In My Opinion: Professing Teacher Knowledge beyond the Classroom Walls

2003 ◽  
Vol 9 (9) ◽  
pp. 499-501
Author(s):  
Timothy A. Boerst
Keyword(s):  
Mathematics Education ◽  
Teacher Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Teacher Recruitment ◽  
High Quality ◽  
Teaching Knowledge ◽  
Quality Instruction ◽  
The Impact

In rooms a bit smaller or larger than 24' × 30', millions of schoolchildren across the country learn valuable mathematics from teachers who masterfully integrate knowledge of mathematics, curriculum, and students to enact high-quality instruction. One of the biggest challenges to improving mathematics education may lie not in standard-setting, teacher recruitment, or accountability but in encouraging mathematics teachers to share their knowledge and practices with those outside the 24' × 30' space in which they teach every day. Teachers tend to treat their knowledge of teaching in ways that remove it from benefiting the profession (Shulman 1993). What teachers know and can do certainly impacts the hundreds, and possibly thousands, of students they teach over the course of their careers. Imagine the impact if mathematics teachers routinely shared their complex, refined understandings of teaching in ways that could be built on to benefit other students and teachers. If we hope to ensure NCTM's vision of quality mathematics instruction for all students, we must move beyond the private production and possession of mathematics teaching knowledge.

Activating Assessment Alternatives in Mathematics

1992 ◽  
Vol 39 (6) ◽  
pp. 24-29 ◽  
Author(s):  
David J. Clarke
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Curriculum ◽  
Teaching Program ◽  
Evaluation Standards ◽  
Pencil And Paper ◽  
And Mathematics ◽  
Assessment Strategies

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.

Alternatives to Research

1967 ◽  
Vol 60 (7) ◽  
pp. 711-714
Author(s):  
Dan E. Christie ◽  
James H. Wells
Keyword(s):  
Teacher Preparation ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Faculty Members ◽  
The Other ◽  
High Quality ◽  
College Teacher ◽  
Formidable Challenge ◽  
Collegiate Mathematics ◽  
Good College

A Formidable challenge to excellence is posed by two trends in collegiate mathematics education: one is the admirable flow of numerous students into fields requiring mathematics, with a consequent demand for good college teachers; the other is the lamentable tendency for undergraduate mathematics faculties to be understaffed and overworked. The two trends together generate a challenge which the CUPM Panel on College Teacher Preparation now confronts: How can undergraduate faculty members achieve and maintain high quality in mathematics teaching?

Telegraphic Reviews

1988 ◽  
Vol 19 (1) ◽  
pp. 90
Keyword(s):  
Mathematics Education ◽  
Inner City ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Ford Foundation ◽  
Experimental Program ◽  
Large Cities ◽  
Local Organizations ◽  
Inner City Schools ◽  
City Schools

This report describes an experimental program that the Ford Foundation established to improve mathematics education in inner-city schools and to enhance the professionalism of mathematics teachers. The project is based on 11 Urban Mathematics Collaboratives, local organizations of teachers and others (including representative) from universities and industry) who work together to revitalize the mathematics curriculum and those who teach It in the large cities of the country.

scholarly journals Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms

2021 ◽  
Vol 10 (2) ◽  
pp. 17-36
Author(s):  
Jayaluxmi Naidoo
Keyword(s):  
Mathematics Education ◽  
Graduate Students ◽  
Indigenous Knowledge ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
Good Practice ◽  
Mathematical Concepts ◽  
Post Graduate ◽  
Culturally Based

Culturally based activities embedded within indigenous knowledge, in general, may be used to support the teaching of mathematics in multicultural classes. The article reflects on research that has been conducted with twenty-five post-graduate students studying Mathematics Education at one university in KwaZulu-Natal, South Africa. These post-graduate students were also practicing mathematics teachers at schools. The study explored the use of indigenous knowledge and culturally based activities by post-graduate students in schools while teaching mathematical concepts. The theory of Realistic Mathematics Education framed this qualitative, interpretive study which used a questionnaire, lesson observations and semi-structured interviews to generate data. Qualitative data were analysed inductively and thematically. The findings reveal that the participants needed to understand indigenous knowledge to integrate culturally based activities in mathematics lessons. Secondly, culturally based activities established on indigenous knowledge scaffolded mathematics lessons and promoted the understanding of mathematical concepts to make learning more meaningful and relevant. Thirdly, this study provides examples of good practice to support teachers in integrating classroom activities and activities outside the classroom, ensuring that mathematical concepts learned in classrooms are not done in isolation but take into account learners’ authentic experiences in various settings. Finally, by integrating indigenous knowledge and culturally based activities in the mathematics curriculum, learners interacted and engaged more freely within the educational context. Similar studies could be conducted at universities internationally. Implications for mathematics teachers, mathematics teacher educators and mathematics curriculum developers globally are discussed.

Investigating How to Support Principals as Instructional Leaders in Mathematics

2016 ◽  
Vol 12 (3) ◽  
pp. 183-214 ◽  
Author(s):  
Melissa D. Boston ◽  
Erin C. Henrick ◽  
Lynsey K. Gibbons ◽  
Dan Berebitsky ◽  
Glenn T. Colby
Keyword(s):  
Mathematics Teachers ◽  
Design Research ◽  
Necessary Conditions ◽  
Instructional Leaders ◽  
Mathematical Tasks ◽  
High Quality ◽  
Specific Content ◽  
Content Areas ◽  
Quality Instruction ◽  
Mathematics Tasks

We present a framework for considering principals’ knowledge and actions to support high-quality instruction in a specific content area (mathematics). Using design research, we engaged principals in professional development and assessed principals’ ability to identify aspects of high-quality mathematical tasks and instruction through pre–post task sort analyses and classroom video analyses. Significant differences occurred in principals’ identification of high-quality mathematics tasks and instruction, students’ thinking, and teachers’ actions. Subsequent data identified changes in principals’ feedback to mathematics teachers; however, this change was not sustained in following years. We hypothesize necessary conditions for supporting principals as instructional leaders in specific content areas.

scholarly journals Matematikklæreres oppfatninger om ingrediensene i god matematikkundervisning

2016 ◽  
Vol 10 (3) ◽  
pp. 5
Author(s):  
Janne Fauskanger
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Mathematical Knowledge For Teaching ◽  
Teaching Quality ◽  
Teaching Beliefs ◽  
Group Discussions ◽  
High Quality ◽  
Knowledge For Teaching ◽  
Teachers Beliefs ◽  
Important Basis

Studier av matematikklæreres oppfatninger om god matematikkundervisning, og om kunnskap viktig for å kunne legge til rette for og gjennomføre matematikkundervisning av høy kvalitet, fremheves som et viktig for kunnskapsbygging i matematikkdidaktisk forskning. Denne studien har disse oppfatningene i fokus, når gruppediskusjoner mellom matematikklærere analyseres innholdsanalytisk. Studien konkluderer med at matematikklærere fremhever elevrespons som den mest avgjørende faktoren for undervisning av høy kvalitet. Når diskusjonen omhandler lærerne, fremheves egenskaper ved lærere som en avgjørende faktor for undervisning av høy kvalitet, mens lærerkunnskap får noe mindre fokus.Nøkkelord: undervisningskunnskap, oppfatninger om matematikkundervisning, oppfatninger om lærerkunnskapAbstractStudies of mathematics teachers’ beliefs about effective mathematics teaching and their beliefs about the knowledge needed to plan and implement high-quality mathematics teaching is an important basis for knowledge development in the field of mathematics education research. This study focuses on such beliefs. Group discussions including mathematics teachers are analyzed using content analysis. The study concludes that teachers highlight students’ response as the most decisive factor for high-quality teaching. When teachers are the focus of attention in the discussions, characteristics of teachers are emphasized as crucial for teaching quality. Teacher knowledge receives less emphasis.Keywords: mathematical knowledge for teaching, beliefs about mathematics teaching, beliefs about knowledge for teaching

Mobile Learning in Science and Mathematics Teaching

2016 ◽  
pp. 277-296
Author(s):  
Rosiney Rocha Almeida ◽  
Carlos Fernando Araújo Jr.
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Mobile Learning ◽  
Mathematics Teaching ◽  
Relevant Literature ◽  
Academic Community ◽  
Student Interest ◽  
And Mathematics ◽  
The Impact ◽  
Teaching Situations

This chapter, the authors analyze mobile learning literature addressing formal teaching situations in the field of science/mathematics education. The chapter describes a systematic review of relevant literature, investigating work published between 2005 and 2014. Based on the findings of this review, the results reveal that since 2009 interest in the academic community for research involving m-learning in science and mathematics teaching has intensified. An emphasis on the growing need for research involving m-learning at undergraduate levels is evident. The study notes positive reported results on the impact of m-learning in science and mathematics teaching, notably in assisting ease of learning, promoting student interest and collaborating with positive, motivating attitudes, encouraging meaningful commitment among students in learning activities.

Dynamic Geometry Systems in Mathematics Education: Attitudes of Teachers

2015 ◽  
Vol 4 (4) ◽  
pp. 19-33
Author(s):  
Pavel Molnár ◽  
Stanislav Lukáč
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Dynamic Geometry ◽  
Software Systems ◽  
Teaching Process ◽  
School Practice ◽  
Integration Of Ict ◽  
Dynamic Geometry Systems ◽  
The Relationship

Abstract At present, the innovative trends in education are also often associated with the integration of ICT into the teaching process. The relationship between mathematics, teaching and computers are long-standing and complex. The actual practice of mathematics has changed its nature considerably because of the availability of powerful computers, both in the workplace and on researches’ desks. Several software systems are available for mathematics teachers, among which have dynamic geometry systems a significant presence. Although various forms of education for teachers are currently organized and teachers have at their disposal a variety of learning materials and ideas for teaching, it is questionable to what extent these factors are reflected in school practice. The article describes a survey which was aimed to assess the state of the use of dynamic geometry systems in mathematics teaching at elementary and secondary schools and to find out teachers’ views about suitability and possibilities of using it to improve mathematics education. The survey was conducted by questionnaire and subsequently also by interviews with teachers.

Are There Any Places That Students Use Their Heads? Principles of High-Quality Japanese Mathematics Instruction

2010 ◽  
Vol 41 (5) ◽  
pp. 438-478 ◽  
Author(s):  
Douglas L. Corey ◽  
Blake E. Peterson ◽  
Benjamin Merrill Lewis ◽  
Jared Bukarau
Keyword(s):  
Student Teachers ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Cooperating Teachers ◽  
High Quality ◽  
Cultural Scripts ◽  
Quality Instruction

Previous research gives evidence that Japanese mathematics teachers “may have a more detailed and widely shared theory about how to teach effectively” when compared to their U.S. counterparts (Jacobs & Morita, 2002). This study explores the conceptions and cultural scripts of a group of Japanese mathematics teachers by analyzing the conversations between cooperating teachers and student teachers. It describes 6 principles of high-quality instruction that arose in at least half the conversations we analyzed. Each of these principles is examined in detail. Finally, some advantages of having a strong, shared conception of high-quality instruction and focusing on widely applicable instructional principles are presented.

Mathematics Teachers’ Understanding of Privilege and Oppression

2021 ◽  
Vol 9 (3) ◽  
pp. 168-183
Author(s):  
Tonya Bartell ◽  
Courtney Koestler ◽  
Mary Q. Foote
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Educators ◽  
Systemic Level ◽  
Mathematics Teaching And Learning ◽  
Multiple Levels

The Access, Allies, and Agency in Mathematical Systems project team designed a professional development for mathematics teachers positioning equity at the systemic level and activities aimed at supporting mathematics teachers in considering the influence of privilege and oppression on mathematics teaching and learning (Scroggins, 2017). Here, we examine the levels of oppression activity, aimed at supporting mathematics teachers in understanding that oppression operates at multiple levels (i.e., as a system) and that these levels exist and operate in/on mathematics education. Such understanding can support mathematics teachers in disrupting inequities, and how mathematics teachers engage in this activity can support mathematics teacher educators in preparing teachers to do such work. Specifically, we explore the question: How does this activity support mathematics teachers’ understanding of levels of oppression?

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