scholarly journals An analysis of preservice elementary teachers’ professional noticing skills in a mathematics education setting

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Liza Bondurant ◽  
Lisa Poling ◽  
Diana Moss
Keyword(s):  
Mathematics Education ◽  
Elementary Teachers ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Preservice Elementary Teachers ◽  
Cognitive Interviews ◽  
Professional Noticing ◽  
Frequency Table

Prospective elementary mathematics teachers (PTs) were asked to analyze 28 videos of cognitive interviews. The purpose of this study was to determine if experiences analyzing videos would lead to improvements in PTs’ professional noticing skills. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs’ use and understanding of a noticing framework to be analyzed. Findings indicate that experiences analyzing videos leads to improvements in PTs’ professional noticing skills.

Training elementary mathematics teachers in a one-semester course

1974 ◽  
Vol 21 (5) ◽  
pp. 428-432
Author(s):  
William B. Crittenden
Keyword(s):  
Mathematics Education ◽  
Elementary Teachers ◽  
Mathematics Teachers ◽  
Liberal Arts ◽  
Elementary Mathematics ◽  
Prospective Elementary Teachers ◽  
Education Training

When the writer joined the faculty of Houston Baptist University in 1968, he was given the assignment of prescribing the mathematics education training experiences for prospective elementary teachers. Since the college is primarily for the liberal arts and the curriculum includes a large number of required cources, there was only one three-semester-hour course available in which elementary teachers could be prepared in mathematics.

LOGO and Elementary Mathematics Education in Portugal

2012 ◽  
pp. 487-522
Author(s):  
Paulo Carvalho ◽  
Pedro Palhares ◽  
António Osório ◽  
Alexandra Gomes ◽  
Ema Mamede
Keyword(s):  
Mathematics Education ◽  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Resistance To Change ◽  
Training Programme ◽  
Small Time ◽  
Elementary Mathematics Education ◽  
Teachers Training ◽  
Near Future

In the second part, the authors describe an elementary teachers’ training programme on mathematics education that during four years has every year provided a small time for the exploration of LOGO and promoted its use to teachers in the classroom. They reflect on this program and offer insights on teachers’ resistance to change their practices. The authors conclude the chapter with their own ideas for the implementation of LOGO in a group of schools in the near future.

scholarly journals Investigating Elementary School Mathematics Teachers’ Knowledge of Students about some Numbers

2014 ◽  
Vol 2 (12) ◽  
pp. 150-160
Author(s):  
Habila Elisha Zuya
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary Teachers ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Topic Area ◽  
Elementary School Mathematics ◽  
Problem Situations ◽  
The Given ◽  
Common Misconceptions

The study investigated the competence of elementary mathematics teachers’ knowledge of students about some numbers. Studies have shown that there are common misconceptions that students exhibit in dealing with numbers. This study wanted to determine how competent elementary teachers are in identifying and dealing with such students’ misconceptions. A sample of 30 teachers was randomly selected as participants in this study. The instrument for data collection was questionnaire designed for teachers to respond to through detail explanations in writing. Participants were presented with the problem situations and were expected to respond to the questions or tasks. The problem situations were a given problem and the hypothetical students’ solutions of the given problem. The study revealed that while some teachers were competent in addressing students’ misconceptions in the topic area, others had difficulties themselves in understanding the problem situations and the hypothetical students’ solutions.

scholarly journals The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 228-237
Author(s):  
Fatma Erdoğan ◽  
Feyza Yıldız
Keyword(s):  
Academic Achievement ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Elementary Mathematics ◽  
Efficacy Beliefs ◽  
Problem Posing ◽  
Survey Method ◽  
Significant Difference

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.

A Combined Content-Methods Course for Elementary Mathematics Teachers

1960 ◽  
Vol 7 (3) ◽  
pp. 138-140
Author(s):  
Clarence Phillips
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Colleges And Universities ◽  
Methods Course ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
Elementary School Mathematics

Colleges and Universities have the responsibility of training prospective elementary teachers in the teaching of elementary mathematics. These teachers must be trained so that they can teach elementary school mathematics for meaning and understanding. In addition to training prospective elementary school teachers, the colleges and universities also have the responsibility of acquainting teachers in-service with the “newer” approach in teaching elementary mathematics. In this article, I will use “elementary teachers” as including both groups.

scholarly journals PRESERVICE ELEMENTARY TEACHERS AND THE FUNDAMENTALS OF PROBABILITY

2011 ◽  
Vol 10 (2) ◽  
pp. 27-47
Author(s):  
CLARK DOLLARD
Keyword(s):  
Education Research ◽  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Statistics Education ◽  
Preservice Elementary Teachers ◽  
Statistics Education Research ◽  
Research Journal ◽  
Mathematics Coursework

This study examined how preservice elementary teachers think about situations involving probability. Twenty-four preservice elementary teachers who had not yet studied probability as part of their preservice elementary mathematics coursework were interviewed using a task-based interview. The participants’ responses showed a wide variety of misconceptions about the meaning of probability. In particular, when they were asked to think about the probability of an irregularly shaped object, many participants had misconceptions about the classical and frequentist interpretations of probability. These findings suggest that instruction for preservice elementary teachers should address the meaning of probability, including the subjective, classical, and frequentist interpretations of probability. First published November 2011 at Statistics Education Research Journal: Archives

Developing a “competency–based” teacher education program: a report on a project

1974 ◽  
Vol 21 (3) ◽  
pp. 220-223
Author(s):  
O. Robert Brown ◽  
R. Ruel Morrison ◽  
Mary Ann Byrne ◽  
Thomas J. Cooney ◽  
Edward J. Davis ◽  
...  
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
Education Program ◽  
Elementary Mathematics ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Preservice Elementary Teachers ◽  
Competency Based ◽  
Based Instruction ◽  
Elementary Mathematics Teacher Education

Interest in competency-based instruction has been evident at all levels of education. The Georgia Elementary Mathematics Teacher Education Project (GEMTEP) was designed to develop a “competencybased” training program in mathematics for inservice and preservice elementary teachers.

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