scholarly journals Sensitive-Computational Thinking of Pre-Service Mathematics Teachers on Nested Loops

2020 ◽  
Vol 13 (32) ◽  
Author(s):  
Ricardo Scucuglia Rodrigues da Silva ◽  
George Gadanidis ◽  
Carina Alexandra Rondini ◽  
Marcelo C. Borba ◽  
Janette M. Hughes
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Computational Thinking ◽  
Online Application ◽  
Mathematics Majors ◽  
Nested Loops ◽  
The Aesthetic ◽  
Teaching Experiments

In this paper we emphasize the aesthetic-sensitive dimension of computational thinking in a scenario of pre-service mathematics teacher education. Through the development of teaching experiments we investigate aspects (skills/concepts/affordances) of computational thinking of mathematics majors emergent in the exploration of a task based on coding with the online application based on a coding application developed using Blockly. The findings highlight the processes of experimentation with technology in which the command named repeat was used in several manners in the attempt of creating nested loops to solve the task. The sensitive-computational thinking points to the perception and modification of aesthetic elements such as the form of objects, colors, symmetries, patterns, sounds, etc. and its relation to commands that compose the code and the overall structure of the code.

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.

Online Mathematics Teacher Professional Development

2020 ◽  
pp. 203-215
Author(s):  
Sandra B. Nite ◽  
Ali Bicer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Professional ◽  
Pre Service Teacher Education ◽  
Blackboard Learn ◽  
Pre Service Teacher

The purpose of this chapter is to describe an online learning environment that has been used for professional development with mathematics teachers and can be used for pre-service teacher education. The description of the Blackboard Learn and Blackboard Collaborate combination for the mathematics teacher education enables teachers to collaboratively engage in inquiry, reasoning and justification, and technology integration as participants. In addition, teachers can have opportunities to discuss various ways to incorporate these ideas more fully into their instructional practices.

The sorry state of mathematics teacher education

1969 ◽  
Vol 16 (4) ◽  
pp. 296-300
Author(s):  
Gerald R. Rising
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Education Programs ◽  
Acceptable Standard

The concern I express in this polemic is a simple but important one: Education programs for mathematics teachers are not only below any reasonably acceptable standard, but they are getting steadily worse!

Cooperative Learning in Mathematics Teacher Education

1999 ◽  
Vol 92 (1) ◽  
pp. 11-17
Author(s):  
Alice F. Artzt
Keyword(s):  
High School ◽  
Teacher Education ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
School Mathematics ◽  
Learning Activity ◽  
High School Mathematics

How a cooperative–learning activity was used in a college mathematics–teacher–education course to enable preservice and in–service middle and high school mathematics teachers to experience, learn about, and reflect on the intricacies, complexities, and values of effective cooperative–learning strategies.

scholarly journals Uma discussão sobre legitimidades matemáticas utilizando o contexto dos números irracionaisA discussion about mathematical legitimacies using the irrational numbers context

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Rejane Siqueira Julio ◽  
Guilherme Francisco Ferreira ◽  
Romulo Campos Lins
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
History Of Mathematics ◽  
Mathematical Activity ◽  
Irrational Numbers ◽  
History Of ◽  
And Mathematics

Este artigo tem o objetivo de discutir legitimidades matemáticas para responder a certos questionamentos sobre a “matemática do professor de matemática” ser considerada um modo de pensar a matemática na formação de professores. Para isso, abordamos as noções de matemática do professor de matemática, matemática do matemático e atividade matemática, na ótica do Modelo dos Campos Semânticos, por meio de comentários hipotéticos sobre a realização de uma proposta de atividade, de cunho histórico, envolvendo os números irracionais. Para concluir, argumentamos sobre a caracterização de atividade matemática ser uma possibilidade de compreender o compartilhamento de legitimidades entre a matemática praticada pelos professores de matemática e a matemática praticada por matemáticos.This paper aims to discuss mathematical legitimacies as an answer to some questions about “mathematics of the mathematics teacher” as a way to think the mathematics in the mathematics teacher education. In this discussion, we approach the notions of mathematics of the mathematics teacher, mathematics of the mathematician and mathematical activity according to the Model of Semantics Fields, through hypothetical comments about the realization of a task, based on history of mathematics, involving irrational numbers. In conclusion, we argue about the possibility to consider the characterization of mathematical activity as a way of understanding the sharing of legitimacies between mathematics practiced by mathematics teachers and mathematics practiced by mathematicians.

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

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