Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching

2019 ◽  
pp. 1-23
Author(s):  
Adem Ekmekci ◽  
Anne Papakonstantinou ◽  
Richard Parr ◽  
Miten Shah
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teacher Preparation Programs ◽  
School Teachers ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
And Mathematics

Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.

scholarly journals APPROACHING THE BORDERLANDS OF STATISTICS AND MATHEMATICS IN THE CLASSROOM: QUALITATIVE ANALYSIS ENGENDERING AN UNEXPECTED JOURNEY

2010 ◽  
Vol 9 (2) ◽  
pp. 69-87
Author(s):  
JANE M. WATSON ◽  
ERICA L. NATHAN
Keyword(s):  
Content Knowledge ◽  
Middle School Teachers ◽  
Statistics Education ◽  
Intervention Strategies ◽  
School Teachers ◽  
Interview Protocol ◽  
Pedagogical Content ◽  
Research Journal ◽  
Big Ideas ◽  
And Mathematics

To capture aspects of pedagogical content knowledge (PCK) not illuminated in an earlier written survey, an interview protocol was used with 40 middle school teachers. The scenarios were intended to elicit teachers’ understanding of the big ideas, ability to anticipate students’ answers, and intervention strategies for the classroom. This was expected to be a straight-forward journey based on teachers’ responses to three context-based scenarios regarding students’ answers to questions. Instead we were surprised by teachers’ responses that revealed their perceptions that their experiences teaching mathematics and teaching statistics are very different. This led to further analysis of the PCK tasks and a suggestion that the mathematics embedded in the tasks was sometimes an impediment for the teachers, especially in relation to intervention strategies in the classroom. First published November 2010 at Statistics Education Research Journal: Archives

Introduction to Volume 11: A Second Decade of Mathematics

2005 ◽  
Vol 11 (1) ◽  
pp. 3
Author(s):  
Joe Zilliox
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teaching ◽  
School Teachers ◽  
The Future ◽  
Teachers And Students ◽  
Editorial Decisions ◽  
Specific Interests

Volume 11 marks the beginning of a second decade for Mathematics Teaching in the Middle School (MTMS). The journal has continued to grow since NCTM initially responded to readers' concerns and developed a publication addressing the specific interests and needs of middle school teachers and students. This focus on teachers and students that guided editorial decisions throughout the first ten years will continue to influence the contents and quality of the journal into the future.

Are Most Fractions Reduced?

1994 ◽  
Vol 87 (4) ◽  
pp. 236-238
Author(s):  
Thomas W. Shilgalis
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teachers ◽  
School Teachers ◽  
Its Analysis ◽  
Probability And Statistics

Mathematics teachers delight when they encounter a problem that is interesting in its own right but that has the added feature of acting as a springboard for fruitful discussion in a broader context. My classes in probability and statistics for preservice middle school teachers have enjoyed both the question posed in the title and its analysis.

Book Review of Learning Through Teaching Mathematics

2011 ◽  
Vol 42 (5) ◽  
pp. 521-527
Author(s):  
Keith Weber ◽  
Kathryn Rhoads
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Teacher Preparation Programs ◽  
Development Programs ◽  
Preparation Programs ◽  
Knowledge For Teaching ◽  
Beliefs And Practice

Understanding what mathematics teachers know, what they need to know about mathematics, and how that knowledge is learned are important goals in mathematics education. Research on mathematics teacher knowledge can be divided into two categories: (a) what knowledge mathematics teachers have or need to have to teach effectively (e.g., Hill, Rowan, & Ball, 2005; Kahan, Cooper, & Bethea, 2003), and (b) how teachers' mathematical knowledge for teaching can be developed (e.g., Bell, Wilson, Higgins, & McCoach, 2010; Proulx, 2008). This book describes research of the second type. To date, research in this area has focused primarily on how mathematical knowledge develops in university or researcher-led teacher preparation or professional development programs. This book is novel in that it concerns how and what teachers learn through the process of teaching itself. In his contribution to this book, Ron Tzur (chapter 3) lays out three reasons why this research is essential. First, he argues, teacher preparation programs simply do not contain enough time for teachers to learn all they need to know, so teachers' learning through teaching is essential. Second, for teachers to develop knowledge of how students think about mathematics and how students receive mathematical lessons, teachers must have classroom experience. Third, the experiences that teachers encounter when teaching have the potential to give rise to meaningful changes in their beliefs and practice.

Performance-Based Assessment and Instructional Change: The Effects of Testing in Maine and Maryland

1998 ◽  
Vol 20 (2) ◽  
pp. 95-113 ◽  
Author(s):  
William A. Firestone ◽  
David Mayrowetz ◽  
Janet Fairman
Keyword(s):  
Middle School ◽  
Instructional Strategies ◽  
Middle School Teachers ◽  
Mathematics Teaching ◽  
Instructional Change ◽  
State Testing ◽  
School Teachers ◽  
High Stakes ◽  
Performance Based Assessment

To examine how performance-based assessment changed mathematics teaching under conditions of moderate and low stakes, we studied middle school teachers in five districts in Maine and Maryland. Our observations suggest that the effects of state testing on teaching may be overrated by both advocates and opponents of such policies. When combined with moderately high stakes and other conditions, such assessments generate considerable activity focused on the test itself. This activity can promote certain changes, like aligning subjects taught with the test. It appears to be less successful, however, in changing basic instructional strategies.

Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative

2007 ◽  
Vol 29 (2) ◽  
pp. 95-114 ◽  
Author(s):  
Heather C. Hill
Keyword(s):  
Middle School ◽  
No Child Left Behind ◽  
Middle School Teachers ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Teaching Experience ◽  
School Teachers ◽  
Knowledge For Teaching ◽  
School Teaching ◽  
Nationally Representative

This article explores middle school teachers’ mathematical knowledge for teaching and the relationship between such knowledge and teachers’subject matter preparation, certification type, teaching experience, and their students’ poverty status. The author administered multiple-choice measures to a nationally representative sample of teachers and found that those with more mathematical course work, a subject-specific certification, and high school teaching experience tended to possess higher levels of teaching-specific mathematical knowledge. However, teachers with strong mathematical knowledge for teaching are, like those with full credentials and preparation, distributed unequally across the population of U.S. students. Specifically, more affluent students are more likely to encounter more knowledgeable teachers. The author discusses the implications of this for current U.S. policies aimed at improving teacher quality.

Welcome to NCTM's New Journal

1994 ◽  
Vol 1 (1) ◽  
pp. 6
Author(s):  
Mary Lindqulst
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teaching ◽  
Teacher Educators ◽  
School Level ◽  
School Teachers ◽  
Middle School Level

I'm delighted to welcome Mathematics Teaching in the Middle School to the NCTM's family of publications! As an ofiicial publication of the Council, I know this journal will be an invaluable reource for middle school teachers, teacher educators, and others. A goal of NCTM is to make mathematics accessible to every student This journal will help us focus on that goal by specifically addressing the needs of students at the middle school level.

Building Knowledge for Technology Integration in Learning to Teach Secondary School Mathematics

2019 ◽  
pp. 24-46
Author(s):  
Rachel Angela Ayieko ◽  
Elif Nagihan Gokbel ◽  
Ahmet Oğuz Akçay
Keyword(s):  
Technology Integration ◽  
Secondary School ◽  
Secondary Mathematics ◽  
Teacher Preparation Programs ◽  
Mathematics Methods ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Preservice Mathematics Teachers

Teachers' knowledge for teaching mathematics in secondary school is incomplete without the inclusion of knowledge of technology integration in teaching. Developing technology pedagogical content knowledge (TPACK) of pre-service teachers is essential in teacher preparation programs because PSTs gain knowledge of how to use technology in mathematics teaching before beginning their practice. This study investigates how preservice mathematics teachers' TPACK emerges during the secondary mathematics methods and field-based courses. The instructors supported the growth of PSTs' knowledge for teaching secondary mathematics and integrating technology in the method courses. The evidence of TPACK knowledge included data from lesson plans and lesson reflections, technology presentations, and semi-structured exit interviews through content analysis. Recommendations for policy and practice are elaborated.

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