scholarly journals Mathematical modeling opportunities reported by secondary mathematics preservice teachers and instructors

2019 ◽  
Vol 119 (6) ◽  
pp. 353-365
Author(s):  
Hyunyi Jung ◽  
Eryn M. Stehr ◽  
Jia He
Keyword(s):  
Mathematical Modeling ◽  
Preservice Teachers ◽  
Secondary Mathematics

Teaching Secondary Mathematics

2021 ◽  
Author(s):  
Gregory Hine ◽  
Judy Anderson ◽  
Robyn Reaburn ◽  
Michael Cavanagh ◽  
Linda Galligan ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Torres Strait Islander ◽  
Ways Of Knowing ◽  
Secondary Mathematics ◽  
Australian Curriculum ◽  
Australian Education ◽  
Mathematical Problems ◽  
Torres Strait ◽  
Short Answer Questions

Secondary mathematics teachers working in the Australian education sector are required to plan lessons that engage with students of different genders, cultures and levels of literacy and numeracy. Teaching Secondary Mathematics engages directly with the Australian Curriculum: Mathematics and the Australian Professional Standards for Teachers to help preservice teachers develop lesson plans that resonate with students. This edition has been thoroughly revised and features a new chapter on supporting Aboriginal and Torres Strait Islander students by incorporating Aboriginal and Torres Strait Islander cultures and ways of knowing into lessons. Chapter content is supported by new features including short-answer questions, opportunities for reflection and in-class activities. Further resources, additional activities, and audio and visual recordings of mathematical problems are also available for students on the book's companion website. Teaching Secondary Mathematics is the essential guide for preservice mathematics teachers who want to understand the complex and ever-changing Australian education landscape.

How Rough Is Your State?

1995 ◽  
Vol 88 (3) ◽  
pp. 188-190
Author(s):  
William W. Bosch ◽  
Karen M. Devine ◽  
John C. Petherick ◽  
Eldon C. Wellman
Keyword(s):  
Mathematical Modeling ◽  
Preservice Teachers ◽  
West Virginia ◽  
The State ◽  
Lively Discussion ◽  
Land Mass ◽  
State Frequency

Do you think the land mass of your state is rough? Is West Virginia rough? Colorado? Is Colorado rougher than West Virginia? When these questions were posed to a university class in mathematical modeling for preservice teachers, a lively discussion ensued. Various definitions for roughness or rugged-ness were advanced and debated. Most of these definitions or measures involved some aspect of altitude change, such as maximum altitude differences within the state; frequency of altitude change; or rate of changes in altitude expressed as steepness, or slope.

Activities for Students: Unit Fractions and Their Basimal Representations: Exploring Patterns

2004 ◽  
Vol 98 (4) ◽  
pp. 274-284
Author(s):  
Marlena Herman ◽  
Eric Milou ◽  
Jay Schiffman
Keyword(s):  
Preservice Teachers ◽  
Secondary Mathematics ◽  
Rational Numbers ◽  
College Level ◽  
Unit Fractions ◽  
Flexible Thinking ◽  
Mathematics Course

Major foci of secondary mathematics include understanding numbers, ways of representing numbers, and relationships among numbers (NCTM 2000). This article considers different representations of rational numbers and leads students through activities that explore patterns in base ten, as well as in other bases. These activities encourage students to solve problems and investigate situations designed to foster flexible thinking about rational numbers. Preservice teachers in a college-level mathematics course carried out these activities. Their conjectures and ideas are incorporated throughout this article.

scholarly journals Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book

2018 ◽  
Vol 11 (2) ◽  
pp. 211-222 ◽  
Author(s):  
Limin Jao
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
Secondary Mathematics ◽  
Teachers Experiences ◽  
Personal Experiences ◽  
Writing Task

This paper describes a mathematics task inspired by a children’s storybook, The Important Book by Margaret Wise Brown, and how secondary mathematics preservice teachers’ (PSTs’) experiences with this reform-based task influenced their development as educators. Findings suggest that PSTs enjoyed the opportunity to be creative and make connections to personal experiences. Engaging in this writing task also affected PSTs’ development as mathematics teachers as it allowed them to think more broadly about mathematics teaching and see the value in reform-based approaches for teaching.

Supporting Preservice Secondary Mathematics Teachers’ Professional Judgment Around Digital Technology Use

2021 ◽  
Vol 9 (2) ◽  
pp. 145-159
Author(s):  
Charmaine Mangram ◽  
Kathy Liu Sun
Keyword(s):  
Preservice Teachers ◽  
Digital Technology ◽  
Technology Use ◽  
Teacher Educators ◽  
Mathematical Thinking ◽  
Mathematical Practice ◽  
Secondary Mathematics ◽  
Ease Of Use ◽  
Professional Judgment ◽  
Mathematics Methods

The pervasiveness of digital technology creates an imperative for mathematics teacher educators to prepare preservice teachers (PSTs) to select technology to support students’ mathematical development. We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and evaluate digital mathematics tools. We found that PSTs primarily focused on pedagogical fidelity (ease of use), did not consider mathematical fidelity (accuracy), and at times superficially attended to cognitive fidelity (how well the tool reflects students’ mathematical thinking processes) operationalized as the CCSS for Mathematical Practice and Five Strands of Mathematical Proficiency. We discuss implications for implementing the assignment and suggestions for addressing PSTs’ challenges with identifying the mathematical practices and five strands.

Lesson Study with Preservice Teachers

2008 ◽  
Vol 102 (3) ◽  
pp. 186-191
Author(s):  
Mary T. McMahon ◽  
Ellen Hines
Keyword(s):  
Preservice Teachers ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Secondary Mathematics ◽  
Time Constraints ◽  
Collaborative Reflection ◽  
Secondary Mathematics Teachers ◽  
Preservice Teaching ◽  
Study Experience

The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used to support ongoing professional development of in-service teachers while respecting their time constraints.

Improving Preservice Secondary Mathematics Teachers' Capability With Generic Example Proofs

2014 ◽  
Vol 2 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Shiv Karunakaran ◽  
Ben Freeburn ◽  
Nursen Konuk ◽  
Fran Arbaugh
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Policy Documents ◽  
Secondary Mathematics Teachers ◽  
Narrow Focus ◽  
Preservice Mathematics Teachers

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

Breaking Conventions to Support Quantitative Reasoning

2014 ◽  
Vol 2 (2) ◽  
pp. 141-157 ◽  
Author(s):  
Kevin C. Moore ◽  
Jason Silverman ◽  
Teo Paoletti ◽  
Kevin LaForest
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Secondary Mathematics ◽  
Quantitative Reasoning ◽  
Central Function ◽  
Reasoning Abilities ◽  
Function Concepts ◽  
Teachers And Students ◽  
Sustained Success

Quantitative reasoning is critical to developing understandings of function that are important for sustained success in mathematics. Unfortunately, preservice teachers often do not receive sufficient quantitative reasoning experiences during their schooling. In this paper, we illustrate consequences of underdeveloped quantitative reasoning abilities against the backdrop of central function concepts. We also illustrate tasks that can perturb preservice teachers' thinking in ways that produce opportunities for quantitative reasoning. By implementing strategically designed tasks, teacher educators can support preservice teachers–and students in general–in advancing their quantitative reasoning abilities and their understanding of secondary mathematics content.

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