Using a Mathematics Classroom Observation Protocol to Improve Preservice Mathematics Teachers’ Ability to Notice in Teacher Education

2021 ◽  
Vol 21 (16) ◽  
pp. 625-639
Author(s):  
Yeon Kim
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Classroom Observation ◽  
Preservice Mathematics Teachers ◽  
Observation Protocol

scholarly journals Investigating the Different Dimensions of Preservice Mathematics Teachers’ Understanding – The Case of Factorisation

2020 ◽  
Vol 45 (10) ◽  
pp. 73-94
Author(s):  
Olivia Fitzmaurice ◽  
◽  
Jacqueline Hayes ◽  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Secondary School ◽  
Conceptual Understanding ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Procedural Understanding ◽  
Different Dimensions ◽  
Preservice Mathematics Teachers

This paper reports on a study designed to investigate preservice teachers’ understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers’ procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin’s Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some conceptual understanding does exist, there was very limited conceptual understanding within most of the dimensions of the framework (Usiskin, 2012). We conclude the paper by considering how teacher educators can address the issues of preservice teacher knowledge and understanding of content not formally covered within their teacher education programmes.

scholarly journals Preservice Mathematics Teachers’ Knowledge about the Potential of Tasks to Promote Students’ Mathematical Reasoning

2021 ◽  
Vol 7 (4) ◽  
pp. 1300-1319
Author(s):  
Hélia Oliveira ◽  
Ana Henriques
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Mathematical Reasoning ◽  
Initial Teacher Education ◽  
8Th Grade ◽  
Preservice Mathematics Teachers ◽  
Grade Classroom ◽  
Huge Challenge

The use of tasks to promote mathematical reasoning (MR) in teaching practice is essential to meet curricular goals. However, that practice is often a huge challenge for teachers, and particularly for prospective teachers and thus it is essential to highlight it as a goal for initial teacher education. This study focuses on preservice mathematics teachers’ (PTs) knowledge about the potential of mathematical tasks to promote students’ MR, in a teacher education course. Results show that PTs were able to justify their option for a mathematical task with potential to promote students’ MR, and through its implementation in one 8th grade classroom they have deepen their knowledge and gave greater meaning to task design principles and acknowledging their students’ knowledge. Thus, the activity of selecting and adapting a task, although less demanding than the design of a new task, can still provide PT with important reflection and knowledge about its potential to promote students’ MR. The study stresses the relevance for initial teacher education of considering four domains associated with the recognition of the potential of tasks to promote MR.

scholarly journals The RoboSTE[M] Project: Using Robotics Learning in a STEM Education Model to Help Prospective Mathematics Teachers Promote Students’ 21st-CenturySkills

2021 ◽  
Vol 20 (7) ◽  
pp. 85-99
Author(s):  
Adi Nur Cahyono ◽  
Mohammad Asikin ◽  
Muhammad Zuhair Zahid ◽  
Pasttita Ayu Laksmiwati ◽  
Miftahudin Miftahudin
Keyword(s):  
Teacher Education ◽  
Stem Education ◽  
Mathematics Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Strategic Role ◽  
Prospective Mathematics Teachers ◽  
And Mathematics

Teacher education institutions play a strategic role in preparing prospective mathematics teachers with 21st-century skills to teach mathematics in schools. This study aimed to explore how mathematics lectures employing robotics in a STEM (Science, Technology, Engineering, and Mathematics) education approach can contribute to the preparation of prospective mathematics teachers with 21st-century skills to teach mathematics in schools. The research was conducted through a project called the RoboSTE[M] Project, in three stages: pre-development, development, and field experiment. The project was run to encourage prospective mathematics teachers to arrange mathematical activities for mathematics learning with a STEM education approach using robotics. The findings indicated that the model, lab and online modules developed and implemented in this project succeeded in supporting the ability of prospective mathematics teachers to design a mathematics learning environment with a STEM-influenced robotics approach that has the potential to support students’ 21st-century skills. This study has contributed to answer the problem regarding how to provide cross-curricular activities for STEM education by implementing STEM in an integrated manner in schools, including lack of training for teachers, which will translate STEM in the lesson plans. This research shows that teacher education programmes can provide adequate training for pre-service teachers in practising STEM education in mathematics classroom. This study fills in the gaps by focusing on designing a lecture model with a “STEM Robotics” approach for prospective mathematics teachers and their students and to explore its potential to promote prospective mathematics teachers’ 21st-century skills.

A Comparison of Mathematics Classroom Observation Protocols

2015 ◽  
Vol 3 (2) ◽  
pp. 154-175 ◽  
Author(s):  
Melissa Boston ◽  
Jonathan Bostic ◽  
Kristin Lesseig ◽  
Milan Sherman
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Classroom Observation ◽  
Program Evaluations ◽  
Mathematics Teacher Educators ◽  
Observation Tools ◽  
Mathematical Quality ◽  
Observation Protocol

In this article, we provide information to assist mathematics teacher educators in selecting classroom observation tools. We review three classroom observation tools: (1) the Reform-Oriented Teaching Observation Protocol (RTOP); (2) the Instructional Quality Assessment (IQA) in Mathematics; and (3) the Mathematical Quality of Instruction (MQI). We begin by describing each tool and providing examples of research studies or program evaluations using each tool. We then look across tools to identify each tool's specific focus, and we discuss how the features of each tool (and the protocol for its use) might serve as affordances or constraints in relation to the goals, purposes, and resources of a specific investigation. We close the article with suggestions for how each tool might be used by mathematics teacher educators to support teachers' learning and instructional change.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

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