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Supporting Mathematics Teacher Educators Development Of Practice Based Pedagogies
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Book Synopsis Supporting Mathematics Teacher-educators' Development of Practice-based Pedagogies by : Saba Din
Download or read book Supporting Mathematics Teacher-educators' Development of Practice-based Pedagogies written by Saba Din and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Practice-based teacher education aims to support pre-service teachers in developing ambitious teaching practices by learning in and from the work of teaching. Teacher-educators enacting this new form of teacher education need support in developing the pedagogical practices for this work. This qualitative research uses a Situated Learning framework to examine a community of mathematics teacher-educators in order to better understand how they were supported in developing practice-based pedagogies. The five mathematics teacher-educators taught a common practice-based curriculum for the mathematics methods course in the Bachelor of Education program. Data was collected as the mathematics teacher-educators were observed engaging in their community, and each was interviewed when the semester ended. This research provides an analysis of the community's learning curriculum in hopes of benefiting and supporting other mathematics teacher-educators new to practice-based teacher education." --
Book Synopsis The Learning and Development of Mathematics Teacher Educators by : Merrilyn Goos
Download or read book The Learning and Development of Mathematics Teacher Educators written by Merrilyn Goos and published by Springer Nature. This book was released on 2021-04-07 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
Book Synopsis Cases in Mathematics Teacher Education by : Margaret S. Smith
Download or read book Cases in Mathematics Teacher Education written by Margaret S. Smith and published by IAP. This book was released on 2015-10-01 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: (Orginally published in 2008) The goal of AMTE Monograph 4, "Cases in Mathematics Teacher Education: Tools for Developing Knowledge Needed for Teaching", is to provide detailed accounts of case use that will inform the mathematics teacher education community on the range of ways in which cases can be used to foster teacher learning and the capacity to reflect on and learn from teaching. The chapters in this monograph describe the use of cases with preservice and practicing teachers at all levels K - 12, in content and methods courses as well as professional development settings, and focus on developing various aspects of teachers' knowledge base (i.e., content, pedagogy, and students as learners). Hence, Monograph 4 should prove to be a superb resource for mathematics teacher educators.
Book Synopsis Transforming Mathematics Teacher Education by : Tonya Gau Bartell
Download or read book Transforming Mathematics Teacher Education written by Tonya Gau Bartell and published by Springer. This book was released on 2019-08-01 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
Book Synopsis Building Support for Scholarly Practices in Mathematics Methods by : Signe E. Kastberg
Download or read book Building Support for Scholarly Practices in Mathematics Methods written by Signe E. Kastberg and published by IAP. This book was released on 2017-09-01 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK?12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result. The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.
Book Synopsis The Handbook of Mathematics Teacher Education: Volume 4 by :
Download or read book The Handbook of Mathematics Teacher Education: Volume 4 written by and published by BRILL. This book was released on 2008-01-01 with total page 371 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional.
Book Synopsis International Handbook of Mathematics Teacher Education: Volume 1 by :
Download or read book International Handbook of Mathematics Teacher Education: Volume 1 written by and published by BRILL. This book was released on 2019-12-02 with total page 419 pages. Available in PDF, EPUB and Kindle. Book excerpt: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally.
Book Synopsis Transform Your Math Class Using Asset-Based Teaching for Grades 6-12 by : Michael D. Steele
Download or read book Transform Your Math Class Using Asset-Based Teaching for Grades 6-12 written by Michael D. Steele and published by Corwin Press. This book was released on 2024-07-19 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foster a love of mathematics by creating a more inclusive and empowering learning environment through asset-based teaching! An asset-based perspective on math education means starting with what students already know instead of focusing on what’s missing. This approach elevates student thinking and reasoning skills. In this way, educators acknowledge that all students bring prior experiences, strengths, talents, and resources to the learning process and can contribute meaningfully in an authentic learning environment. Transform Your Math Class Using Asset-Based Teaching for Grades 6-12 provides insight into asset-based perspectives in mathematics education to create an environment where all students feel valued and capable of being doers of mathematics. In the book, Michael Steele and Joleigh Honey highlight the importance of using language, instructional routines, and systemic structure that positively impact student engagement, their math identity, and ultimately their outcomes. Providing a wealth of knowledge and practical strategies that can be used to transform math classrooms into inclusive, supportive, and empowering learning environments, this book: Introduces an asset-based perspective that focuses on students′ strengths, assets, and potential to learn mathematics Includes a variety of frameworks and tools that teachers can use to build and grow their sense of asset-based perspectives Offers strategies for promoting a growth mindset in mathematics, encouraging productive struggle in math, and promoting equitable math instruction Supports teachers in reflecting on their decisions, self-awareness, and self-management Includes a companion online study guide to support teachers individually or as part of a professional learning community Adopting asset-based perspectives is about movement over time, not about flipping a switch. This book paves the path for an asset-based journey that ultimately helps to transform our math classrooms and advance all students’ learning and development.
Book Synopsis The Impact of Identity in K-8 Mathematics Learning and Teaching by : Julia Aguirre
Download or read book The Impact of Identity in K-8 Mathematics Learning and Teaching written by Julia Aguirre and published by . This book was released on 2013 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge. Special features of the book: Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organisations End-of-chapter discussion questions
Book Synopsis We Reason & We Prove for ALL Mathematics by : Fran Arbaugh
Download or read book We Reason & We Prove for ALL Mathematics written by Fran Arbaugh and published by Corwin Press. This book was released on 2018-08-08 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sharpen concrete teaching strategies that empower students to reason-and-prove How do teachers and students benefit from engaging in reasoning-and-proving? What strategies can teachers use to support students’ capacity to reason-and-prove? What does reasoning-and-proving instruction look like? We Reason & We Prove for ALL Mathematics helps mathematics teachers in grades 6-12 engage in the critical practice of reasoning-and-proving and support the development of reasoning-and-proving in their students. The phrase "reasoning-and-proving" describes the processes of identifying patterns, making conjectures, and providing arguments that may or may not qualify as proofs – processes that reflect the work of mathematicians. Going beyond the idea of "formal proof" traditionally relegated only to geometry, this book transcends all mathematical content areas with a variety of activities for teachers to learn more about reasoning-and-proving and about how to support students’ capacities to engage in this mathematical thinking through: Solving and discussing high-level mathematical tasks Analyzing narrative cases that make the relationship between teaching and learning salient Examining and interpreting student work that features a range of solution strategies, representations, and misconceptions Modifying tasks from curriculum materials so that they better support students to reason-and-prove Evaluating learning environments and making connections between key ideas about reasoning-and-proving and teaching strategies We Reason & We Prove for ALL Mathematics is designed as a learning tool for practicing and pre-service mathematics teachers and can be used individually or in a group. No other book tackles reasoning-and-proving with such breadth, depth, and practical applicability. Classroom examples, case studies, and sample problems help to sharpen concrete teaching strategies that empower students to reason-and-prove!
Book Synopsis Exploring the Mathematical Education of Teachers Using TEDS-M Data by : Maria Teresa Tatto
Download or read book Exploring the Mathematical Education of Teachers Using TEDS-M Data written by Maria Teresa Tatto and published by Springer. This book was released on 2018-08-16 with total page 589 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international settings. The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries. The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators’ characteristics and beliefs, and on future mathematics teachers’ individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.
Book Synopsis International Handbook of Mathematics Teacher Education: Volume 3 by :
Download or read book International Handbook of Mathematics Teacher Education: Volume 3 written by and published by BRILL. This book was released on 2019-12-09 with total page 427 pages. Available in PDF, EPUB and Kindle. Book excerpt: This third volume of the International Handbook of Mathematics Teacher Education focuses on teachers, teacher educators, researchers, and others who work to provide effective learning opportunities for teachers, with emphasis on describing and analysing their engagement in mathematics teacher education collaborations and contexts from various perspectives.
Book Synopsis Professional Development and Knowledge of Mathematics Teachers by : Stefan Zehetmeier
Download or read book Professional Development and Knowledge of Mathematics Teachers written by Stefan Zehetmeier and published by Routledge. This book was released on 2020-12-21 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics teaching and professional development of mathematics teachers are areas where research has increased substantially in recent years. In this dynamic field, mathematics teaching practices, pedagogical knowledge of mathematics teachers and professional development via collaboration between mathematics teachers have emerged as vital domains of inquiry. Professional Development and Knowledge of Mathematics Teachers addresses the underlying characteristics of mathematics teacher education, and those professional development contexts that have a positive impact on teachers’ professional learning. Recognizing the impact of broader institutional settings on mathematics teaching and teacher professional development, the editors suggest bridging the gaps between theoretical practices and methodological approaches in the field by focusing on and conceptualizing the following relational factors: The study of mathematics teaching and classroom situations Researching teacher and teacher educator knowledge, since these issues inform the quality of mathematics teaching directly Mathematics teacher education and professional development, focusing on design principles and the impact they have on teacher professional learning Combining central issues of mathematics teaching, knowledge and professional development, the chapters in this volume address each of the above factors and provide profound considerations on both theoretical and practical levels. This book will be an essential resource for researchers, teachers and students working in the fields of mathematics teaching and mathematics teacher professional development.
Book Synopsis Knowledge and Beliefs in Mathematics Teaching and Teaching Development by : Peter Sullivan
Download or read book Knowledge and Beliefs in Mathematics Teaching and Teaching Development written by Peter Sullivan and published by Brill / Sense. This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 1 presents research and theoretically informed perspectives on Knowledge and Beliefs in Mathematics Teaching and Teaching Development. The chapters together address the "what" of mathematics teacher education, meaning knowledge for mathematics teaching and teaching development and consideration of associated beliefs. As well as synthesising research and practice over various dimensions of these issues, the volume offers advice on 'best practice' for teacher educators, university decision makers, and those involved in systemic policy decisions on teacher education. There are four sections. The first, about mathematics discipline knowledge for teaching, contains chapters on mathematics discipline knowledge from both East Asian and Western perspectives, with separate chapters addressing primary/elementary teacher education and secondary teacher education, along with a chapter on approaches for assessing this mathematics knowledge of prospective teachers. The second section describes ways of thinking about how this mathematical knowledge is used in teaching. It includes chapters on pedagogical content knowledge, on knowledge for and about mathematics curriculum structures, the way that such knowledge can be fostered with practising teachers, on a cultural analysis of mathematical content knowledge, and on beliefs about mathematics and mathematics teaching. The third section outlines frameworks for researching issues of equity, diversity and culture in teaching mathematics. The fourth section contains a description of an approach to methods of researching mathematics discipline knowledge of teachers. Together the chapters not only confirm that the knowledge that mathematics teachers need includes both mathematical and pedagogical aspects but also explore the subtlety of the various dimensions of that knowledge. There are also suggestions of the relative emphases on the respective dimensions and ways that teacher educators might support prospective and practising teachers in acquiring and developing that knowledge. Bibliographical Information for the complete set: VOLUME 1: Knowledge and Beliefs in Mathematics Teaching and Teaching Development Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. ) paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9 VOLUME 2: Tools and Processes in Mathematics Teacher Education Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. ) paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0 VOLUME 3: Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. ) paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1 VOLUME 4: The Mathematics Teacher Educator as a Developing Professional Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. ) paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Book Synopsis Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age by : Niess, Margaret
Download or read book Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age written by Niess, Margaret and published by IGI Global. This book was released on 2016-04-22 with total page 714 pages. Available in PDF, EPUB and Kindle. Book excerpt: The digital age provides ample opportunities for enhanced learning experiences for students; however, it can also present challenges for educators who must adapt to and implement new technologies in the classroom. The Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age is a critical reference source featuring the latest research on the development of educators’ knowledge for the integration of technologies to improve classroom instruction. Investigating emerging pedagogies for preservice and in-service teachers, this publication is ideal for professionals, researchers, and educational designers interested in the implementation of technology in the mathematics classroom.
Book Synopsis Preparing Mathematics and Science Teachers for Diverse Classrooms by : Alberto J. Rodriguez
Download or read book Preparing Mathematics and Science Teachers for Diverse Classrooms written by Alberto J. Rodriguez and published by Routledge. This book was released on 2004-09-22 with total page 481 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts. Mathematics and science education has been slow to respond to issues of diversity and equity. Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity. A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who work as student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses.
Book Synopsis Mentoring Mathematics Teachers by : Rosalyn Hyde
Download or read book Mentoring Mathematics Teachers written by Rosalyn Hyde and published by Routledge. This book was released on 2013-09-23 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area. Developed by members of The Association of Mathematics Education Teachers, the authors draw upon the most up-to-date research and theory to provide evidence-based practical guidance. Themes covered include: the recognition of the importance of pedagogical content knowledge building upon subject knowledge developing skills of self-evaluation in order to reflect and develop your own practice the on-going need to address issues of equity and diversity within the profession the need for pre-service teachers and their mentors to work together effectively as a partnership the importance of collaboration, shared goals, mutual benefit and growth. Addressing issues of mentoring for all trainee and practising mathematics teachers, Mentoring Mathematics Teachers demonstrates both the importance of mentoring in the development of new teachers of mathematics, but also the benefits to all those who involve themselves in this challenging and rewarding task.
