods ◽  
Mathematics Methods Course ◽  
Conversation Theory ◽  
Elementary Mathematics Methods

This chapter introduces conversation theory as a means of creating an active learning environment in an elementary mathematics methods course. It argues that such an environment, designed for undergraduate candidates in teacher education, will engage the learners in the task of developing deep conceptual understanding to support and give rationale to the procedural knowledge most of them already have. Furthermore, the authors hope that an understanding of conversation theory as applied to teaching mathematics will help instructors and instructional designers to facilitate preservice teachers’ engagement in reaching a deep conceptual understanding of the mathematics they are preparing to teach.

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