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Bima Sapkota; Amanda Huffman Hayes – School Science and Mathematics, 2024
Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations…
Descriptors: Preservice Teachers, Mathematics Teachers, Teacher Education Programs, Pedagogical Content Knowledge
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
Campbell, Matthew P.; Lee, Hollylynne Stohl – School Science and Mathematics, 2017
To make progress toward ambitious and equitable goals for students' mathematical development, teachers need opportunities to develop specialized ways of knowing mathematics such as mathematical knowledge for teaching (MKT) for their work with students in the classroom. Professional learning communities (PLCs) are a common model used to support…
Descriptors: Mathematics Instruction, Knowledge Base for Teaching, Communities of Practice, Teacher Collaboration
Knapp, Andrea K.; Barrett, Jeffrey E.; Moore, Cynthia J. – School Science and Mathematics, 2016
This study investigated the ways in which four middle grades teachers developed mathematical knowledge for teaching (MKT) geometry as they implemented dynamic geometry software in their classrooms with the assistance of a coach. Teachers developed various components of MKT by observing coaches teach, by dynamic discourse with students, which is…
Descriptors: Middle School Teachers, Knowledge Base for Teaching, Mathematics Instruction, Geometry
Eli, Jennifer A.; Mohr-Schroeder, Margaret J.; Lee, Carl W. – School Science and Mathematics, 2013
Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher-order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that…
Descriptors: Problem Solving, Teacher Education Programs, Preservice Teachers, Mathematics Teachers
Perrin, John Robert – School Science and Mathematics, 2012
This study examined the extent to which seventh- and eighth-grade mathematics teachers are aware of National Council of Teachers of Mathematics (NCTM) standards documents, Curriculum and Evaluation Standards for School Mathematics and Principles and Standards for School Mathematics and agree with NCTM's vision of school mathematics as expressed in…
Descriptors: Mathematics Instruction, Mathematics Teachers, Middle School Teachers, Secondary School Mathematics
Evans, Brian R. – School Science and Mathematics, 2011
The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample…
Descriptors: Classroom Techniques, Methods Courses, Mathematics Education, Self Efficacy
McGee, Jennifer R.; Wang, Chuang; Drew, Polly – School Science and Mathematics, 2013
Reforms in mathematics education call for K-12 teachers to employ standards-based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards-based curricula, professional development must be provided that meets teachers' needs. The…
Descriptors: Mathematics Curriculum, Mathematics Teachers, Mathematics Instruction, Faculty Development
Son, Ji-Won; Sinclair, Nathalie – School Science and Mathematics, 2010
Recognizing and responding to students' thinking is essential in teaching mathematics, especially when students provide incorrect solutions. This study examined, through a teaching scenario task, elementary preservice teachers' interpretations of and responses to a student's work on a task involving reflective symmetry. Findings revealed that a…
Descriptors: Preservice Teachers, Geometric Concepts, Mathematics Instruction, Problem Solving
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
Piccolo, Diana – School Science and Mathematics, 2008
Multiple views have been presented on how mathematical content knowledge should be taught in order to ensure quality instruction in the classroom. However, the ability to teach mathematics content is influenced by general pedagogy, pedagogical content knowledge and mathematical content knowledge. Nevertheless, all pedagogical competencies and…
Descriptors: Knowledge Base for Teaching, Pedagogical Content Knowledge, Mathematics Instruction, Teaching Methods
Swars, Susan; Hart, Lynn C.; Smith, Stephanie Z.; Smith, Marvin E.; Tolar, Tammy – School Science and Mathematics, 2007
This study investigated the mathematics beliefs and content knowledge of 103 elementary pre-service teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Pre-service teachers' pedagogical beliefs became more cognitively-oriented during the teacher preparation program with these changes…
Descriptors: Student Teaching, Preservice Teachers, Methods Courses, Teacher Attitudes

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

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