scholarly journals Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing of Student Thinking Professional Noticing of Student Thinking

2021 ◽  
Vol 46 (8) ◽  
pp. 96-116
Author(s):  
Gregory Hine ◽  
◽  
Kristin Lesseig ◽  
Keyword(s):  
Teaching And Learning ◽  
Secondary Mathematics ◽  
Student Thinking ◽  
Teacher Dispositions ◽  
Teacher Education Programs ◽  
Professional Noticing ◽  
Student Work ◽  
Secondary Mathematics Teachers ◽  
Beliefs About Teaching ◽  
Work Samples

A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs’ ability to notice and make pedagogical decisions based on student thinking evidenced in video- and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, participants outlined that the IM helped to shift their beliefs about teaching and learning, and helped promote productive teacher dispositions. Furthermore, these shifts were enabled through opportunities to engage with authentic student work, and the access they were given to new forms of responding.

scholarly journals The Skills of Mathematics Teachers with Different Professional Experiences to Notice the Evidence of Student Thinking

2021 ◽  
Vol 7 (4) ◽  
pp. 1226-1244
Author(s):  
Gulsah Ozdemir Baki ◽  
Elif Kilicoglu
Keyword(s):  
Mathematics Teachers ◽  
Postgraduate Education ◽  
Secondary Mathematics ◽  
Student Thinking ◽  
Experienced Teachers ◽  
Professional Experience ◽  
Instructional Decisions ◽  
Secondary Mathematics Teachers ◽  
Professional Experiences ◽  
Different Types

There are different types of evidence that reflect students' thinking in classroom interactions. Student discourse, gestures, actions can be shown among these. The aim of the current study is to reveal the skills of secondary mathematics teachers with different professional experiences to notice different types of evidence of student thinking. For this aim, the study was designed within the context of a case study, one of the qualitative research methods. The data of the study were obtained through video-based interviews with five secondary mathematics teachers. Six video episodes containing different types of evidence for video-based interviews were shown to teachers. In the interviews, targeted questions were asked to reveal what types of evidence the participating teachers took into account in the videos they watched, how they interpret these types of evidence, and what kind of instructional decisions they suggested. The types of evidence that teachers noticed in the videos and how they made sense of the evidence were analyzed qualitatively. Various findings have been revealed depending on the different professional experiences of the teachers. First, experienced (5 years and above) teachers paid more attention to the types of verbal evidence of student thinking. Student statements and questions were more visible to experienced teachers, especially among oral evidence. Second, the evidence-based comments described by the experienced teachers were aimed at drawing more conclusions. However, it is noteworthy that teachers who make inferences based on student's cognitive thinking also attend postgraduate education or professional experience courses. Third, the instructional decisions of experienced teachers who attended postgraduate education and professional experience courses, based on student thinking, were mostly related to specific mathematical subjects.

scholarly journals Learning by Design

2020 ◽  
Vol 3 (2) ◽  
pp. 1-11
Author(s):  
Morgan Vassey Blanton ◽  
Linda C. Pacifici
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Research Process ◽  
Education Students ◽  
Student Work ◽  
Course Materials ◽  
Work Samples ◽  
Intended Learning Outcomes

This article reports on an application of a SoTL research process for two teacher education instructors in an undergraduate teacher education course, Teaching and Learning in the Digital Age. After engaging in content analysis of student work samples derived from a Digital Sabbath assignment, the instructors asked more questions about how well the assignment aligned to course objectives and intended learning outcomes. Collaboratively, they determined how the Digital Sabbath assignment could be revised to better meet the stated course objective. The authors anticipate that assignment revisions could result in improved student learning outcomes for the teacher education students. Insights from the student responses and course materials are discussed as well as implications for teaching and learning in a teacher education program.

scholarly journals Teachers’ knowledge for teaching compound interest

Pythagoras ◽  
2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Craig Pournara
Keyword(s):  
Financial Literacy ◽  
Teaching And Learning ◽  
Secondary Mathematics ◽  
School Curriculum ◽  
Teaching Mathematics ◽  
Financial Mathematics ◽  
Secondary Mathematics Teachers ◽  
Knowledge For Teaching ◽  
The World ◽  
Compound Interest

There is increasing acknowledgement that teachers’ knowledge for teaching mathematics is multifaceted and topic specific. Given the paucity of research on the teaching and learning of financial mathematics in general, little can be known about teachers’ knowledge for teaching compound interest. However, since financial mathematics is a component of the school curriculum in South Africa, and an important element of financial literacy more broadly, attention needs to be given to knowledge for teaching financial mathematics, and compound interest in particular. Drawing from a larger study in which the author taught a financial mathematics course to pre-service secondary mathematics teachers, a theoretical elaboration is provided of the underlying mathematics of compound interest, and connections with the world of banking. Based on findings from the study, two key student errors are identified: the over-generalisation of linear thinking in multiplicative scenarios, and the over-generalisation of reversible operations in percentage-change scenarios. Taken together, teachers’ knowledge of relevant mathematics, of the banking context and of learners’ conceptions will contribute to building a knowledge-base for teachers’ knowledge for teaching compound interest.

Two Classroom Portraits Demonstrating the Interplay of Secondary Mathematics Teachers’ TPACK on their Integration of the Mathematical Practices

2013 ◽  
pp. 215-227 ◽  
Author(s):  
Jessica Taylor Ivy ◽  
Dana Pomykal Franz
Keyword(s):  
Instructional Technology ◽  
Student Learning ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Secondary Mathematics ◽  
Self Report ◽  
Mathematical Practices ◽  
Secondary Mathematics Teachers ◽  
Educational Stakeholders

This chapter examines the practices and beliefs of two secondary mathematics teachers with similar demographic backgrounds. The influence of their practices and beliefs on teaching and student learning is considered through the lens of the TPACK Development Model and through evidence of student engagement in the Mathematical Practices. Even though they face common barriers to instructional technology integration, both teachers speak to their successes and positive impacts on student learning. Rich descriptions of conversations, classroom observations, and self-report survey data highlight critical contrasts between the practices of the two teachers. These differences represent the unique challenges faced by instructional technology researchers and other educational stakeholders. The purpose of this chapter is to highlight these subtle, yet far-reaching, areas of distinction in which the teachers unknowingly provide different levels of opportunity for teaching and learning in the mathematics classroom.

scholarly journals PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE

2019 ◽  
Vol 38 (1) ◽  
pp. 203-214
Author(s):  
Tian Abdul Aziz ◽  
Supiat Supiat ◽  
Yohanes Soenarto
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Private University ◽  
Secondary Mathematics ◽  
Algebraic Manipulation ◽  
Education Department ◽  
Absolute Value ◽  
Written Responses ◽  
Secondary Mathematics Teachers ◽  
Definition Of

This study aims to give a comprehensive account of pre-service secondary mathematics teachers’ understanding of absolute value. Thirty two-item absolute value understanding test was developed and administered to thirty-eight students attending mathematics education department at one private university in Jakarta City, Indonesia. Five of them were selected purposively and interviewed to gain deep information and confirm their written responses in the test. We find that most participants struggled with the absolute value task. There are inconsistencies of the definition of absolute value expressed by them. Besides, typical mistakes made are: (a) removal of absolute value bars; (b) focus heavily on rules; (c) conversion of absolute value bars to parentheses; (d) exclusion of number inside absolute value bars; (e) poor algebraic manipulation; and (f) inability to draw absolute value graph. Based on the findings, the most common cause of mistakes made by the participants is didactical contract in mathematics teaching and learning. Limitation and implications of the study are presented.

Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’ work in modelling

2016 ◽  
Vol 28 (3) ◽  
pp. 349-378 ◽  
Author(s):  
Makbule Gozde Didis ◽  
Ayhan Kursat Erbas ◽  
Bulent Cetinkaya ◽  
Erdinc Cakiroglu ◽  
Cengiz Alacaci
Keyword(s):  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Student Thinking ◽  
Secondary Mathematics Teachers

Challenges of being a digitally savvy principal

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jayson W. Richardson ◽  
Jeremy Lucian Daniel Watts ◽  
William L. Sterrett
Keyword(s):  
Teaching And Learning ◽  
The United States ◽  
Application Process ◽  
Student Work ◽  
Content Type ◽  
Award Winning ◽  
Integral Role ◽  
Leading Schools ◽  
Single Data ◽  
Work Samples

PurposeThe purpose of this study was to better understand the challenges faced by leaders who have demonstrated excellence in integrating technology into teaching and learning in P-12 schools in the United States.Design/methodology/approachThis case study of technology savvy P-12 school principals provides insights into how building leaders overcome digital technology innovation challenges. In the summer of 2017, the authors interviewed 12 of the 18 recipients of the NASSP Digital Principal Award. These principals serve as examples of how to lead schools in the digital age.FindingsUsing Bolman and Deal's (2013) conceptual framework, the authors analyzed the data around the four frames (i.e., political, structural, human resources, and symbolic) to understand the challenges of being a digital principal. Bolman and Deal posited leaders who function predominantly in a single frame may miss essential organizational change elements.Research limitations/implicationsThe authors recognize several limitations in this study. First, the nominating process for the NASSP Digital Principals award involves an application process. Thus, while these principals were recognized for meeting these criteria, it is possible that these awardees were selected based on their nomination materials rather than on actual longitudinal evidence. Second, this study's data were gathered through interviews. The authors did not gather data through student work samples, teacher and staff interviews, or other data points, but rather the single data point of principal perspectives through interviews.Originality/valueOne silver lining from the pandemic is that leading schools cannot be detangled from the digital needs of diverse stakeholders. As such, digital principalship has become the new norm where the principal leads on a screen, teachers teach on a screen, and students learn on a screen. The award-winning digital principals in this study played an integral role in how they message their school's story, how they navigate and design structures, how they overcome political realities, and how they invest in addressing the needs of individuals.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

Sign in / Sign up

Export Citation Format

Share Document