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Prospective Teachers Anticipate Challenges Fostering the Mathematical Practice of Making Sense
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Keazer, Lindsay; Jung, Hyunyi – School Science and Mathematics, 2020
Problem solving has long been a priority in mathematics education, and the first Common Core mathematical practice (SMP1) focuses on this priority through the language of "Make sense of problems and persevere in solving them." We present findings from a survey about how prospective elementary teachers' (PTs) make sense of potential…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Education, Elementary School Mathematics
Validation of the Diagnostic Teacher Assessment of Mathematics and Science (DTAMS) Instrument
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Saderholm, Jon; Ronau, Robert; Brown, E. Todd; Collins, Gary – School Science and Mathematics, 2010
The Diagnostic Teacher Assessment in Mathematics and Science (DTAMS) was developed to measure the content knowledge and pedagogical content knowledge of middle-school teachers. Its reliability and validity were initially established by reviewing national standards for content and use of expert question writing teams and reviewers. DTAMS was…
Descriptors: Structural Equation Models, Mathematics Achievement, Pedagogical Content Knowledge, Item Response Theory
Improving Science Teaching for All Students.
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Feldman, Arnold; Arambula-Greenfield, Teresa – School Science and Mathematics, 1997
Describes an inservice program designed to enhance the knowledge and skills of elementary school teachers with regard to science content, effective teaching strategies, and gender equity. Finds that the project has a positive impact on science teaching content and pedagogy, and on female student interest and active participation in science.…
Descriptors: Elementary Education, Inservice Teacher Education, Knowledge Base for Teaching, Science Curriculum
The Influences of Three Interventions on Prospective Elementary Teachers' Beliefs about the Knowledge Base Needed for Teaching Mathematics
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Timmerman, Maria A. – School Science and Mathematics, 2004
To meet the challenge to reform mathematics education, effective opportunities to learn are needed to promote prospective elementary school teachers' development of the knowledge base that supports teaching, for mathematical proficiency. This article describes three professional development interventions and their influence on prospective…
Descriptors: Mathematics Instruction, Knowledge Base for Teaching, Beliefs, Preservice Teachers
Connecting Science and Mathematics Instruction: Pedagogical Context Knowledge for Teachers
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Frykholm, Jeffrey; Glasson, George – School Science and Mathematics, 2005
Although the reform literature in mathematics and science is replete with calls for the integration of math and science, there remain precious few empirical studies examining the prerequisite skills, beliefs, knowledge bases, and experiences necessary for teachers to implement integrated instruction. The initial intent of this study was to examine…
Descriptors: Science Instruction, Mathematics Instruction, Integrated Curriculum, Secondary Education
Describing and Evaluating an Exemplary Mathematics Elementary Staff Development Project
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Mittag, Kathleen Cage; Shoho, Alan; Lien, Violetta – School Science and Mathematics, 2004
The purpose of this paper is to describe the model of a mathematics and science staff development cooperative and focus on the evaluation of the mathematics component. The Mathematics and Science Education Cooperative (MSEC) was a comprehensive, long-range staff development program to improve the teaching and learning of mathematics and science at…
Descriptors: Models, Workshops, Elementary School Teachers, Mathematics Teachers