Author Guidelines for Mathematics Teacher

2013 ◽  
Vol 107 (2) ◽  
pp. 156
Keyword(s):  
Professional Development ◽  
Mathematics Teacher ◽  
Development Experience

Writing about your work and getting published can be a rewarding personal and professional development experience. Following are author guidelines formulated by the MT Editorial Panel

Author Guidelines for Mathematics Teacher

2010 ◽  
Vol 104 (4) ◽  
pp. 327
Keyword(s):  
Professional Development ◽  
Mathematics Teacher ◽  
Development Experience

Writing about your work and getting published can be a rewarding personal and professional development experience. Following are author guidelines formulated by the MT Editorial Panel.

Author Guidelines for Mathematics Teacher

2009 ◽  
Vol 102 (9) ◽  
pp. 720
Keyword(s):  
Professional Development ◽  
Mathematics Teacher ◽  
Development Experience

Writing about your work and getting published can be a rewarding personal and professional development experience. Following are author guidelines formulated by the MT Editorial Panel.

Author Guidelines for Mathematics Teacher

2008 ◽  
Vol 102 (3) ◽  
pp. 240
Keyword(s):  
Professional Development ◽  
Mathematics Teacher ◽  
Development Experience

Writing about your work and getting published can be a rewarding personal and professional development experience. Following are author guidelines formulated by the MT Editorial Panel.

Call for Manuscripts: Author Guidelines for Mathematics Teacher

2010 ◽  
Vol 103 (8) ◽  
pp. 570
Keyword(s):  
Professional Development ◽  
Mathematics Teacher ◽  
Development Experience

Writing about your work and getting published can be a rewarding personal and professional development experience. Following are author guidelines formulated by the MT Editorial Panel.

Author Guidelines for Mathematics Teacher

2011 ◽  
Vol 104 (8) ◽  
pp. 639
Keyword(s):  
Professional Development ◽  
Mathematics Teacher ◽  
Development Experience

Writing about your work and getting published can be a rewarding personal and professional development experience. Following are author guidelines formulated by the MT Editorial Panel.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

Sign in / Sign up

Export Citation Format

Share Document