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Full-Text Articles in Education
Mathematics Student Teaching In Japan: A Multi-Case Study, Allison Turley Shwalb
Mathematics Student Teaching In Japan: A Multi-Case Study, Allison Turley Shwalb
Theses and Dissertations
Nearly all research that seeks to assist in reforming mathematics student teaching in the United States has been limited in that it (1) does not consider student teaching models in non-Western cultures, and (2) has not sufficiently studied the unique context of mathematics in student teacher-cooperating teacher interactions. This multi-case study addresses these issues by analyzing the interactions between three cooperating teachers and two student teachers in the mathematics student teaching setting in Japan. Four conclusions are presented to generate a coherent picture of the principles of teaching and learning to teach that are emphasized during this Japanese student teaching …
Similar But Different: The Complexities Of Students' Mathematical Identities, Diane Skillicorn Hill
Similar But Different: The Complexities Of Students' Mathematical Identities, Diane Skillicorn Hill
Theses and Dissertations
We, as a culture, tend to lump students into broad categories to describe their relationships with mathematics, such as ‘good at math’ or ‘hates math.’ This study focuses on five students each of whom could be considered ‘good at math,’ and shows how the beliefs that make up their mathematical identities are actually significantly different. The study examined eight beliefs that affect a student's motivation to do mathematics: confidence, anxiety, enjoyment of mathematics, skill level, usefulness of mathematics, what mathematics is, what it means to be good at mathematics, and how one learns mathematics. These five students' identities, which seemed …
How Eighth-Grade Students Estimate With Fractions, Audrey Linford Hanks
How Eighth-Grade Students Estimate With Fractions, Audrey Linford Hanks
Theses and Dissertations
This study looked at what components are in student solutions to computational estimation problems involving fractions. Past computational estimation research has focused on strategies used for estimating with whole numbers and decimals while neglecting those used for fractions. An extensive literature review revealed one study specifically directed toward estimating with fractions (Hanson & Hogan, 2000) that researched adult estimation strategies and not children's strategies. Given the lack of research on estimation strategies that children use to estimate with fractions, this study used qualitative research methods to find which estimation components were in 10 eighth-grade students' solutions to estimation problems involving …
Paper 2: Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt
Paper 2: Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Are virtual manipulatives as effective as concrete (hands-on) manipulatives to build conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University’s preservice middle grades teachers has proven to be a very effective way to build conceptual understanding of a variety of mathematical topics. This paper presents an argument for the need for research into the usefulness of virtual manipulatives for enhancing mathematics teacher education and their potential to supplement (or replace?) concrete manipulatives.
Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …