scholarly journals Observing Mathematics Teaching Practices to Promote Professional Development: An Analysis of Approaches to Probability

2019 ◽  
Vol 14 (3) ◽  
Author(s):  
Claudia Vásquez ◽  
Ángel Alsina
Keyword(s):  
Professional Development ◽  
Mathematics Teaching ◽  
Teaching Practices ◽  
Mathematics Teaching Practices

Promoting Equity in Elementary School Mathematics

2022 ◽  
pp. 213-232
Author(s):  
Drew Polly ◽  
Madelyn Colonnese ◽  
Julie Bacak ◽  
Kaitlyn O. Holshouser ◽  
Wendy Lewis
Keyword(s):  
Elementary School ◽  
Learning Environments ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Teaching Practices ◽  
School Teacher ◽  
Elementary School Mathematics ◽  
Mathematics Tasks ◽  
Elementary School Learners ◽  
Mathematics Teaching Practices

This chapter describes the frameworks of mathematics tasks, equity-based mathematics teaching practices, technological pedagogical and content knowledge (TPACK), and how they relate to teaching for equity in virtual learning environments (VLE). The frameworks are used to describe vignettes from VLEs with elementary school learners and elementary school teacher candidates (future teachers). Implications of these vignettes include a need for an empirically based trajectory related to equity-based teaching practices as well as a need to consider which technologies in a VLE can be used to effectively promote equity-based mathematics teaching practices.

Supporting Mathematics Teaching Practices in Online Teacher Education

2020 ◽  
pp. 55-67
Author(s):  
David Glassmeyer
Keyword(s):  
Content Knowledge ◽  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Science Content ◽  
Face To Face ◽  
Mathematical Representations ◽  
Integrated Stem ◽  
Online Format ◽  
Mathematics Teaching Practices

In this chapter, the author provides an example of an integrated and collaborative activity for in-service mathematics teachers that was implemented synchronously online. While prior research details how this lesson developed middle and secondary teachers' mathematics content knowledge of logarithms and teachers' science content knowledge concept of pH, this chapter focuses on how the lesson was converted from a face-to-face format to the online format while supporting research-based essential teaching skills, specifically NCTM's Mathematics Teaching Practices (MTPs). Evidence is provided for how three MTPs were upheld using the online platform Blackboard Collaborate, followed by recommendations for other teacher educators wishing to engage teachers in online learning that supports mathematics education goals of integrated STEM education through mathematical discourse, conceptual understanding, and reasoning about mathematical representations.

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