The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development

2021 ◽  
Author(s):  
Okan Arslan ◽  
Çiğdem Haser ◽  
Laura R. Van Zoest
Keyword(s):  
Mathematics Teachers ◽  
Teacher Identity ◽  
Mathematics Teacher ◽  
Early Career

Conceptualizing the African American Mathematics Teacher as a Key Figure in the African American Education Historical Narrative

2013 ◽  
Vol 115 (2) ◽  
pp. 1-29
Author(s):  
Lawrence M. Clark ◽  
Toya J. Frank ◽  
Julius Davis
Keyword(s):  
African American ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Educational System ◽  
Teacher Identity ◽  
Mathematics Teacher ◽  
Historical Narrative ◽  
Limited Attention ◽  
Specific Work

Background/Context Historians and researchers have documented and explored the work and role of African American teachers in the U.S. educational system, yet there has been limited attention to the specific work, role, and experiences of African American mathematics teachers. To meaningfully and responsibly conceptualize the role of African American mathematics teachers and better understand their work in U.S. schools, analytic approaches are needed to help us understand cases of African American mathematics teachers as representations of a complex and ever-evolving series of intertwined contexts, forces, and events that include critical events along historical timelines (i.e., U.S. educational system, mathematics education, technological innovation and development, African American teaching force). Purpose/Objective The purpose of this article is to challenge readers to consider the African American mathematics teacher as a conceptual entity that embodies characteristics, practices, and dispositions that are potentially meaningful for students, particularly African American students, in ways that support students’ capacity to participate and perform within the racialized contexts of mathematics education, the broader schooling experience, and broader society. Design Structured as an analytic essay, this article provides a rationale and potential directions of inquiry for historians and researchers open to explorations of relationships between race, mathematics education, teacher identity, and teacher practice. Conclusions/Recommendations We make two assertions about the African American mathematics teacher that help to conceptualize his or her role as a theoretical construct. First, the African American mathematics teacher is a boundary spanner with membership in multiple communities—a mathematically proficient and intellectually powerful African American person within a historically disempowered African American community with a history of inaccessibility to and underperformance in mathematics. Second, through various implicit and explicit means and micro-interactions, the African American mathematics teacher has the potential to engage in liberatory mathematics pedagogy, a pedagogy that serves to dismantle racialized hierarchies of mathematics ability. We encourage mathematics education researchers to interrogate, challenge, critique, and build on conceptualizations of the African American mathematics teacher as an entity that represents a unique confluence of experiences, perspectives, dispositions, and knowledge domains critical to the education of students. In doing so, it is our hope that theories of student learning, participation, and performance will more willingly embrace, acknowledge, and incorporate the inescapable dynamics of race, class, student identity, and teacher identity.

THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER

2020 ◽  
pp. 57-72
Author(s):  
Nadiia Ponomareva
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Systems Analysis ◽  
Web Technologies ◽  
Key Competencies ◽  
Teachers Training ◽  
Technology Specialists ◽  
Further Development

As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

Examining the Recruitment, Placement, and Career Trajectories of Secondary Mathematics Teachers Prepared for High-Need Schools

2019 ◽  
Vol 121 (2) ◽  
pp. 1-36
Author(s):  
William Zahner ◽  
Suzanne Chapin ◽  
Rich Levine ◽  
Lingjun A. He ◽  
Robert Afonso
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Early Career ◽  
School Mathematics ◽  
The Other ◽  
Attrition Rate ◽  
Secondary School Mathematics ◽  
Stem Majors ◽  
Career Trajectories ◽  
High Need Schools

Background School leaders are challenged by the relatively limited supply and high turnover of qualified secondary school mathematics teachers. In response, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. Focus of Study In this study, we investigate the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers from two preparation programs focused on staffing “high-need” schools in the same region. Setting The contrasting programs were both supported by the same university in the Northeast United States. Participants & Programs The participants were 158 secondary school (Grades 6–12) mathematics teachers. Of these, 48 were recruited and prepared through a teacher education program with financial support from the National Science Foundation-funded Robert Noyce Teacher Scholarship Program. The other 110 school mathematics teachers were recruited and trained through the Greater Boston office of Teach For America. Both programs required two years of service in high-need schools. Research Design In this study, we used a comparative design. Descriptive profiles of teachers from each program were created. Then, participants’ early career trajectories were compared using logistic regression and survival analysis. Data Collection and Analysis We administered a longitudinal survey and created a database combining survey data and each program's administrative data. Conclusions Our data illustrate that the Noyce scholarship-supported pathway was generally successful in recruiting individuals with STEM majors, training them to be mathematics teachers, and placing those individuals as secondary school mathematics teachers in high-need schools. The comparison of the scholarship-pathway teachers with the secondary school mathematics teachers in the alternative-certification pathway provides a useful contrast. On the one hand, the alternatively certified secondary school mathematics teachers were less likely than the scholarship-pathway teachers to have STEM majors, and the attrition rate for the alternatively prepared teachers was higher than the attrition rate for the scholarship-supported teachers, particularly after they had completed the two-year service requirement. On the other hand, the alternative-certification program recruited a more diverse pool of potential teachers and placed these teachers in schools serving a higher proportion of low-SES students.

scholarly journals Investigation of Turkish and Italian Students’ Perceptions of the Concept of "Mathematics Teacher" through Metaphor Analysis

2018 ◽  
Vol 8 (5) ◽  
pp. 63
Author(s):  
Bilge Peker
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teaching Styles ◽  
Cultural Factors ◽  
Male Students ◽  
Study Group ◽  
Age Group ◽  
Metaphor Analysis ◽  
Math Teachers

The main purpose of the present research is examining the Turkish and Italian students’ perceptions of the concept of"mathematics teacher" through metaphors. The study group of the research consists of 167 Turkish and 112 Italianstudents, the total of 279 students in the same age group. Students were asked to use another concept defining what“mathematics teacher” meant for them and to explain why. For this purpose, the data of the research were collectedby each student’s completing the statement "A mathematics teacher is like ..., because …." Content analysistechnique was used to analyze and interpret the obtained data. According to the findings of the research, the studentsdeveloped a total of 255 valid metaphors. These metaphors are divided into 9 different conceptual categoriesaccording to their common characteristics. According to the results of the analysis, Turkish students developedmetaphors on the didactic quality of mathematics teachers and Italian students developed metaphors aboutpersonality traits of mathematics teachers. Additionally, Turkish male students developed metaphors about the factthat mathematics teachers were their constant supporters. These findings are believed to have resulted from themathematics teaching styles of math teachers and the cultural factors.

scholarly journals Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher

2020 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicole Parker ◽  
Janet Breitenstein ◽  
Cindy Jones
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
Mathematical Understanding ◽  
Disciplinary Literacy ◽  
School Mathematics ◽  
Instructional Techniques ◽  
Literacy Strategies ◽  
And Performance

Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance. 

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