Journal of Mathematics Teacher Education最新文献_第3页

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":null,"pages":null},"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

Exploring prospective teachers’ stances in making sense of students’ mathematical ideas 探索未来教师理解学生数学思想的立场

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-05-22 DOI: 10.1007/s10857-024-09639-1

Thorsten Scheiner, Miguel A. Montes

引用次数: 0

Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education 考察教师的关系注意：通过数学教育中的积极互动促进公平

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-05-17 DOI: 10.1007/s10857-024-09635-5

Jose Angel Mendez, Elizabeth A. van Es

引用次数: 0

Centering on power relations in collaboration among mathematics teacher educator-researchers 以数学教师教育研究者合作中的权力关系为中心

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-05-17 DOI: 10.1007/s10857-024-09634-6

Carlos LópezLeiva, Sunghwan Byun, Beth Herbel-Eisenmann

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":null,"pages":null},"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

Addressing equity, diversity and inclusion in academic publishing: key initiatives from JMTE 解决学术出版中的公平、多样性和包容性问题：JMTE 的主要倡议

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-05-06 DOI: 10.1007/s10857-024-09636-4

Thorsten Scheiner, Karin Brodie, Núria Planas, Lisa Darragh, Anjum Halai, Despina Potari, Manuel Santos-Trigo, Janet Walkoe

{"title":"Addressing equity, diversity and inclusion in academic publishing: key initiatives from JMTE","authors":"Thorsten Scheiner, Karin Brodie, Núria Planas, Lisa Darragh, Anjum Halai, Despina Potari, Manuel Santos-Trigo, Janet Walkoe","doi":"10.1007/s10857-024-09636-4","DOIUrl":"https://doi.org/10.1007/s10857-024-09636-4","url":null,"abstract":"This paper addresses the pressing issues of equity, diversity and inclusion in academic publishing, with a focus on mathematics education research. It highlights systemic biases and barriers that marginalise under-represented voices in the academic discourse. Through an analysis of the Journal of Mathematics Teacher Education’s (JMTE) publication patterns, it reveals a significant geographical imbalance and a disparity between the Global North and the Global South, prompting critical reflection on whose voices are prioritised. The paper outlines key initiatives undertaken by JMTE, such as forming an Equity, Diversity and Inclusion Committee, broadening the aims and scope of the journal, developing inclusive reviewing guidelines, and fostering diversity among editors, reviewers and authors. These efforts aim to promote a more equitable, diverse, and inclusive field of mathematics education research by encouraging contributions from under-represented regions and communities and by addressing language barriers and institutional support issues.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887713","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

Objects of study in research on mathematics teacher education 数学教师教育研究的研究对象

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-05-06 DOI: 10.1007/s10857-024-09631-9

Takeshi Miyakawa

引用次数: 0

LGBTQ+ Life conditions: a landscape of investigation in mathematics education 女同性恋、男同性恋、双性恋和变性者的生活状况：数学教育中的调查景观

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-05-03 DOI: 10.1007/s10857-024-09633-7

Denner Dias Barros, Ole Skovsmose

引用次数: 0

Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners 经验丰富的教师谈他们对语言弱势学生的数学教学

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-04-11 DOI: 10.1007/s10857-024-09628-4

Jenni Ingram, Ashley Abbott, Kyla Smith, Núria Planas, Kirstin Erath

{"title":"Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners","authors":"Jenni Ingram, Ashley Abbott, Kyla Smith, Núria Planas, Kirstin Erath","doi":"10.1007/s10857-024-09628-4","DOIUrl":"https://doi.org/10.1007/s10857-024-09628-4","url":null,"abstract":"Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged and at considerable risk of school failure and early dropout. This is the case in many parts of the world. While much has been researched on linguistically disadvantaged learners in the fields of sociology and general pedagogy, little is known about the classroom teaching of mathematical content in language-responsive ways for all learners in school. Experienced mathematics teachers draw on a wealth of knowledge of content teaching in language-responsive ways developed through their practices working with linguistically disadvantaged learners in their classrooms. In this paper we report on interviews with some of these experienced mathematics teachers from seven educational contexts focusing on teaching probability in language-responsive ways. We focus on what we can learn from these teachers that could inform our practice as mathematics teacher educators and our research. We identify three challenges and three practices that add nuance and depth to theoretical research findings and recommendations on language in mathematics teaching, which can potentially develop these findings in more practical and accurate ways.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140572747","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

Supporting prospective mathematics teachers in noticing students' proportional reasoning 支持未来的数学教师注意学生的比例推理

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-04-03 DOI: 10.1007/s10857-024-09621-x

Sinem Bas-Ader, Engin Ader, Rukiye Didem Taylan

{"title":"Supporting prospective mathematics teachers in noticing students' proportional reasoning","authors":"Sinem Bas-Ader, Engin Ader, Rukiye Didem Taylan","doi":"10.1007/s10857-024-09621-x","DOIUrl":"https://doi.org/10.1007/s10857-024-09621-x","url":null,"abstract":"This study investigates the effect of a professional development program designed to develop prospective mathematics teachers’ ability to notice students’ proportional reasoning. It examines how those teachers attended to student thinking, how they interpreted it, and how they decided to respond. Sixteen prospective teachers (PSTs) at a state university participated in a seven-week online professional development (PD) program. We provided participants with a research-based framework for proportional reasoning and engaged them in various ways via interviews with middle school students. They also wrote a reflection paper and received feedback. Combining multiple elements with interviewing was a unique feature of this program. The improvement in participants’ noticing skills was statistically significant. Specifically, in the post-assessment, the participants paid attention to most of the mathematical details of the students’ strategies, provided interpretations supported by conceptual underpinnings and evidence, and made research-based student-oriented decisions that focused on key issues. Implications for future teacher education practices and suggestions for further research are provided.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140572750","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