Journal of Mathematics Teacher Education最新文献_第2页

Correction to: Political conocimiento in teaching mathematics: mathematics teacher candidates enacting their ethical identities Correction to：数学教学中的政治信念：数学教师候选人的道德认同

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-07-04 DOI: 10.1007/s10857-024-09646-2

Rochelle Gutiérrez, Kari Kokka, Marrielle Myers

引用次数: 0

Beginning mathematics teachers’ values and beliefs about pedagogy during a time of policy flux 政策变动时期初任数学教师对教学法的价值观和信念

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-07-03 DOI: 10.1007/s10857-024-09647-1

Rosalyn Hyde, Rosa Archer, Sally Bamber

{"title":"Beginning mathematics teachers’ values and beliefs about pedagogy during a time of policy flux","authors":"Rosalyn Hyde, Rosa Archer, Sally Bamber","doi":"10.1007/s10857-024-09647-1","DOIUrl":"https://doi.org/10.1007/s10857-024-09647-1","url":null,"abstract":"This study interrogates how beginning secondary mathematics teachers align their beliefs with their practice when they justify their pedagogical choices in the context of recent English mathematics education policy which is strongly influenced by approaches to mathematics teaching in Shanghai and Singapore currently referred to as ‘mastery’ approaches. It seeks to understand beginning teachers’ perceptions and understandings of these approaches and the extent to which they recognise aspects of ‘mastery’ in practice. In setting the context, pre-service teachers’ beliefs were surveyed and found to be congruent with constructivist approaches to learning. We then draw on qualitative data from semi-structured interviews secondary mathematics teachers in their first year post-qualification. The interviews were designed to interrogate and capture understanding of the features of mastery within their own classrooms. By using vignettes to capture participants’ beliefs, our aim was to present a ‘more nuanced understanding of the phenomena’ (Skilling and Stylianides in Int J Res Method Educ 43(5):541–556, 2019, 10.1080/1743727x.2019.1704243). The analytical framework developed draws on Guskey’s (In: Wright J (ed) International encyclopedia of the social & behavioural sciences, 2015, vol 14, 2nd edn, Elsevier, pp 752–759) interpretation of Bloom’s theory of mastery learning together with features of mastery learning in mathematics articulated by Drury (How to teach mathematics for mastery, 2018, Oxford University Press) and Boylan et al. (Edu Sci 8(4):202, 2018, 10.3390/educsci8040202). This posed a research design challenge given the variation in interpretation of mastery learning as it is understood in practice. The data exposes differences in the interpretation of mastery approaches in the settings where they learn to teach, as well as the tensions that arise between beginning teachers’ beliefs, practice, professional knowledge and agency in their developing classroom roles.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"56 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141546779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of prospective elementary teachers’ knowledge to teach early algebra through case discussions 通过案例讨论培养未来小学教师的早期代数教学知识

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-07-02 DOI: 10.1007/s10857-024-09642-6

Nejla Öztürk-Tavşan, Işıl İşler-Baykal

{"title":"Development of prospective elementary teachers’ knowledge to teach early algebra through case discussions","authors":"Nejla Öztürk-Tavşan, Işıl İşler-Baykal","doi":"10.1007/s10857-024-09642-6","DOIUrl":"https://doi.org/10.1007/s10857-024-09642-6","url":null,"abstract":"This study investigated the development of prospective elementary teachers (PETs)’ subject matter and pedagogical content knowledge for teaching early algebra through participation in case discussions. PETs attended five weeks of intervention as part of a method course, which included case discussions. During the intervention, the participants were presented with big ideas of equivalence and equations, generalized arithmetic, and functional thinking as the content of early algebra through text-based classroom cases. Data were collected through one-hour individual interviews before and after the early algebra lessons. The analysis of the pre-interviews indicated that prospective elementary teachers may not be ready to foster algebraic thinking in elementary grades in terms of the required knowledge for teaching. We found that PETs needed more development of required subject matter knowledge to guide algebraic thinking in elementary grades, such as the relational meaning of the equal sign, generalizing, representing, or justifying arithmetic or functional relationships, and reasoning with them. Likewise, PETs were found to lack in pedagogical content knowledge related to students’ conceptions and misconceptions and effective teaching strategies to promote early algebraic thinking. However, we found that specifically designed method courses could help develop PETs’ knowledge of teaching early algebra. Following early algebra lessons centered around case discussions, PETs showed progress in multiple aspects of knowledge across all big ideas, though their improvement in generalized arithmetic was somewhat less pronounced. This progress was observed in their subject matter and pedagogical content knowledge.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"206 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141523766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creating a space for them through autoethnography 通过自我民族志为他们创造空间

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-06-28 DOI: 10.1007/s10857-024-09643-5

Eric Green, Theodore J. Rupnow, Lorna N. Bracewell

引用次数: 0

Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms 为什么要问为什么？中小学数学课堂中教师的 "为什么问 "分析

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-06-25 DOI: 10.1007/s10857-024-09644-4

Kathleen Melhuish, Sharon K. Strickland, Simon Han, M. Alejandra Sorto

{"title":"Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms","authors":"Kathleen Melhuish, Sharon K. Strickland, Simon Han, M. Alejandra Sorto","doi":"10.1007/s10857-024-09644-4","DOIUrl":"https://doi.org/10.1007/s10857-024-09644-4","url":null,"abstract":"Teacher questioning serves a crucial role in creating classrooms where students’ mathematical reasoning is centered. Generally, why-questions are positioned as powerful tools to probe student thinking and engage students in mathematical argumentation. Yet, in our recent research we found that why-questions did not serve to differentiate traditional classrooms from those with a focus on justification and explanation. In this study, we investigated how linguistically similarly why-questions may operate differently. We leveraged disparate literature bases to frame the ambiguity of why-questions and analyzed a set of 61 lessons representing three school districts and spanning grades four through eight. We found that expected student responses to why-questions ranged from a recalled fact to rich justification depending on a number of contextual features. These differences in why-questions accounted for significant variation in student activity in lessons. We suggest that mathematics teacher educators similarly problematize why-questions in order to maximize their potential.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"43 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141546795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Political Conocimiento in Teaching Mathematics: mathematics teacher candidates enacting their ethical identities 数学教学中的政治涵义：数学教师候选人的道德认同

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-06-19 DOI: 10.1007/s10857-024-09627-5

Rochelle Gutiérrez, Kari Kokka, Marrielle Myers

{"title":"Political Conocimiento in Teaching Mathematics: mathematics teacher candidates enacting their ethical identities","authors":"Rochelle Gutiérrez, Kari Kokka, Marrielle Myers","doi":"10.1007/s10857-024-09627-5","DOIUrl":"https://doi.org/10.1007/s10857-024-09627-5","url":null,"abstract":"The sanctioned language around “mathematics teacher knowledge” in the US centers pedagogy, content (mathematical knowledge), and students. Yet, this teacher learning approach often promotes (explicitly or implicitly) teaching and learning of mathematics that operationalizes mathematics as rigid, as a gatekeeper, and only useful for global competition in STEM-related fields. These tacit capitalist goals result in teachers being expected to convey “clear and useful” mathematical information to students, not question why mathematics is being taught, who benefits, and/or how to intervene if the learning environment is harmful for students who are Black, Indigenous, students of Color, multilingual, dis/abled, queer, nonbinary, and/or of immigrant backgrounds. In this article, we build upon a form of relational knowing that intertwines mathematics, pedagogies, students, and politics called Political Conocimiento in Teaching Mathematics. Focusing on political knowledge brings the margins to the center by recognizing political issues cannot be separated from other dimensions or added on, as if politics are not already present in mathematics teaching and learning. As three women of Color, we present empirical results from three teacher education programs in the USA with teacher candidates (n = 55) who range in intersectional identities. Using scenario-based activities that support their development of political knowledge, we apply the lens of “The Mirror Test” to highlight how teacher candidates’ intersectional identities influenced the ethical identities they enacted. Some candidates focused more on “accountability” while others focused on “performativity.” We offer implications for future research on ethical identities in mathematics education with teachers and teacher candidates of various intersectional identities.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"4 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141546796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices 对职前数学教师选修课程、信念和首选评估方法的研究

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-06-18 DOI: 10.1007/s10857-024-09640-8

Sarah Wellberg

引用次数: 0

Elementary preservice teachers’ fraction-as-measure reasoning with a dynamic tool 小学职前教师利用动态工具进行分数即量纲推理的情况

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-06-17 DOI: 10.1007/s10857-024-09630-w

Mi Yeon Lee, Sheunghyun Yeo

引用次数: 0

Introducing the role of being an advocate in mathematics teacher education 介绍数学教师教育中倡导者的角色

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-06-03 DOI: 10.1007/s10857-024-09629-3

Tamsin Meaney, Toril Eskeland Rangnes

{"title":"Introducing the role of being an advocate in mathematics teacher education","authors":"Tamsin Meaney, Toril Eskeland Rangnes","doi":"10.1007/s10857-024-09629-3","DOIUrl":"https://doi.org/10.1007/s10857-024-09629-3","url":null,"abstract":"Mathematics teacher education is often described in terms of the mathematical content and pedagogy that teachers need. However, recent calls for equity in mathematics education demand a broadening of this view. In this article, we articulate a theoretical description of what the role of being an advocate in language-diverse classrooms could involve and some of the practical challenges that mathematics teacher educators may have when introducing it, using empirical examples from our teacher education courses for teachers of Grades 1–7 in Norway. In the theoretical description of the role of being an advocate into mathematics teacher education, we distinguish between in-class advocacy and advocacy beyond the classroom and what these different kinds of advocacy might entail in language-diverse classrooms. The practical issues that we identified in raising different aspects of the role indicate the need for further research into how to raise preservice teachers’ awareness about the role of being an advocate, in and outside of the classroom, in different cultural settings and how this knowledge could be used in teacher education to challenge preservice teachers’ language ideologies and raise non-trivial issues.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"43 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141258303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A mixed method quasi-experimental study on transforming preservice teachers’ mathematics anxiety and teaching self-efficacy beliefs 关于转变职前教师数学焦虑和教学自我效能感信念的混合法准实验研究

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-05-09 DOI: 10.1007/s10857-024-09632-8

Osman Cil, Ahmet Oguz Akcay

{"title":"A mixed method quasi-experimental study on transforming preservice teachers’ mathematics anxiety and teaching self-efficacy beliefs","authors":"Osman Cil, Ahmet Oguz Akcay","doi":"10.1007/s10857-024-09632-8","DOIUrl":"https://doi.org/10.1007/s10857-024-09632-8","url":null,"abstract":"The main purpose of this study was to explore the effects of two college-level mathematics courses on preservice elementary teachers’ mathematics anxiety and mathematics teaching self-efficacy beliefs. For this purpose, a quasi-experimental study was implemented on two college-level mandatory mathematics teaching methods courses that were specifically designed based on Bandura’s (1977) self-efficacy expectations theory. The findings of the study revealed a statistically significant difference between the beliefs of participants in the control and intervention groups for mathematics teaching self-efficacy after the intervention process, and a statistically significant change was found on the preservice elementary teachers’ mathematics anxiety and mathematics teaching self-efficacy beliefs within the intervention group. Moreover, qualitative exploration revealed the important aspects of this change as being pedagogical and emotional transformation, in which the intervention process helped the preservice teachers to develop a positive attitude and a better understanding towards mathematics and its teaching. Creation of discussions around preservice teachers’ previous mathematics related experiences and helping preservice teachers to succeed at challenging mathematical tasks could help teacher educators design more effective mathematics teaching courses on decreasing mathematics anxiety and increasing mathematics teaching self-efficacy.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"23 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140939219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0