Journal of Mathematics Teacher Education最新文献_第4页

An exploratory study of the relation between teachers’ implicit theories and teacher noticing 教师内隐理论与教师注意之间关系的探索性研究

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-02-08 DOI: 10.1007/s10857-023-09617-z

{"title":"An exploratory study of the relation between teachers’ implicit theories and teacher noticing","authors":"","doi":"10.1007/s10857-023-09617-z","DOIUrl":"https://doi.org/10.1007/s10857-023-09617-z","url":null,"abstract":"<h3>Abstract</h3> Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes. Findings from the present investigation indicate that teachers generally reported growth mindsets concerning mathematics intelligence and teaching ability. For both mathematics intelligence and teaching ability, teachers’ reporting of more growth—compared to more fixed—mindsets was associated with more expert noticing, as measured by comments they wrote about elementary mathematics video clips on the dimensions of mathematics and student thinking. These findings point to intriguing possibilities about whether fostering growth mindsets (of mathematics intelligence and of teaching ability) in professional development settings might be leveraged to promote expert teacher noticing.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"242 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139766950","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

Process over product: associations among math anxiety, feelings about math, and instructional beliefs in early childhood preservice teachers 过程重于结果：幼儿职前教师的数学焦虑、数学感受和教学信念之间的联系

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-01-31 DOI: 10.1007/s10857-023-09613-3

Amber Beisly, Samantha Evans, Laura Latta

{"title":"Process over product: associations among math anxiety, feelings about math, and instructional beliefs in early childhood preservice teachers","authors":"Amber Beisly, Samantha Evans, Laura Latta","doi":"10.1007/s10857-023-09613-3","DOIUrl":"https://doi.org/10.1007/s10857-023-09613-3","url":null,"abstract":"Providing high-quality mathematics instruction is vital for children because early mathematics skills are a strong predictor of later academic success. Unfortunately, not all early childhood preservice teachers (PSTs) have positive attitudes toward mathematics and, as a group, report one of the highest levels of mathematics anxiety (Bates, A. B., Latham, N. I., and Kim, J. A. (2013). Do I have to teach math? Early childhood preservice teachers' fears of teaching mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5. www.k-12prep.mathematics.ttu.edu; Beilock, S. L., and Maloney, E. A. (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4–12. 10.1177/2372732215601438). Nonetheless, very few studies have looked at early childhood mathematics teachers as a group with specific knowledge, skills, and beliefs (Parks and Wager, Journal of Early Childhood Teacher Education 36:124–141, 2015). This study investigated associations among teacher characteristics (e.g., age, educational level), mathematics anxiety, beliefs, pedagogy, and attitudes toward mathematics. Significant differences were found in teachers’ mathematics anxiety by PSTs’ age but not level of education. The level of education was able to predict PSTs reform-based beliefs and positive attitudes toward mathematics. In light of these findings, it is essential to support both positive attitudes and inquiry-based instructional methods in PSTs to encourage the development of teachers who are confident and competent in teaching mathematics (Lake & Kelly, Lake and Kelly, Journal of Early Childhood Teacher Education 35:262–275, 2014).","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"160 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139644697","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

The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving 教师提问中的功能性移动对学生情境化解数学字词问题的影响

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-01-28 DOI: 10.1007/s10857-023-09616-0

Yi-Jung Lee

{"title":"The effects of functional moves in teacher questioning on students’ contextualization of mathematical word problem solving","authors":"Yi-Jung Lee","doi":"10.1007/s10857-023-09616-0","DOIUrl":"https://doi.org/10.1007/s10857-023-09616-0","url":null,"abstract":"Posing purposeful questions is one of the most effective teaching practices (NCTM in Principles to actions: Ensuring mathematics success for all. National Council of Teachers of Mathematics, 2014). Although the types and functions of teacher questioning have been abundantly studied, research on the role of teacher questioning in students’ contextualization process as they solve word problems is rather scarce. This study was conducted to investigate the function of six elementary preservice teachers’ questioning, its impact on students’ contextualization, as well as the successes and difficulties of enacting questioning. The collected data were analyzed using thematic analysis. The findings indicated that the implementation of task clarification (TC) moves effectively enhanced contextualization only when students possessed a relatively strong sense of agency while solving word problems. Furthermore, when students’ attentional focus was not appropriately redirected by the functional moves, including procedural understanding (PU), making connections (MC), the rationale behind a strategy (RA), and an alternative strategy (AS), their understanding of the contextual features and construction of mathematical relationships in word problem solving could not be refined. Implications for field experience design and future research on the quality of teacher questioning in mathematics teacher education programs are discussed.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"35 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139579776","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

Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions 从全班讨论中的教师认知看新出现的数学世界：在指数函数教学中使用颁布主义视角

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2024-01-16 DOI: 10.1007/s10857-023-09610-6

Melissa Troudt, Lindsay Reiten, Jodie Novak

{"title":"Emergent mathematical worlds from teacher knowing in whole-class discourse: using an enactivist lens on the teaching of exponential functions","authors":"Melissa Troudt, Lindsay Reiten, Jodie Novak","doi":"10.1007/s10857-023-09610-6","DOIUrl":"https://doi.org/10.1007/s10857-023-09610-6","url":null,"abstract":"This paper reports findings related to the pursuit of describing a lived knowing for teaching mathematics. Specifically, we used an enactivist perspective to describe the knowing exhibited by three experienced high school teachers in their instructional actions while leading whole-class instruction on the topic of the equations of exponential functions. From classroom observations, we constructed maps of the emergent mathematical worlds of ideas and collective mathematical activity. Three major categories of ideas emerged in all three teachers’ classrooms relating to the recursive multiplicative nature of exponential functions, the role of the independent variable, and the definition of exponential. Findings of this study suggest attending to teacher knowing for mathematical whole-class instruction must include describing the role of the mathematical activity in the emergence of the ascribed mathematical ideas. When teachers facilitated the collective mathematical activity as the means by which the mathematical ideas and justifications emerge, the mathematical worlds were diverse and complex, and connections among ideas were more robust in their comprehensibility.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"191 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139497701","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

Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness 利用欧盟统计局数据向未来小学教师传授统计知识：任务背景如何提高他们的社会意识

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2023-12-16 DOI: 10.1007/s10857-023-09611-5

Francisca M. Ubilla, Núria Gorgorió

{"title":"Using Eurostat data to teach statistics to prospective primary teachers: on how the context of the task may promote their social awareness","authors":"Francisca M. Ubilla, Núria Gorgorió","doi":"10.1007/s10857-023-09611-5","DOIUrl":"https://doi.org/10.1007/s10857-023-09611-5","url":null,"abstract":"The concept of statistical sense provides an understanding of the goals of statistics education and helps to clarify the design of activities that promote the development of statistical literacy, reasoning and thinking. The new approaches to statistics in schools mean special attention must be paid to teacher training. This training should enable them to develop their statistical sense while awakening their social awareness. Drawing on the idea of the cycle of learning from data, we developed an activity based on data extracted from EUROSTAT, with the goal being to find out how the social issues underlying the data might play a role in the development of a socially critical stance among prospective teachers. We also wanted to find out how the complexity of the data presented might interfere with a satisfactory resolution of the cycle of learning from data. In general, we observed that when the data were socially relevant and closely related to their interests, the activity generated opportunities for the development of their social awareness. However, the development of the cycle may have been constrained by the difficulties they encountered when handling data with characteristics typical of civic statistics. We conclude that not all the contexts that accompany the cycle of learning from data promote social awareness in the same way and that the data representations associated with the cycle must be aligned with the prospective teachers’ prior statistical knowledge.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"43 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138688738","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 promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback 扩大专业发展规模的可行方法：具有及时反馈功能的智能、互动、虚拟专业发展

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2023-12-15 DOI: 10.1007/s10857-023-09615-1

Yasemin Copur-Gencturk, Chandra Hawley Orrill

引用次数: 0

How often and when teachers should teach with challenging tasks: the role of motivational beliefs 教师应多长时间、何时教授具有挑战性的任务：动机信念的作用

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2023-12-14 DOI: 10.1007/s10857-023-09612-4

James Russo, Tim Powers, Jane Hubbard, Sarah Buckley, Sharyn Livy

{"title":"How often and when teachers should teach with challenging tasks: the role of motivational beliefs","authors":"James Russo, Tim Powers, Jane Hubbard, Sarah Buckley, Sharyn Livy","doi":"10.1007/s10857-023-09612-4","DOIUrl":"https://doi.org/10.1007/s10857-023-09612-4","url":null,"abstract":"Prior research has revealed a variety of factors associated with teacher views around when to incorporate challenging mathematical tasks into instruction, such as teachers’ pedagogical content knowledge and their prior assumptions about student ability. There has been less focus on how motivational beliefs (teacher anxiety, enjoyment, confidence) shape teachers’ views around teaching with challenging tasks. To address this gap, the current study administered questionnaires to Australian primary school teachers (n = 92) prior to them undertaking a professional learning programme focusing on teaching mathematics through sequences of challenging tasks. Employing logistic regression, we found that more teaching experience and lower levels of teacher anxiety teaching mathematics were associated with the view that challenging tasks should be introduced earlier in a student’s schooling. We also found that higher levels of teacher enjoyment substantially increased the likelihood that a teacher would endorse teaching with challenging tasks more than once a week; however, higher levels of teaching confidence somewhat reduced the likelihood. Implications for practice are discussed.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"32 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138628125","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

Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching 教学与公正观念是数学教师教育者思考数学教学知识的关键

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2023-12-10 DOI: 10.1007/s10857-023-09609-z

Mark Hoover, Matthew Dahlgren, Reidar Mosvold, Imani Goffney

引用次数: 0

Listening to learn: investigating how teacher leaders elicit and attend to students’ mathematical thinking in clinical interviews 倾听学习：研究教师领导如何在临床访谈中激发和关注学生的数学思维

IF 2.1 2区教育学

Journal of Mathematics Teacher Education Pub Date : 2023-12-06 DOI: 10.1007/s10857-023-09614-2

Nicora Placa

引用次数: 0

Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources 利用人物角色作为一种方法论方法来支持准数学教师适应和开发数字数学学习资源

2区教育学

Journal of Mathematics Teacher Education Pub Date : 2023-11-12 DOI: 10.1007/s10857-023-09607-1

Robert Weinhandl, Lena Maria Kleinferchner, Carina Schobersberger, Katharina Schwarzbauer, Tony Houghton, Edith Lindenbauer, Branko Anđić, Zsolt Lavicza, Markus Hohenwarter

{"title":"Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources","authors":"Robert Weinhandl, Lena Maria Kleinferchner, Carina Schobersberger, Katharina Schwarzbauer, Tony Houghton, Edith Lindenbauer, Branko Anđić, Zsolt Lavicza, Markus Hohenwarter","doi":"10.1007/s10857-023-09607-1","DOIUrl":"https://doi.org/10.1007/s10857-023-09607-1","url":null,"abstract":"Abstract Personas, initially originated in user experience research, are short and simplified representations of particular user groups, and this methodological approach has recently gained ground in educational research. This study aims to explore aspects of personas that may be beneficial for prospective mathematics teachers when they develop digital learning resources. To explore such aspects, we employed qualitative interviews, thinking-out-loud techniques, and jointly developed learning resources with prospective mathematics teachers, and analysed this diverse data with a combination of case study and grounded theory approaches. Consequently, we were able to identify the following essential aspects of using personas in our study: (A) personas as representatives of real people, (B) personas as planning & feedback tools for material development, (C) professionalisation of prospective mathematics teachers (by using personas), (D) differentiation/individualisation for personas through digital learning resources, and (E) motivational elements of digital mathematics learning resources. Based on our results, we concluded that using personas could broaden prospective mathematics teachers’ views on student characteristics and demands that may enable teachers to facilitate the development of differentiated and individualised digital mathematics learning resources.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"76 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037518","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