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.

scholarly journals The Reform of Teacher Education at the University of New Brunswick: Why and How?

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Mark Hirschkorn ◽  
Alan Sears ◽  
Sharon Rich
Keyword(s):  
Teacher Education ◽  
New Brunswick ◽  
Education Students ◽  
Education Literature ◽  
Number Of Factors ◽  
Education Community ◽  
Bachelor Of Education ◽  
Faculty Of Education ◽  
One Year ◽  
The University

In the fall of 2008, the Faculty of Education at the University of New Brunswick implemented its ‘new’ Bachelor of Education program. This was precipitated by a number of factors including pressure from the education community in New Brunswick, streamlining due to declining faculty numbers, and a drive to incorporate recommendations drawn from recent teacher education literature. Two of the changes made were: (a) the program is now completed in 1 year (formerly 2 years); (b) education students complete a one year practical component at the same time they complete their on campus components. The article concludes with some implications for faculty at other institutions who may be asking themselves – are they ready to make changes in their programs?

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

Forum on teacher preparation: Development of elementary school mathematics teaching in the United States

1970 ◽  
Vol 17 (5) ◽  
pp. 428-437
Author(s):  
Francis J. Mueller ◽  
Paul C. Burns
Keyword(s):  
United States ◽  
Elementary School ◽  
Teacher Preparation ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

The methods component of mathematics education in the United States has seldom been static. Particularly interesting is the cyclic nature of recurring issues and their varying proposed soltllions.

Research on mathematics education, Grades K-8, for 1967

1968 ◽  
Vol 15 (6) ◽  
pp. 531-538
Author(s):  
C. Alan Riedesel ◽  
Marilyn N. Suydam ◽  
Len Pikaart
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
Elementary Mathematics Education ◽  
Elementary School Mathematics ◽  
University Of Wisconsin ◽  
The University

This is the eleventh of a series of annual listings of research concerned with elementary school mathematics. During the very important period of change in elementary mathematics education from 1957 to 1966 the summaries were compiled by Dr. J. Fred Weaver of the University of Wisconsin.1 We hope that this listing will prove to be as valuable as the previous ones.2

Exemplify what you explicate

1973 ◽  
Vol 20 (3) ◽  
pp. 209-211
Author(s):  
Evelyn Sowell
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Faculty ◽  
Education Students ◽  
University Of Houston ◽  
Competency Based ◽  
The University ◽  
Teacher Education Students

That professor! What he says is great—but that idea just won't work in the classroom!” These statements may be common among some teacher education students. Such comments are now heard much less frequently, however, around the University of Houston. The mathematics education faculty is experimenting with a competency- based program, as part of a collegewide endeavor, that requires prospective teachers to actually use in their classrooms what they hear and read about teaching. Initial experiences with this program suggest several advantages both for teachers in training and for teacher educators. This article describes some features and benefits of one type of approach to competency-based mathematics education.

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 Primary specialisations in Australia: graduates’ perceptions of outcome and impact

2021 ◽  
Author(s):  
S. Main ◽  
M. Byrne ◽  
J. J. Scott ◽  
K. Sullivan ◽  
A. Paolino ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Advisory Group ◽  
Australian Government ◽  
Ongoing Research ◽  
Mixed Methods Case Study ◽  
Bachelor Of Education ◽  
The University

AbstractIn 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates’ perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level.

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.

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