A New Model of Applied Mathematics for Improving the Effect of Mathematics for Teaching

2011 ◽  
Vol 187 ◽  
pp. 247-247
Keyword(s):  
Teacher Education ◽  
Mathematics Teaching ◽  
Applied Mathematics ◽  
New Model ◽  
Mathematics For Teaching

Removed due to plagiarism. Originally published as: Stylianides, G. J., & Stylianides, A. J. (2010). Mathematics for teaching: A form of applied mathematics. Teaching and Teacher Education, 26, 161-172. DOI: 10.1016/j.tate.2009.03.022

Scaffolding Ambitious Instruction

2018 ◽  
pp. 322-347
Author(s):  
Rob Wieman
Keyword(s):  
Teacher Education ◽  
Mathematics Teaching ◽  
Lesson Study ◽  
Opportunities To Learn ◽  
Collaborative Reflection ◽  
Disciplinary Practices

Pre-service teachers (PSTs) often have to plan and teach a lesson in a practicum setting as part of their methods class. This assignment is designed to give PSTs a chance to enact ambitious instruction; however, they often encounter obstacles that prevent them from engaging students in core disciplinary practices. A structure, based on lesson study, provides opportunities for PSTs to experience and identify these obstacles, revise their plans to address them, and engage in ambitious instruction while re-teaching the revised lesson. This structure also recasts initial lessons as opportunities to learn and improve through collaborative reflection. Examples of this structure are described, including features that contribute to PST learning and lesson improvements. Obstacles to ambitious instruction as well as strategies to overcome those obstacles are identified and discussed. Parallels are drawn between ambitious mathematics teaching and ambitious teacher education.

Towards a New Model of Bilingual Mathematics Teaching: the case of China

1997 ◽  
Vol 8 (2) ◽  
pp. 193-198
Author(s):  
Zhang Hongun ◽  
Lu Chuanhan
Keyword(s):  
Mathematics Teaching ◽  
New Model

scholarly journals Estratégias e Procedimentos Emergentes na Resolução de Questões de Análise Combinatória e o Ensino Exploratório de Matemática

2019 ◽  
Vol 12 (2) ◽  
pp. 221
Author(s):  
Everton José Goldoni Estevam ◽  
Celine Maria Paulek ◽  
Maria Ivete Basniak ◽  
Dirceu Scaldelai ◽  
Natali Angela Felipe
Keyword(s):  
Teacher Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Teacher Education ◽  
Systematic Evaluation ◽  
Teaching Methodology ◽  
Entrance Exams ◽  
Teaching Of Mathematics ◽  
Similarities And Differences ◽  
Second Year

Este artigo analisa as resoluções de duas questões de matemática adaptadas do Exame Nacional do Ensino Médio (ENEM) e de vestibulares, envolvendo combinatória, com o intuito de investigar semelhanças e diferenças entre as estratégias de resolução empregadas por alunos que experienciaram o Ensino Exploratório de Matemática (EEM) e aqueles que não vivenciaram formalmente esta perspectiva de ensino. Para tanto, é realizada uma análise qualitativa de 24 resoluções de dois grupos de alunos do segundo ano de dois cursos de licenciatura em Matemática: 14 com experiências no EEM e 10 sem este tipo de experiência. Os resultados evidenciam que, além de um maior percentual de acertos, os alunos com experiência no EEM apresentam maior variedade de estratégias, envolvendo justificativas e articulações que esclarecem os raciocínios empregados e a relação entre suas (re)soluções e o contexto da questão. Assim, o estudo sugere que a perspectiva do EEM pode configurar um panorama promissor para o ensino e a aprendizagem da Matemática, inclusive no que se refere à resolução de questões de avaliações sistemáticas, bem como a limitação de processos avaliativos alicerçados exclusivamente na solução final.Palavras-chave: Metodologia de Ensino. Ensino de Matemática. Resoluções de Tarefas.AbstractThis article analyzes the resolutions of two mathematic questions adapted from the National High School Examination (ENEM) and the entrance exams, involving combinatorial analysis, in order to investigate similarities and differences among the strategies by students who have experienced the Exploratory Mathematics Teaching (EMT) and those who did not formally experienced this teaching perspective. Thereunto, a qualitative analysis of 24 resolutions of two groups of second year students of two undergraduate courses in Mathematics teacher education is performed: 14 with EMT and 10 without this type of experience. The findings evidence that, further a higher percentage of hits, students with EEM experience presented greater variety of strategies involving justifications and articulation to clarify the reasoning used and the relation among their solutions and the question context. Then, the study suggests the EEM perspective may configure a scenery of teaching and learning of Mathematics regarding to the solving questions of systematic evaluation, as well as the limitation of evaluation processes based exclusively on the final solution.Keywords: Teaching Methodology. Teaching of Mathematics. Task Resolutions.

scholarly journals Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book

2018 ◽  
Vol 11 (2) ◽  
pp. 211-222 ◽  
Author(s):  
Limin Jao
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
Secondary Mathematics ◽  
Teachers Experiences ◽  
Personal Experiences ◽  
Writing Task

This paper describes a mathematics task inspired by a children’s storybook, The Important Book by Margaret Wise Brown, and how secondary mathematics preservice teachers’ (PSTs’) experiences with this reform-based task influenced their development as educators. Findings suggest that PSTs enjoyed the opportunity to be creative and make connections to personal experiences. Engaging in this writing task also affected PSTs’ development as mathematics teachers as it allowed them to think more broadly about mathematics teaching and see the value in reform-based approaches for teaching.

scholarly journals Pre-service teachers’ views about their mathematics teacher education modules

Pythagoras ◽  
2012 ◽  
Vol 33 (1) ◽  
Author(s):  
Faaiz Gierdien
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
School Mathematics ◽  
Analytic Framework ◽  
Bachelor Of Education ◽  
Faculty Of Education ◽  
The University ◽  
Teaching Implications

This article reports on the views of intermediate and senior phase pre-service teachers (PSTs) enrolled in mathematics education modules that attempt to teach both content and pedagogy. The PSTs are students in a four-year Bachelor of Education (BEd) model located in a faculty of education. Findings were analysed by means of an analytic framework that takes into account the university–school divide. Findings indicate that the PSTs position themselves in different ways with regard to their preparation for school mathematics teaching. Implications are considered, especially the PSTs’ affective views such as their anxiety and apprehension related to the discursive differences between the content in the university modules and school mathematics.

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