Mathematics learning in higher education today focuses on the need to enhance students' diverse creativity through learning process. To address this challenge, this study introduces the Differentiated Instruction based on Lateral Thinking Techniques (D-LTT) framework. It provides an overview of D-LTT, demonstrates its application in a numerical…

Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…

A structured interview process is proffered as an effective means to advance prospective teachers' understandings of students as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three phases with the primary objective of developing listening skills for accessing students'…

The aim of this study is to characterize the discourse of two problem-solving courses for prospective teachers. The data, consisting of audio recordings and field notes, were examined from a dialogical approach combined with the theory of contextualization. I show not only the substantial differences between the two classroom discourses but also…

Used transcripts from an undergraduate elementary mathematics methods class (n=12) to show the struggles and transformation of students. Analysis of the change in student thinking using M. Bakhtin's concept of "appropriation" reveals the teacher's initial judgment of student resistance and lack of open-mindedness. (SLD)

Finds that an elementary mathematics-methods course provided preservice teachers with important knowledge and experience concerning the use of manipulatives. Notes that the preservice teachers learned mathematical content through the use of manipulatives in the course, and that they were concerned that difficulties might impede their ability to…

Finds that a mathematics methods course provided preservice teachers with knowledge and experience concerning the use of technological aids (calculators, computers, etc.). Finds also that preservice teachers (1) learned mathematical content through their experiences using technological aids; (2) were concerned over difficulties incorporating these…

The purposes of this research were to: (1) gather information about attributes of methods course teaching that make it more or less effective, (2) compare the perspectives of instructors and students on attributes of effectiveness, and (3) understand more about how university teachers develop an understanding of the thinking of prospective…

Presents recommendations for preparation of mathematics faculty at two-year colleges, including discussions of: minimal and standard preparation, continuing formal education, evaluating credentials, mathematical and pedagogical content, and continuing education. Includes an outline for a course in college mathematics teaching, suggesting topics,…

This investigation traced changes in anxiety for teaching mathematics (ATM) among pre-service elementary school teachers (n=36) enrolled in a mathematics methods course by analyzing their weekly journal entries. Journal entries were coded for high level of ATM (ATM-high) or absence of ATM (ATM-absent) during the first class session, as well as…

The materials developed by teachers in England for the Mathematics Teacher Education Project (MTEP) draw on such disciplines as philosophy, educational psychology, sociology, history, and curriculum studies. In the attempt to provide a coherent, well-rounded mathematics methods course for prospective teachers, MTEP can encourage interdisciplinary…

Relying on only one method of assessment does not necessarily yield an accurate picture of student achievement. This paper discusses aspects of designing, implementing, and evaluating portfolios in a mathematics methods classroom; describes how the use of portfolios has influenced teaching practice; and contains excerpts from student portfolios.…

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

Experience with materials developed by the Mathematics Teacher Education Project has shown that these resources of teaching methods and suggestions can be used to assist student teachers in their first field experience and in the final term as a means to coalesce and focus on specific teaching strategies. (FG)

Preservice teacher candidates changed their thinking about mathematics, mathematics teaching, and children's mathematics learning after completing a mathematics methods course that promoted a nontraditional approach, which focused on teaching mathematics from a student-centered viewpoint. (20 references) (IAH)