Distinctions in preservice teachers’ asset-based noticings of middle school students’ mathematical strengths

This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students’ low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured “Interview form” developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students’ low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students’ lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.

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Implementing the “Professional Standards for Teaching Mathematics”: Teaching Middle School Students with Diverse Cultural Backgrounds

Mathematics Teacher ◽

10.5951/mt.87.2.0122 ◽

1994 ◽

Vol 87 (2) ◽

pp. 122-126

Author(s):

Walter Callahan ◽

Margaret A. Farrell

Keyword(s):

Middle School ◽

Preservice Teachers ◽

Middle School Students ◽

Mathematics Teaching ◽

School Teacher ◽

Professional Standards ◽

Teaching Mathematics ◽

Cultural Backgrounds ◽

School Students ◽

Haitian Students

In this second article of the 1993-94 series, a middle school teacher reflects on his work with Hispanic and Haitian students. He used what he has learned to recommend ways to help preservice teachers learn about students of other cultures.– Ed.

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Preservice Teachers are Making a Difference by Mentoring Middle School Students

Middle School Journal ◽

10.1080/00940771.2002.11495330 ◽

2002 ◽

Vol 33 (5) ◽

pp. 41-46 ◽

Cited By ~ 2

Author(s):

Ruth A. Ference ◽

William H. Rhodes

Keyword(s):

Middle School ◽

Preservice Teachers ◽

Middle School Students ◽

School Students ◽

Making A Difference

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Mathematical Modeling From The Eyes Of Preservice Teachers

Revista Latinoamericana de Investigación en Matemática Educativa ◽

10.12802/relime.21.2421 ◽

2021 ◽

Vol 24 (2) ◽

pp. 121-150

Author(s):

Zehra Taşpinar Şener ◽

◽

Yüksel Dede ◽

Keyword(s):

Mathematical Modeling ◽

Middle School ◽

Preservice Teachers ◽

Middle School Students ◽

Middle School Mathematics ◽

Study Group ◽

School Students ◽

Purposeful Sampling ◽

Research Period ◽

Shed Light

Using preservice teachers’ (PTs) opinions as its base, this study seeks to shed light on the process followed by PTs in teaching mathematical modeling to middle school students. The study group was composed of 18 middle school mathematics PTs, each of whom was selected using purposeful sampling. During the research period, PTs travelled in groups to the schools where they were to perform their practicum. Lessons were video recorded, and PTs shared these recordings and their classroom experiences with their peers. As a result of the analysis, the study’s findings were grouped into four main themes: (i) opinions regarding activities, (ii) opinions regarding preservice teachers, (iii) opinions regarding students, and (iv) opinions regarding mathematics teachers. Discussion of these findings revolved around both teacher training and mathematical modeling, which then led to several recommendations being made.

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