Supporting Teacher Learning: Focusing Conversations to Promote Teacher Thinking

2004 ◽  
Vol 10 (7) ◽  
pp. 352-357
Author(s):  
DeAnn Huinker ◽  
Janis L. Freckmann
Keyword(s):  
Preservice Teacher ◽  
Teacher Learning ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Teacher Thinking ◽  
Methods Course ◽  
Mathematics Methods ◽  
Fourth Grade Students ◽  
Subsequent Discussion ◽  
Mathematics Methods Course

Tamara, a preservice teacher, taught a lesson on fractions to a class of fourth-grade students in her field-experience practicum. The instructor of her mathematics methods course observed the lesson. As they met in the hallway to debrief the teaching experience, the instructor began by asking, “How do you think your lesson went?” Tamara replied, “Great. I got through my entire lesson plan.” Tamara's comment and the subsequent discussion revealed that she was focused on her actions as the teacher but not on the dynamics of instruction (Cohen and Ball 2001).

Mathematical Lens: Raise High the Ridge Beam, Carpenters

2010 ◽  
Vol 104 (4) ◽  
pp. 258-261
Author(s):  
Lauren Matheson
Keyword(s):  
Preservice Teacher ◽  
Teacher Candidate ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Methods Course ◽  
Creative Construction ◽  
Preservice Teacher Candidate

During a walk around Toronto, Lauren Matheson noticed a shed being built in a very narrow corner of a triangular lot (see photographs 1, 2, and 3). The odd-shaped property made designing and building the shed difficult, but, thanks to a creative construction crew, the shed was built and by all accounts is well used. Lauren was then a preservice teacher candidate in Ron Lancaster's mathematics methods course, and he used images of the shed as the basis for his “Mathematical Lens” assignment. Lauren's photographs and questions are given here; the editors hope that readers agree that his work was worth an A+.

Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning

2022 ◽  
pp. 46-78
Author(s):  
Jamie N. Mikeska ◽  
Jared Webb ◽  
Liza Bondurant ◽  
Minsung Kwon ◽  
Lori Imasiku ◽  
...  
Keyword(s):  
Preservice Teacher ◽  
Teacher Learning ◽  
Teacher Educators ◽  
Elementary Mathematics ◽  
Teaching Experience ◽  
Lessons Learned ◽  
Methods Course ◽  
Preparation Programs ◽  
Teaching Experiences ◽  
Preservice Teacher Learning

This chapter provides a set of recommendations for teacher educators interested in using simulated teaching experiences to support teacher learning of pedagogical practice in the post-COVID era. Built from existing research, the recommendations from the study come from lessons learned as five elementary mathematics and science teacher educators used a simulated teaching experience to support preservice teacher learning during the COVID-19 pandemic. The authors begin by situating this work in the larger context of practice-based teacher education and then provide an in-depth description of how five teacher educators at different universities integrated a simulated teaching experience into their elementary mathematics or science methods course. The chapter ends with a discussion of lessons learned and how educator preparation programs and teacher educators can leverage the opportunities created by using simulated teaching experiences in the post-COVID era.

Developing an Online Mathematics Methods Course for Preservice Teachers

2014 ◽  
pp. 308-317
Author(s):  
Drew Polly
Keyword(s):  
Preservice Teachers ◽  
Graduate Students ◽  
Online Courses ◽  
Theoretical Background ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Pedagogy ◽  
Design Based Research ◽  
Mathematics Methods Course ◽  
Online Mathematics

This chapter presents the theoretical background and overview of the design of an asynchronous online mathematics pedagogy course taken by graduate students who are seeking their initial teacher certification. The authors provide the theoretical underpinnings for the design of the course, and then using design-based research, describe the refinement of the course over three iterations of designing and implementing the course. Lastly, implications for the design and delivery of asynchronous online courses are discussed.

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

2016 ◽  
pp. 1228-1247
Author(s):  
Christopher J. Johnston
Keyword(s):  
Novice Teachers ◽  
Discussion Board ◽  
Methods Course ◽  
Learning Activity ◽  
Mathematics Methods ◽  
Course Structure ◽  
Face To Face ◽  
Mathematics Methods Course ◽  
The Rich ◽  
Online Format

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants' feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

Adding a New Dimension to Teaching Mathematics Educators

2019 ◽  
pp. 390-412
Author(s):  
Anna Wan ◽  
Jessica Ivy
Keyword(s):  
3D Printing ◽  
Digital Fabrication ◽  
Secondary Mathematics ◽  
Self Report ◽  
Methods Course ◽  
Fabrication Technology ◽  
Mathematics Methods ◽  
Mathematical Content ◽  
Mathematics Methods Course ◽  
Post Assessment

Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.

Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club

2018 ◽  
pp. 420-450
Author(s):  
Rachael Eriksen Brown
Keyword(s):  
Classroom Management ◽  
Elementary Mathematics ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Methods Course ◽  
Future Research ◽  
Mathematics Methods ◽  
Mathematical Ideas ◽  
Mathematics Methods Course ◽  
Mathematics And Science

This chapter describes a model of integrating an elementary mathematics methods course with an afterschool club in order to support pre-service teachers' development of a teaching practice. The goal of the model was to help pre-service teachers integrate theory and practice as well as begin to notice particular elements of a classroom and lesson. Details of the model, the course, and how the partnership with the elementary school was formed are shared. In addition, results from analyzing pre-service teachers' journal responses indicate most teachers focused on classroom management initially; however, writing shifted to focus on students' mathematical ideas and the purpose of play. Learnings with respect to teacher education as well as ideas for future research are discussed.

Forum on teacher preparation: A mathematics laboratory for prospective teachers

1970 ◽  
Vol 17 (1) ◽  
pp. 75-78
Author(s):  
David M. Clarkson
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Methods Course ◽  
Mathematical Activity ◽  
Schools Of Education ◽  
Mathematics Methods ◽  
Open Problems ◽  
School Officials ◽  
Mathematics Methods Course ◽  
And Mathematics

The Report of the Cambridge Conference on the Correlation of Science and Mathematics in the Schools recommends that schools of education plan programs of “apprentice teaching in the schools, including work with materials of the sort being developed in new curriculum projects.”1 A group of mathematics educators in England has urged the use of courses emphasizing problem solving: “It is the exploration of these more open problems which we feel to be the essential characteristic of real mathematical activity.”2 A loud chorus of opinion suggests that courses in methodology should be jointly planned and executed by both mathematicians and educators and that they should involve practical work with children. When the opportunity to design an experimental elementary mathematics methods course was offered the writer, he decided to emphasize the mathematics laboratory approach which gives an important role to problem solving. Conferences with members of the mathematics and education departments, as well as with school officials, paved the way for the experiment; the sympathetic support of the chairman of the division of education at the college made it possible financially.

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