Results 21 to 30 of about 3,757,873 (288)

Mathematics Teachers and Curricula [PDF]

, 2014
[No abstract]
Llinares, Salvador, Krainer, Konrad, Brown, Laurinda   +2 more
openaire   +3 more sources

Personal e-Learning Environment of a Mathematics Teacher

, 2020
This paper is aimed at creating a model of a Personal e-Learning Environment (PLE) of a University Mathematics teacher. A special emphasis is put on the analysis of the approaches to understanding the notion Personal e-Learning Environment (PLE) and ...
Kateryna Vlasenko, O. Chumak, V. Achkan, I. Lovianova, O. Kondratyeva   +4 more
semanticscholar   +1 more source

The mathematics teacher’s specialised knowledge (MTSK) model*

Research in Mathematics Education, 2018
This paper presents the Mathematics Teacher’s Specialised Knowledge (MTSK) model. It acknowledges earlier contributions to understanding and structuring teachers’ knowledge, in particular, the special debt owed to Shulman’s notion of pedagogical content ...
José Carrillo-Yañez, N. Climent, M. Montes, L. C. Contreras, Eric Flores-Medrano, Dinazar Escudero-Ávila, D. Vasco, Nielka Rojas, Pablo Flores, Álvaro Aguilar-González, M. Ribeiro, Cinta Muñoz-Catalán   +11 more
semanticscholar   +1 more source

Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest

ZDM – Mathematics Education, 2022
Mathematics interest is highly relevant for students’ academical and emotional development in the domain of mathematics. Thus, it appears alarming that students’ mathematics interest decreases during the course of secondary school.
Katharina Hettinger, Rebecca Lazarides, Ulrich Schiefele   +2 more
semanticscholar   +1 more source

Mathematics teacher agency [PDF]

, 2021
Neoliberal policies dominate in many parts of the world, setting a frame within which education practices are frequently constrained. In mathematics, perhaps more than other subjects, these constraints seem to be more keenly felt, not least because of the economic value placed on mathe­matics expertise and the related effects of performativity and ...
Adams, Gill, Boylan, Mark, Chronaki, Anna, Otieno, Herine, Wright, Pete   +4 more
openaire   +1 more source

Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms

Teaching and Teacher Education : An International Journal of Research and Studies, 2022
(cid:1) We analyzed 47 mathematics teachers' feedback in 172 lessons in Norwegian lower secondary school. (cid:1) Both the feedback quality and its focus (procedures, concepts, or mathematical practices) was charted.
Roar Bakken Stovner, Kirsti Klette
semanticscholar   +1 more source

Teaching mathematics with technology: a multidimensional analysis of teacher beliefs

Educational Studies in Mathematics, 2021
Teacher self-efficacy beliefs, epistemological beliefs, and beliefs about teaching with technology are regarded as crucial factors for teaching mathematics with technology. However, there is a lack of research that investigates these beliefs while taking
D. Thurm, Barbel Barzel
semanticscholar   +1 more source

Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Educational Studies in Mathematics, 2021
Although strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce.
Antoni Bastian, G. Kaiser, Dennis Meyer, B. Schwarz, J. König   +4 more
semanticscholar   +1 more source

Integrating Universal Design and Response to Intervention in Methods Courses for General Education Mathematics Teachers

Journal of Mathematics Education at Teachers College, 2014
Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers
Kelley Buchheister, Christa Jackson, Cynthia E. Taylor   +2 more
doaj   +3 more sources

Leadership From Within Secondary Mathematics Classrooms: Vignettes Along a Teacher-Leader Continuum

Journal of Mathematics Education at Teachers College, 2013
The purpose of this article is to present five examples of teacher leadership from within secondary mathematics classrooms. These vignettes come from a larger study that resulted in a teacher leader continuum.
Jan A. Yow
doaj   +3 more sources