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Direct linkMcCormick, Kelly K. – Teaching Children Mathematics, 2015
To be able to support meaningful mathematical experiences, preservice elementary school teachers (PSTs) must learn mathematics in deep and meaningful ways (Ma 1999). They need to experience investigating and making sense of the mathematics they will be called on to teach. To expand their own--often limited--views of what it means to teach and…
Descriptors: Mathematics Instruction, Mathematical Concepts, Preservice Teachers, Elementary School Teachers
Kersting, Nicole B.; Givvin, Karen B.; Thompson, Belinda J.; Santagata, Rossella; Stigler, James W. – American Educational Research Journal, 2012
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers' analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written…
Descriptors: Video Technology, Teacher Effectiveness, Teacher Characteristics, Elementary School Teachers
Quinn, Robert J.; Lamberg, Teruni D.; Perrin, John R. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2008
Dividing by zero can be confusing for students at all levels. If teachers are to provide clear and understandable explanations of this topic, they must possess a strong conceptual understanding of it themselves. In this article, the authors present qualitative data on fourth- through eighth-grade teachers' perceptions of division by zero. They…
Descriptors: Concept Formation, Mathematics Instruction, Mathematics Teachers, Mathematical Concepts
