Visions of the Possible: Using Drawings to Elicit and Support Visions of Teaching Mathematics

2020 ◽  
Vol 8 (2) ◽  
pp. 59-80
Author(s):  
Jennifer Ruef
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teaching Mathematics ◽  
Nctm Standards ◽  
Mathematics Teacher Educators ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
One Year

Mathematics Teacher Educators (MTEs) help preservice teachers in transitioning from students to teachers of mathematics. They support PSTs in shifting what they notice and envision to align with the collective vision encoded in the AMTE and NCTM standards. This study analyzes drawings and descriptions completed at the beginning and end of a one-year teacher education program—snapshots depicting optimized visions of teaching and learning mathematics. This study analyzed drawings-and-descriptions by cohort and by participants. The findings suggest that the task can be used as formative assessment to inform supports for specific PSTs such as choosing a cooperating teacher or coursework that challenges problematic beliefs. It can also be used as summative assessment to inform revision of coursework for the next cohort.

scholarly journals Teachers to Teach Mathematics with ICT

2018 ◽  
Vol 3 (S1) ◽  
pp. 26
Author(s):  
P.C. Nagasubramani ◽  
J. Jerlin Femi
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Mathematics ◽  
Development Programs ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Body Of Knowledge ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Beliefs About Teaching

The challenge for mathematics teacher educators is to identify teacher preparation and professional development programs that lead toward the development of technology pedagogical content knowledge. TPCK is an important body of knowledge for teaching mathematics that must be developed in the coursework in teaching and learning, as well as within the coursework directed at developing mathematical knowledge. Preparing teachers to teach mathematics is highlighted by its complexities. What technologies are adequate tools for learning mathematics? What about teacher attitudes and beliefs about teaching mathematics with technology? What are the barriers? These questions and more frame the challenge for the development of a research agenda for mathematics education that is directed toward assuring that all teachers and teacher candidates have opportunities to acquire the knowledge and experiences needed to incorporate technology in the context of teaching and learning mathematics.

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

Connecting Research to Teaching: Probability and Statistics

1993 ◽  
Vol 86 (3) ◽  
pp. 244-248
Author(s):  
J. Michael Shaughnessy
Keyword(s):  
Teaching And Learning ◽  
Teaching Mathematics ◽  
Classroom Communication ◽  
Approaches To Teaching ◽  
Evaluation Standards ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Present Information ◽  
Probability And Statistics ◽  
The Many

This issue introduces a new department to the Mathematics Teacher, “Connecting Research to Teaching.” Articles will focus on mathematical and pedagogical ideas related to the NCTM's Curriculum and Evaluation Standards (1989) and the Professional Standards for Teaching Mathematics (1991). Authors will strive to present information to help teachers (1) understand students' conceptions or misconceptions of important ideas, (2) consider various approaches to teaching, and (3) offer activities that probe students' understanding. Although research offers no one correct answer to the many perplexing problems surrounding teaching and learning mathematics, the suggestions and perspectives may help teachers pursue their work with new insights. It is hoped that the department will also stimulate researchers to reflect on connecting research to the classroom. Communication and collaboration between teachers and researchers will benefit both groups and help each grow in appreciation of the other's tasks.

scholarly journals Online Learning during Covid-19: What is the Most Effective Platform for Teaching and Learning Mathematics?

2021 ◽  
Vol 4 (1) ◽  
pp. 166-178
Author(s):  
Mela Aziza
Keyword(s):  
Online Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Mathematics ◽  
Islamic State ◽  
Online Questionnaire ◽  
State Institute ◽  
Strong Signal ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

The purpose of this research was to find how the first online learning implementation in the Department of Mathematics Education in The Islamic State Institute of Bengkulu during the Covid-19 pandemic. This research was qualitative research which was conducted in July as an evaluation of the first online learning from March until July. 90 students were chosen by purposive sampling and then given an online questionnaire. The results showed that there were some mathematical courses students took in the Even Semester 2019/2020. The platforms used by lecturers while teaching Mathematics were 39.6% WhatsApp Group, 22% Google Classroom, 13.2% Cisco Webex, and 25.2 % others. Platforms that were felt effective as online learning applications were 52.7% Cisco Webex, 26.4 % WhatsApp Group, 9.9% Zoom meeting, 5.5% Google Classroom, and 5.5% others. This is felt to be effective because it does not consume a lot of data packages, has a strong signal, and can be accessed at any time (WhatsApp Group and Google Classroom). In addition, this platform can be used for live conferencing / video calls using whiteboards which are deemed effective for teaching math material (Cisco Webex). However, several obstacles were found during the implementation of online learning, namely difficulties in obtaining sufficient internet data packages; limited network; difficult assignments and assessments; less effective teaching methods; and use of multiple applications.

Teaching Mathematics Then and Now: Still Hazy after All These Years? A Reaction Paper to Algebra in the Elementary Schools

2007 ◽  
Vol 13 (5) ◽  
pp. 248-251
Author(s):  
Jennifer M. Bay-Williams
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Teaching And Learning ◽  
Teaching Mathematics ◽  
Teaching Algebra ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

In his song “Still Crazy after All These Years,” Paul Simon (1974) writes, “I seem to lean on old familiar ways.” Shipley's article “Algebra in the Elementary Schools,” written in 1912, offers the opportunity for us to reflect on what we have accomplished, what we have learned, and what remains hazy even 100 years later with respect to teaching and learning mathematics. Do we still lean on old familiar ways of teaching algebra? This article has many messages that are relevant to us today in thinking about algebra and about teaching and learning mathematics in general. In addition, it raises the following questions: How does Shipley's conception of algebra compare with our conception of it today? What broader issues does he address that are still prevalent today? How far have we come in our implementation of his ideas? What aspects of teaching and learning mathematics in elementary school remain hazy after all these years?

scholarly journals SECONDARY MATHEMATICS PRESERVICE TEACHERS’ CONCEPTION ABOUT AUTHENTICITY OF MATHEMATICAL TASKS

2019 ◽  
Vol 128 (6B) ◽  
pp. 5
Author(s):  
Nguyễn Thị Tân An ◽  
Tạ Thị Minh Phương ◽  
Nguyễn Thị Duyến ◽  
Trần Ngọc Đức Toàn ◽  
Trần Dũng
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Secondary Mathematics ◽  
Research Literature ◽  
Positive Interactions ◽  
Teaching Approaches ◽  
Life Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Authenticity In Teaching

The teaching approaches of mathematics derived from humanity involve positive interactions that support meaningful and relevant learning. The main objective of the teaching approaches is to prepare students with the competence to solve daily life problems and one of the most important tools is using authentic tasks. There are different opinions on "task authenticity" in teaching and learning mathematics. This study examined how secondary mathematics preservice teachers think of the authenticity of tasks. Drawing on a framework of tasks authenticity adopted from the research literature, we analyzed PSTs’ response to the criteria of task authenticity. The results show that the PSTs attended to the event feature and the tool feature of task, but overlooked other features. Implications for teacher training are discussed.

Complex and Contradictory Conversations: Prospective Teachers Interrogating Dominant Narratives Within Mathematics Education Discourse

2019 ◽  
Vol 8 (1) ◽  
pp. 7-21
Author(s):  
Lynette DeAun Guzmán
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mapping Task ◽  
Dominant Narratives ◽  
Education Discourse

In this conceptual piece, I explore complex and contradictory conversations during an idea mapping task in which prospective elementary teachers interrogated dominant discourses within mathematics education, such as “mathematics is everywhere” and “being a math person.” I argue that this exercise of engaging with contradictions provided prospective teachers with opportunities to tease out nuances for reconstructing ideas that generate new perspectives for teaching and learning mathematics. Sharing my experience with the idea mapping task as a case study, I offer an alternative role for mathematics teacher educators to consider-as facilitators who create spaces for prospective teachers to interrogate complex and contradictory conversations within mathematics education.

Soundoff: Four Teacher-Friendly Postulates for Thriving in a Sea of Change

1994 ◽  
Vol 87 (6) ◽  
pp. 392-393
Author(s):  
Steven Leinwand
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Gray Areas ◽  
The Way

Many of us chose mathematics teaching because it was always so neat and clean. We felt an affinity toward teaching and learning mathematics because it was orderly and logical. Almost always, we arrived at only one numerical answer by using one right procedure that could be easily graded either right or wrong. We knew that with our beloved mathematics, we suffered none of the gray areas that plague the disciplines of language arts and social studies. And we knew that we would be rewarded for teaching mathematics the way we ourselves were taught. But, oh, how things have changed!

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