Building a Vision of Algebra for Preservice Teachers

2003 ◽  
Vol 10 (3) ◽  
pp. 180-186
Author(s):  
Sheryl Stump ◽  
Joyce Bishop ◽  
Barbara Britton
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Middle School Teachers ◽  
School Teachers ◽  
Elementary And Middle School

Three conceptual approaches to algebra and some corresponding activities that have been used in an algebra course for preservice elementary and middle school teachers at three different universities.

scholarly journals Examing type and quality of preservice teachers’ lessons based on children’s literature

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Ann Wheeler ◽  
Winifred Mallam
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Children's Literature ◽  
Middle School Teachers ◽  
Assessment Tool ◽  
Children’S Literature ◽  
State Standards ◽  
School Teachers ◽  
Children's Book ◽  
Elementary And Middle School

<p class="ABS-C">This qualitiative research explores the types and levels of mathematical lesson tasks that 60 future elementary and middle school teachers created during an undergraduate mathematics content and pedagogy course. Data collection consisted of 51 children’s book inspired activities written by the preservice teachers. Using Stein et al.’s Task Analysis Guide as an assessment tool, the researchers coded the activities into 1 of 4 categories, as well as categorized each activity based on its mathematical content using the Common Core State Standards for Mathematics. Results showed that a majority of the PSTs wrote activities that were classified as <em>Procedures with Connections</em>. Also, a majority of the activities were geometry-based, specifically transformations and two-dimesional measurements. Implications for teaching include the fact that preservice elementary and middle school teachers can create mathematics lessons based on children’s literature, which often can include mathematical tasks that are making connections to procedural mathematics or even higher order thinking tasks.</p>

Percezione di bulli e di vittime nella scuola dell'obbligo: un confronto fra insegnanti delle elementari e delle medie

2009 ◽  
pp. 115-127
Author(s):  
Graziana Epifani ◽  
Carmencita Serino ◽  
Stefania Scelsi
Keyword(s):  
Middle School ◽  
Elementary School Teachers ◽  
Middle School Teachers ◽  
Future Research ◽  
Social Phenomenon ◽  
School Teachers ◽  
School Communities ◽  
Perceived Seriousness ◽  
Elementary And Middle School ◽  
Practical Implications

- Bullying is a widespread social phenomenon involving both individual and group variables. Few researches have explicitly evaluated how this phenomenon is perceived among teachers. The present study is aimed at analyzing and comparing elementary and middle school teachers' perception of bullying. Perceived problems among children/adolescents in the classroom, perceived peer'attitudes toward bullies, perceived victim' attitudes and perceived seriousness of bullying situations were assessed using a questionnaire completed by 81 teachers. Results highlighted differences in perceived seriousness of phenomenon across two di¬ferent conditions (elementary and middle school teachers). Specifically, middle school teachers perceived bullying situations more serious than elementary school teachers. Theoretical and practical implications of these results are discussed in terms of directions for future research and intervention in bullying.Keywords: Bullying, Teachers, School Communities

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