Guest Editorial: How Can Research in Mathematics Education Become More Effective?

1978 ◽  
Vol 9 (4) ◽  
pp. 241
Author(s):  
John Egsgard
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Guest Editorial ◽  
Higher Learning ◽  
Professional Life ◽  
Service Work ◽  
Institutions Of Higher Learning ◽  
Personal Research ◽  
Research In Mathematics Education

Most of the research in mathematics education is thesis oriented, for few academic institutions of higher learning give the mathematics educator the time to do research. We read the following in the document from the 1976 meeting of the Int ernational Congress for Mathematics Education in Karlsruhe on “The Education and Professional Life of the Mathematics Teacher”: “The excessive teaching load in most teacher-education institutes scarcely allows for personal research on specific professional questions.” It is a sad fact that many colleges expect their teachers to do much in-service work outside the college but refuse to give them any credit in teaching hours or in promotion for their efforts.

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

Research and Teacher Education: In Search of Common Ground

1994 ◽  
Vol 25 (6) ◽  
pp. 608-636 ◽  
Author(s):  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Effective Teachers ◽  
Teacher Educators ◽  
Common Ground ◽  
Fundamental Question ◽  
National Council ◽  
Mathematics Teacher Educators ◽  
Mathematics Educators

Most mathematics educators are involved in the practice of teacher education at some level. Indeed, the field of mathematics education is predicated on the assumption that someone has to be educated to teach mathematics in our schools. This raises the question of what it means to be educated in o rder to become a teacher of mathematics. What kinds of knowledge do teachers need to become effective teachers of mathematics? What sorts of experiences are needed for teachers to acquire this knowledge? A fundamental question for mathematics teacher educators is how the field of teacher education can be conceptualized so that programs and activities can be created to assist in the acquisition of this knowledge. Given the high visibility of standards developed by the National Council of Teachers of Mathematics (NCTM) (NCTM, 1988, 1991, in press), a question of interest to many is, What does it take to develop teachers who can move the field toward realizing these standards?

Editorial Comment

1970 ◽  
Vol 1 (1) ◽  
pp. 5-6 ◽  
Author(s):  
David C. Johnson
Keyword(s):  
Mathematics Education ◽  
Editorial Comment ◽  
Mathematics Teacher ◽  
Classroom Teacher ◽  
Educational Practice ◽  
Publishing Research ◽  
Sufficient Information ◽  
Critical Research ◽  
Interest In Research ◽  
Research In Mathematics Education

The primary purpose of the NCTM is to improve educational practice in school mathematics. Since the ultimate aim of research in mathematics education is also to improve practice, the Council historically has had an interest in research and communicating the results and implications of research to the membership. Traditionally this has been done through the official journals of the Council, the Arithmetic Teacher and the Mathematics Teacher. One of the problems associated with publishing research manuscripts in these journals has been the difficulty encountered in attempting to include sufficient information for the critical “research reader” to make decisions regarding the procedures used and the appropriateness of the conclusions reported. The primary emphasis in reporting research has been summarizing and discussing implications of the research for the classroom teacher. The publication of the JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION will provide a means for more systematic and comprehensive reporting of research. It is anticipated that when appropriate, a summary, or “implications for instruction” article based on the research reported in the JOURNAL will be submitted for publication in the Arithmetic Teacher or the Mathematics Teacher.

Mathematical Training Prescribed by Teachers Colleges in the Preparation of Elementary Teachers

1951 ◽  
Vol 44 (8) ◽  
pp. 551-556
Author(s):  
W. I. Layton
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
American Association ◽  
Higher Learning ◽  
State Universities ◽  
State Colleges ◽  
Teachers Colleges ◽  
Institutions Of Higher Learning

This paper will attempt to show the mathematical training prescribed by eighty-five institutions of higher learning which prepare elementary teachers. These institutions are all accredited by the American Association of Colleges for Teacher Education. Geographically speaking, they are located in forty-five states and include state colleges, state teachers colleges, state universities, and privately endowed institutions.

Reflective E-Learning Pedagogy

2011 ◽  
pp. 18-33
Author(s):  
Leah Herner-Patnode ◽  
Hea-Jin Lee ◽  
Eun-ok Baek
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Instructional Technology ◽  
Learning Opportunities ◽  
Higher Learning ◽  
Delivery Methods ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Course Outcomes ◽  
Technology In Higher Education

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.

scholarly journals Collaborative Work in Mathematics Teacher Education

2020 ◽  
Vol 12 (3) ◽  
pp. 275-283
Author(s):  
Bárbara Silva Gumiero ◽  
Vinícius Pazuch
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Mathematics Education ◽  
Teacher Collaboration ◽  
Knowledge Production ◽  
Mathematics Teacher ◽  
Web Of Science ◽  
Collaborative Work ◽  
Mathematics Teacher Education ◽  
Collaborative Environments

Collaborative work improves teacher education through the interaction between people, narrowing the distance between university and schools and between researchers and preservice or in-service teachers. This systematic literature review included works published in databases like Scielo, ERIC, PsycINFO, Web of Science, and MathEduc. In total, 12 papers were reviewed to identify which factors present in collaborative environments favor the formation of teaching processes in Mathematics Education. The results show that class planning, teaching practices, and knowledge production provide a contribution to mathematics teacher education.   Keywords: Teacher Collaboration. Teacher Education. Mathematics Education. Systematic Review.   Resumo O trabalho colaborativo potencializa a formação de professores por meio da interação entre pessoas, aproximando a universidade da escola e os pesquisadores dos professores em formação ou já atuantes. Esta revisão sistemática da literatura incluiu trabalhos publicados em bases de dados como Scielo, ERIC, PsycINFO, Web of Science e MathEduc. No total, 12 artigos foram revisados para identificar quais fatores presentes em ambientes colaborativos favorecem a constituição de processos formativos em Educação Matemática. Os resultados mostram que o planejamento de aulas, a prática docente e a produção de conhecimentos contribuem para a formação de professores de matemática.   Palavras-chave: Colaboração entre Professores. Formação de Professores. Educação Matemática. Revisão Sistemática.

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