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This paper provides an empirical exploration of mathematics teachers’ planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman’s (2015) four mathematical teaching practices. The study analyzed n?=?16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers, as well as the dialogue that transpired, to identify the considerations the teachers made during this planning process. The paper provides empirical evidence that teachers engage in foreshadowing as they plan lessons, and it exemplifies four ways teachers engaged in this practice: foreshadowing concepts, foreshadowing techniques, foregrounding concepts, and foregrounding techniques. Implications for mathematics teacher education are discussed.
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Daniel Muijs Mairead Dunne 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):391-407
Background:?The increasing numbers of teaching assistants (TAs) and their widening role in English primary classrooms is part of wider international developments. Several large quantitative studies have been influential in shaping debate, but little qualitative research exists on TAs and the content of their activity in the key area of mathematics. Purpose:?The article addresses the question: How do TAs in primary schools perceive their role in daily mathematics lessons? Sample:?Twenty-four TAs employed in English primary schools participated in the study. Their experience ranged from 2 to 20 years. Two were men; the rest were women. Design and methods:?Interviews were undertaken in the spring and summer of 2011, transcribed and coded using Glaser and Strauss’ recommended method (B. Glaser and A. Strauss, 1967, The discovery of Grounded Theory: Strategies for qualitative research; Chicago, IL: Aldine Publishing Company). A typology of TA activity was created and used together with other cross-cutting factors to ascertain what TAs did in general and, specifically, in mathematics teaching. Results:?The results show that previous pictures generated from large-scale quantitative studies of TAs working with children seen as having the greatest difficulty in mathematics are essentially (though not universally) correct. However, they may be internally differentiated to a greater extent than previously envisaged. Conclusion:?The range of TA activities in mathematics classrooms is considerably wider than previously thought; professional development for TAs and teachers needs to take account of this. 相似文献
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Ibrahim Demir Serpil Klllc Ozer Depren 《美中教育评论》2009,6(6):47-52,80
Following past researches, student background, learning strategies, self-related cognitions in mathematics and school climate variables were important for achievement. The purpose of this study was to identify a number of factors that represent the relationship among sets of interrelated variables using principal component factor analysis and examine the contribution of each factor to the explanation of the variance in the students＇ mathematics score using multiple regression analysis. The sample was prepared from students who participated in Programme for International Student Assessment （PISA） in Turkey. These data consisted of 3765 15 year-old Turkish students in 158 schools. The results showed that four factors under study totally accounted for approximately 34 percent of the variance in mathematics achievement. All of the factors had statistically significant effects on the achievement. The findings are very important for Turkish education system because the fact that changing school climate and improving the learning strategies are much easier to achieve than changing background factors affecting students＇ performance. 相似文献
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David Guillemette 《Educational Studies in Mathematics》2017,96(3):349-365
In the context of mathematics teachers’ training, the concept of dépaysement épistémologique (epistemological disorientation) emphasizes that the contact with the history of mathematics, particularly with the use of original sources, pushes aside commonplace students’ perspectives about the discipline and offers them a critical look towards mathematics’s historical, social and cultural aspects. Conceptually supported by the theory of objectivation, an emergent sociocultural theory in mathematics education, this study describes the dépaysement épistémologique lived by future mathematics teachers engaged in the reading of historical texts. A phenomenological approach allowed us to clarify various meanings associated with students’ lived experiences and a dialogical perspective provides a way to get these meanings in tension through a polyphonic narration. Our reading of this polyphonic narration suggests that dépaysement épistémologique associated with the reading of historical texts encouraged empathy from students towards the authors and their future learners, opening up the possibility for a nonviolent mathematics education. 相似文献
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Hanke Korpershoek Hans Kuyper Greetje van der Werf Roel Bosker 《British Educational Research Journal》2011,37(3):357-380
Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science‐oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced mathematics, chemistry and physics. The results show that the latter group (and in particular the girls in that group) had higher scores on math ability than students who chose other examination subjects. Regression analyses demonstrated the relative importance of math ability and achievement motivation for attainment in these science subjects. However, an expected positive effect of homework time as well as possible mediating and moderating effects of the predictors could not be confirmed. 相似文献
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Afschin Gandjour 《Educational studies》2008,34(4):269-270
The Trends in International Mathematics and Science Study (TIMSS) shows that US school students have a lower level of achievement than students from many East Asian countries. Therefore, media, researchers and policy‐makers in the United States have often argued that US competitiveness in mathematics and science will decline. This paper aims at verifying this conclusion by analysing data on medallists at the International Olympiads for high school students. The analysis suggests that US competitiveness may not be endangered. 相似文献
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Despina A. Stylianou 《Journal of Mathematics Teacher Education》2010,13(4):325-343
Current reform efforts call for an emphasis on the use of representation in the mathematics classroom across levels and topics.
The aim of the study was to examine teachers’ conceptions of representation as a process in doing mathematics, and their perspectives
on the role of representations in the teaching and learning of mathematics at the middle-school level. Interviews with middle
school mathematics teachers suggest that teachers use representations in varied ways in their own mathematical work and have
developed working definitions of the term primarily as a product in problem solving. However, teachers’ conception of representation
as a process and a mathematical practice appears to be less developed, and, as a result, representations may have a peripheral
role in their instruction as well. Further, the data suggested that representation is viewed as a topic of study rather than
as a general process, and as a goal for the learning of only a minority of the students—the high-performing ones. Implications
for mathematics teacher education, prospective and practicing, are discussed. 相似文献
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David S. Bolden Tony V. Harries Douglas P. Newton 《Educational Studies in Mathematics》2010,73(2):143-157
Teachers in the UK and elsewhere are now expected to foster creativity in young children (NACCCE, 1999; Ofsted, 2003; DfES, 2003; DfES/DCMS, 2006). Creativity, however, is more often associated with the arts than with mathematics. The aim of the study was to explore
and document pre-service (in the UK, pre-service teachers are referred to as ‘trainee’ teachers) primary teachers’ conceptions
of creativity in mathematics teaching in the UK. A questionnaire probed their conceptions early in their course, and these
were supplemented with data from semi-structured interviews. Analysis of the responses indicated that pre-service teachers’
conceptions were narrow, predominantly associated with the use of resources and technology and bound up with the idea of ‘teaching
creatively’ rather than ‘teaching for creativity’. Conceptions became less narrow as pre-service teachers were preparing to
enter schools as newly qualified, but they still had difficulty in identifying ways of encouraging and assessing creativity
in the classroom. This difficulty suggests that conceptions of creativity need to be addressed and developed directly during
pre-service education if teachers are to meet the expectations of government as set out in the above documents. 相似文献
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Eirini Geraniou 《Educational Studies in Mathematics》2010,73(3):281-296
This paper presents results of a longitudinal study in the transition to independent graduate studies in mathematics. The
analysis of the data collected from 24 students doing a PhD in mathematics revealed the existence of three transitional stages
within the PhD degree, namely Adjustment, Expertise and Articulation. The focus is on the first two transitional stages, since the data collection focused mainly on these. Based on the first
two transitional stages and the students’ ways of dealing with them, which were called ‘survival strategies’, three types
of students were identified. The importance of motivation for each transitional stage and the successful transition overall
are considered as well. 相似文献
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Christine Suurtamm Martha Koch Ann Arden 《Assessment in Education: Principles, Policy & Practice》2010,17(4):399-417
This article responds to calls that have been made for research into how teachers incorporate new assessment ideas into their practice. We draw on a large‐scale study that examined the implementation of reform in mathematics in grades 7–10 in Ontario, Canada. We present teacher questionnaire data, and focus on data gathered from case studies for details of what new assessment practices look like in classrooms. We show teachers using a variety of forms of assessment and using assessment to improve student learning. Observed assessment practices went beyond tests to include the use of journals, observation, questioning, self‐assessment and unique forms of ‘quizzes’. These practices allowed teachers to examine students’ mathematical thinking and provided feedback to students and teachers to improve student learning. We also observed the important role of collaboration, coherence, and the teachers’ beliefs in supporting new assessment practices. 相似文献
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Shaughnessy Meghan Garcia Nicole M. O’Neill Michaela Krug Selling Sarah Kate Willis Amber T. Wilkes Charles E. Salazar Sabrina Bobsin Ball Deborah Loewenberg 《Educational Studies in Mathematics》2021,108(3):451-472
Educational Studies in Mathematics - Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years,... 相似文献
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Yvette Solomon 《Educational Studies in Mathematics》2012,80(1-2):171-183
If mathematics is a male domain, where does this leave women who do mathematics? In a world where there is little or no discursive space in which to be female, women who enter in must do identity work in order to achieve what is often an uneasy presence. This paper builds on recent research which suggests that some undergraduate women are however finding new spaces for belonging in the world of mathematics through critical reflection and collective challenge to dominant discourses. Focussing on an analysis of two women’s narratives of their success in mathematics, it explores their multi-voiced accounts of self through the lens of Bakhtin’s dialogism. It discusses the scope of reflexivity in creating new identity spaces in refigured worlds. 相似文献
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Although skilled mathematics teachers and teacher educators often “know” when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students’ mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are key to instruction that builds on student thinking about mathematics. Video of beginning secondary school mathematics teachers’ instruction was analyzed to identify and characterize PTMs in mathematics lessons and to examine the relationships among the PTMs, the teachers’ decisions in response to them, and the likely impacts on student learning. These data were used to develop a preliminary framework for helping teachers learn to identify and respond to PTMs that occur during their instruction. The results of this exploratory study highlight the importance of teacher education preparing teachers to (a) understand the mathematical terrain their students are traversing, (b) notice high-leverage student mathematical thinking, and (c) productively act on that thinking. This preparation would improve beginning teachers’ abilities to act in ways that would increase their students’ mathematical understanding. 相似文献
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There is a substantial body of knowledge on the importance of language for learning in general, and for learning mathematics in particular. Hence, language skills and collaborative learning are emphasised in the Norwegian curriculum. Even so, we have few studies on what supports and what impedes mathematical progress in authentic learning situations. In this article, we investigate contrasting dialogues between two pairs of eight-year-old pupils solving mathematical tasks. The analysis in our video-based study shows that both communication skills and use of tools have a profound impact on third graders’ potential to solve tasks as a joint enterprise. 相似文献
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Drawing comparisons between students’ alternative solution strategies to a single mathematics problem is a powerful yet challenging instructional practice. We examined 80 preservice teachers’ when asked to design a short lesson when given a problem and two student solutions—one correct and one incorrect. These micro-teaching events were videotaped and coded, revealing that fewer than half of participants (43%) made any explicit comparison or contrasts between the two solution strategies. Those who did were still not likely to use additional support strategies to draw students’ attention to key elements of the comparison. Further, correlations suggest that participants’ mathematical content knowledge may be related to whether participants’ showed contrasting cases but not to whether they used specific pedagogical cues to support those comparisons. While these micro-teaching events differ from the interactive constraints of a classroom, they reveal that participants did not immediately orient toward differing student solutions as a discussion opportunity, and that future instruction on contrasting cases must highlight the utility of this practice. 相似文献
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Uwe Gellert 《Educational Studies in Mathematics》2008,67(2):93-110
There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation
are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when
the professional development of mathematics teachers is considered a collective enterprise. I will present phenomenological group interview as a method that is designed to reveal the collective character of teacher development. Some primary teachers’
collective reflections on an ongoing professional development process will be interpreted by focusing on the concepts of routine and collective orientation. The discussion is centred on the ambivalence of routines, as facilitators of practice, and collective orientations, as socially-agreed-upon
knowledge base, for mathematics teachers’ professional development.
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| Uwe GellertEmail: |
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Mehmet Bekdemir 《Educational Studies in Mathematics》2010,75(3):311-328
One of the aims of this study is to examine whether the worst experiences and most troublesome mathematics classroom experience
affect mathematics anxiety in pre-service elementary teachers. Another goal is to find out how the causes of their anxiety
relate to these negative experiences. The participants were 167 senior elementary pre-service teachers. Three different instruments
were used to collect data; Mathematics Anxiety Rating Scale, Worst Experience and Most Troublesome Mathematics Classroom Experience
Reflection Test, and Interview Protocol. The findings show that many pre-service teachers have mathematics anxiety and that
the worst experience and the most troublesome mathematics classroom experience have a direct influence on mathematics anxiety
in pre-service teachers. Also, the majority of instances of participants’ mathematics anxiety are caused by the teachers,
their behavior or teaching approaches in their past. 相似文献