Curricular Influences on the Motivational Beliefs and Practice of Two Middle School Mathematics Teachers: A Follow-up Study

1999 ◽  
Vol 30 (3) ◽  
pp. 349 ◽  
Author(s):  
James A. Middleton
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Motivational Beliefs ◽  
Follow Up Study ◽  
Beliefs And Practice

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. 

IDEAS

1993 ◽  
Vol 40 (6) ◽  
pp. 325-337
Author(s):  
Rebecca B. Corwin ◽  
William R. Speer
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Place Value ◽  
Elementary And Middle School

Many elementary and middle school mathematics teachers use a particular approach when planning mathematics units. We tend to match a mathematics concept that we want to teach with an activity or material that will convey the needed idea. When we teach fractions. we think of planning a pizza party or partitioning a geoboard. When we teach place value, we think of base-ten blocks or trading games. As we increase our teaching and planning repertoires over the year by adding more and more activities and materials, we make better matches among what we think of as basic curriculum elements: the students' needs. the mathematics topic, and choices of activities and materials. These elements, mixed differently year to year, facilitate many good mathematic lessons. But they may also give us a limited view of curriculum possibilities.

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