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1.
Damon L. Bahr Eula Ewing Monroe Dennis Eggett 《Journal of Mathematics Teacher Education》2014,17(3):271-297
This paper describes a study of observed relationships between the design of a preservice elementary mathematics methods course with accompanying field practicum and changes in the extent to which participating prospective teachers identified themselves with the mathematics reform movement after becoming practicing teachers. The curriculum of the course with its embedded field practicum experiences was designed to support prospective teachers in interweaving methods coursework and pedagogical instruction with classroom practice. University and elementary school structures were interwoven by conducting weekly mathematics methods course sessions at a school site followed immediately by related practicum experiences in classrooms in the school. The interweaving of conceptualizations about mathematics teaching and learning was facilitated as the methods instructor provided professional development for classroom teachers simultaneously with the methods course, encouraging the teachers to create “reform-friendly” classroom environments. Survey data from 68 prospective teachers involved in the project were analyzed to identify and describe relationships between course/practicum experiences and the degree to which they as practicing teachers, 1–3 years following the course/practicum, identified with a reform mathematics perspective, as well as to examine factors influencing those relationships. 相似文献
2.
Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and support the professional development of these teachers? Eighteen such textbooks for use by 7 to 11-year-old children in England were examined for their potential to help teachers attend to reasons. It was found that they were unlikely to point teachers towards reasons for patterns and procedures. Although some had the potential to help in introducing and structuring a lesson, they were unlikely to induce the teacher to address matters of understanding in their discourse. Their implicit message tended to be that mathematics education is about computational skill development through routines, algorithms and practice. 相似文献
3.
Jihea Maddamsetti 《师资教育杂志》2018,44(2):232-236
This case study examines a Chinese and Korean-Chinese pre-service teachers’ perceptions of their mentor teachers’ role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher’s open conversations and willingness to host those students bring positive influence on their learning and growth. The findings also indicate that the facilitative roles of mentor teachers in the promotion of inclusive environments are intersected with the socio-cultural and political contexts of practicum schools and universities. The study concludes with implications for enhancing the inclusion of diverse pre-service teachers through collaborative roles of multiple practicum stakeholders, including pre-service teachers, mentor teachers, practicum schools, and universities. 相似文献
4.
Drew Polly 《课程研究杂志》2017,49(2):132-148
With the adoption of new content standards, teachers are often left without adequate curriculum resources. This study examined how educators used their curricular resources to teach new mathematics standards in the USA. Analyses of open-ended survey responses from 257 teachers and teacher–leaders in Grades 3 through Grade 5 indicated that every educator reported supplementing their districts’ or schools’ primary curricular resources with other materials. These supplements primarily included resources found for free on websites and resources that claimed to be aligned to the new standards, but varied in terms of alignment to national standards for effective mathematics curriculum. Implications for this study include further research on how teachers make decisions regarding curriculum resources as well as increasing teachers’ access to quality curriculum materials that can support students’ mathematical learning. 相似文献
5.
The debate on the differential effects of mathematics textbook series is a recurrent topic in the research literature. Research results remain inconclusive, pointing to a lack of evidence to decide on the relevance of the selection by schools of a mathematics textbook series. Studies also point to difficulties in comparing textbooks. Recently, in order to examine the influence of mathematics textbook series on student learning, the need to take into account mediating variables between the mathematics textbook series and the enacted curriculum is stressed. This paper focuses on one such mediating variable: teachers’ views of mathematics textbook series. Views of a mathematics textbook series of 814 teachers and mathematics performance results of 1579 students were analysed. The results point out that, with regard to teachers’ views of mathematics textbook series, the question ‘Does it really matter which mathematics textbook series schools choose’ has to be answered positively. Implications of the findings are discussed. 相似文献
6.
Joseph Slattery 《Irish Educational Studies》2014,33(4):467-488
This paper reports on an investigation into the conceptual knowledge, through the domain of fraction division, of prospective secondary mathematics teachers in their final/fourth year of undergraduate initial teacher education. The aim of the study is to assess if levels of conceptual knowledge in this domain are sufficient in order for these prospective teachers to teach for understanding. Some impact of conceptual understanding on teaching approaches is also explored. The content of the teacher education program and its suitability for preparing prospective mathematics teachers is also considered. The results indicate that in spite of four years of mathematics teacher education, these prospective mathematics teachers hold a fragmented and limited conceptual understanding of dividing fractions. To address this issue and to ensure the effective implementation of Project Maths, it is argued that initial teacher education programs need to be revised to include an emphasis on school mathematics. 相似文献
7.
This paper draws on videotapes of mathematics lessons prepared and conducted by pre-service elementary teachers towards the
end of their initial training at one university. The aim was to locate ways in which they drew on their knowledge of mathematics
and mathematics pedagogy in their teaching. A grounded approach to data analysis led to the identification of a ‘knowledge
quartet’, with four broad dimensions, or ‘units’, through which mathematics-related knowledge of these beginning teachers
could be observed in practice. We term the four units: foundation, transformation, connection and contingency. This paper
describes how each of these units is characterised and analyses one of the videotaped lessons, showing how each dimension
of the quartet can be identified in the lesson. We claim that the quartet can be used as a framework for lesson observation
and for mathematics teaching development. 相似文献
8.
Informal science opportunities provide authentic experiences to stimulate students’ interests in science and engineering and foster their curiosity through problem-based investigations. STEMulate Engineering Academy was designed to provide children (Grades 3–5) engineering opportunities and offer teachers a unique professional development experience. The program serves as a practicum experience for teachers seeking a gifted and talented add-on license and the camp also offers free professional development to area teachers. Using a co-teaching approach, students gained firsthand experiences from an engineer in the field, and teachers collaborated with engineers to make the content more relevant. Despite a limited number of contact hours, students and teachers demonstrated growth on pre and post engineering assessments. Informal learning opportunities provided by programs such as STEMulate Engineering Academy could possibly spark student interest in science, technology, engineering, and mathematics (STEM)––leading them to a promising career in a STEM field. 相似文献
9.
Technological devices are widely used in various forms and for various purposes with educational systems. Teachers are required to not only use technology with the utmost efficiency, but to also act as role models for students in terms of appropriate use of technology. However, many teacher candidates are not aware of the educational use of technology classroom; hence, technology must be especially integrated into undergraduate teacher training programs through courses and field experience. Various methods, techniques, tools, and equipment are utilized in order to improve the efficiency of teaching and learning processes in the classroom, of which digital storytelling is one of them. The use of digital stories in education is beneficial both for teachers and students. For this reason, this research investigates the use of digital stories in mathematics education as well as the opinions and experiences of mathematics teacher candidates about creating, using, and evaluating digital stories. Data of the study were collected via semistructured interviews, transcribed, and content analyzed. The results of the study showed that prospective math teachers preferred GoAnimate program to create digital stories due to its ease of use, design, and the characters and visuals it suggests. Furthermore, the prospective teachers were found to aspire to use digital stories in their future careers. 相似文献
10.
11.
Lucy Avraamidou 《International Journal of Science Education》2013,35(10):1698-1724
A large body of literature illustrates that many elementary teachers are reluctant to teach science and confess a lack of confidence to teach it. Nevertheless, a review of the literature indicates a few cases of elementary teachers who do well in science and offers rare examples of enthusiast elementary teachers. The question then becomes how those cases came to be? The purpose of this study is to document two such cases of prospective elementary teachers, illustrate their unique characteristics and shed light on how those came to be. The study was designed upon a narrative inquiry approach focusing on the collection of personal stories. Multiple sources of data were used in order to examine the participants’ science teaching orientations and the kinds of experiences that influenced their development: drawings, interviews, reflective assignments, and others. The analysis of the data was grounded within the Three-Dimensional Space Narrative Structure. The findings of the analysis illustrated that the participants perceived certain experiences they had during their university coursework as critical to shaping their orientations to science and science teaching: inquiry-based investigations, contemporary theoretical discussions, outdoors field study, friendly classroom environment and the characteristics of their instructors. These findings have implications for the design of teacher education courses that aim to engage prospective elementary teachers, especially females, in meaningful learning experiences and support them in developing science teaching orientations that are in line with reform recommendations. 相似文献
12.
The aim of this mixed methods study was to investigate the difficulties prospective elementary mathematics teachers have in solving the Programme for International Student Assessment (PISA) 2012 released items. A mathematics test consisting of 26 PISA items was administered, followed by interviews. Multiple data were utilized to provide rich insights into the types of mathematical knowledge that a particular item requires and prospective teachers’ difficulties in using these knowledge types. A sample of 52 prospective teachers worked the mathematics test, and 12 of them were interviewed afterwards. The data-sets were complementary: the quantitative data showed that PISA items could be categorized under contextual, conceptual, and procedural knowledge and indicated the most frequent difficulties in the combined contextual, conceptual, and procedural knowledge items. The qualitative data revealed that few prospective teachers could give mathematical explanations for conceptual knowledge items, and that their contextual knowledge was fragmented. Educational implications were discussed. 相似文献
13.
International practicum is disappearing from teacher education programs with the increasing pressures for ‘local experience’. International practicum is seen as too different from local contexts to develop preservice teachers to meet professional standards. This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing and examines the ways they make explicit connections between their learning on overseas practicum and their teaching in Australia. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards. The study challenges perceptions of overseas practicum as ‘cultural tourism’ and also the presumption of conflict between preparing teachers for both global and local contexts. 相似文献
14.
Katariina Stenberg Antti Rajala Jaakko Hilppo 《Asia-Pacific Journal of Teacher Education》2016,44(5):470-485
This article presents a design for supporting theory–practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and student teachers, and participating in the long-term development of pedagogical practices. To evaluate the design, we analyse and compare student teachers’ portfolios across two implementations of the teacher practicum: a thematic practicum based on the proposed design and the conventional class teacher practicum of the University of Helsinki. The results show that the student teachers who participated in the thematic practicum used theory more frequently in their reflections. Moreover, their theory–practice connections were more robust than those made by student teachers who participated in the conventional practicum. On the basis of our results, we make suggestions regarding how to promote theory–practice reflection in teacher education. 相似文献
15.
The Learning and Teaching of Statistical Investigation in Teaching and Teacher Education 总被引：1，自引：0，他引：1
Current national standards in mathematicseducation in the United States call forrevision of content and pedagogy, including theaddition of statistics as a new topic in theelementary curriculum. The purpose of thisstudy is to examine the collaborative effortsof a mathematics educator and statistician tohelp prospective elementary teachers developstatistical knowledge and experience throughmerging statistical investigation into existingelementary curricula. Findings from this studyoffer insight into preservice teachers'statistical and pedagogical content knowledgebased on their application of the process ofstatistical investigation themselves and withchildren. Findings also indicate thatintegrating statistics into the elementarycurriculum is a more difficult and complexteaching and learning problem than expected. 相似文献
16.
We believe that professional mathematicians who teach undergraduate mathematics courses to prospective teachers play an important role in the education of secondary school mathematics teachers. Thus, we explored the views of research mathematicians on the mathematics that should be taught to prospective mathematics teachers, on how the courses they teach can serve teachers in their work with school students, and on the changes they would implement if their courses were designed specifically for prospective teachers. We constructed profiles of the four mathematicians based on their responses to a clinical interview. We employed the construct of mathematics teacher-educators’ triad in the reflective analysis of our findings and extended the construct based on the results of this study. In conclusion, we commented on potential ways to draw stronger connections between university mathematics and the mathematics taught in schools. 相似文献
17.
Fulvia Furinghetti 《Educational Studies in Mathematics》2007,66(2):131-143
In this paper I consider the problem of designing strategies for teacher education programs that may promote an aware style
of teaching. Among the various elements to be considered I focus on the need to address prospective teachers’ belief that
they must reproduce the style of mathematics teaching seen in their school days. Towards this aim, I argue that the prospective
teachers need a context allowing them to look at the topics they will teach in a different manner. This context may be provided
by the history of mathematics. In this paper I shall discuss how history affected the construction of teaching sequences on
algebra during the activities of the ‘laboratory of mathematics education’ carried out in a 2 year education program for prospective
teachers. The conditions of the experiment, notably the fact that our prospective teachers had not had specific preparation
in the history of mathematics, allow us to outline opportunities and caveats of the use of history in teacher education. 相似文献
18.
The purpose of this study is to investigate the development of three prospective elementary mathematics teachers?? pedagogical content knowledge (PCK) of number patterns with its two components: (1) knowledge of students?? understanding and difficulties and (2) knowledge of topic-specific strategies and representations. For our investigation, we use Radford??s (ZDM Math Educ 40:83?C96, 2008) framework called ??architecture of algebraic pattern generalisation?? to redefine these two components of PCK in the context of patterns. A case study was conducted to explore the development of PCK through a school practicum course and to examine how observation of number pattern lessons in schools and discussions of these observation contribute to prospective teachers?? PCK. Analysis of the data indicated that observations and discussions of number pattern lessons resulted in considerable change in the way prospective teachers take into account students?? understanding of and difficulties with patterns, as well as in the way they use pattern-specific strategies such as algebraic pattern generalisation during their lessons. 相似文献
19.
In the past decade, there has been an increased emphasis on the preparation of teachers who can effectively engage students
in meaningful mathematics with technology tools. This study presents a closer look at how three prospective teachers interpreted
and developed in their role of facilitating students’ mathematical problem solving with a technology tool. A cycle of planning–experience–reflection
was repeated twice during an undergraduate course to allow the prospective teachers to change their strategies when working
with two different groups of students. Case study methods were used to identify and analyze critical events that occurred
throughout the different phases of the study and how these events may have influenced the prospective teachers’ work with
students. Looking across the cases, several themes emerged. The prospective teachers (1) used their problem solving approaches
to influence their pedagogical decisions; (2) desired to ask questions that would guide students in their solution strategies;
(3) recognized their own struggle in facilitating students’ problem solving and focused on improving their interactions with
students; (4) assumed the role of an explainer for some portion of their work with students; (5) used technological representations
to promote students’ mathematical thinking or focus their attention; and (6) used the technology tools in ways consistent
with the nature of their interactions and perceived role with students. The implications inform the development of an expanded
learning trajectory for what we might expect as prospective teachers develop an understanding of how to teach mathematics
in technology-rich environments. 相似文献
20.
In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3–4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other ‘mandated’ curriculum like math and reading. 相似文献