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Articles 12421 - 12450 of 98561
Full-Text Articles in Entire DC Network
Using Transformative Learning Theory To Help Prospective Teachers Learn Mathematics That They Already “Know”, Kim Johnson, Dana Olanoff
Using Transformative Learning Theory To Help Prospective Teachers Learn Mathematics That They Already “Know”, Kim Johnson, Dana Olanoff
The Mathematics Enthusiast
Prospective Teachers (PTs) often enter their mathematics content courses believing that they know enough mathematics to teach elementary school. However, research has shown that much of PTs’ knowledge is procedurally based and lacks depth and conceptual understanding. One job of Mathematics Teacher Educators (MTEs) in mathematics content courses is to help PTs become more mathematically proficient, by relearning the mathematics that they believe they already know in deeper, more connected ways. We suggest that one way for MTEs to do this is to incorporate Transformative Learning Theory (TLT) into their mathematics content courses. TLT is an application of andragogy, which …
The Role Of Uncertainty In Mathematical Tasks For Prospective Elementary Teachers, Ziv Feldman, Megan Wickstrom, Sayonita Ghosh Hajra, Dittika Gupta
The Role Of Uncertainty In Mathematical Tasks For Prospective Elementary Teachers, Ziv Feldman, Megan Wickstrom, Sayonita Ghosh Hajra, Dittika Gupta
The Mathematics Enthusiast
Mathematics teacher educators (MTEs) charged with the content preparation of prospective elementary teachers (PTs) receive widespread recommendations on a variety of issues, including which mathematical topics to include in their courses, the types of pedagogical strategies to use when working with PTs, and how to foster the development of particular mathematical practices. The nature of the mathematical tasks that MTEs can use to best support and extend PTs’ content knowledge is another area that deserves attention. This article considers uncertainty as a task feature and explains how it can be incorporated into mathematical tasks in order to support PTs’ specialized …
Teaching The Mathematics That Teachers Need To Know: Classroom Ideas For Supporting Prospective Elementary Teachers’ Development Of Mathematical Knowledge For Teaching, Eric W. Kuennen, John E. Beam
Teaching The Mathematics That Teachers Need To Know: Classroom Ideas For Supporting Prospective Elementary Teachers’ Development Of Mathematical Knowledge For Teaching, Eric W. Kuennen, John E. Beam
The Mathematics Enthusiast
The goal of this article is to articulate aspects of mathematical knowledge for teaching (MKT) that should be addressed in college mathematics content courses for prospective teachers (PTs), and to make research- and practice-based recommendations of class activities, materials, and strategies in support of developing this knowledge. We describe class activities that engage PTs in problem solving as a means of making sense of the content that they will later teach and that immerse them in the mathematics practices that they will later need to foster with their own students. We also provide examples of how mathematics manipulatives, school curriculum …
Strategies For Assessing Mathematical Knowledge For Teaching In Mathematics Content Courses, Cody L. Patterson, Amy Parrott, Jason Belnap
Strategies For Assessing Mathematical Knowledge For Teaching In Mathematics Content Courses, Cody L. Patterson, Amy Parrott, Jason Belnap
The Mathematics Enthusiast
In their practice, teachers must not only know how to solve mathematics problems; they must also be able to make sense of students’ mathematical thinking, understand the organization and intent of curricular materials, and select contexts to motivate and highlight mathematical ideas. Similarly, mathematics content courses for prospective teachers (PTs) should not only seek to convey mathematical content; they should prepare PTs to use mathematical knowledge in ways that enhance school teaching and learning of the subject. Accordingly, mathematics teacher educators (MTEs) should assess not only the mathematics that PTs know but also whether this mathematical knowledge is organized in …
Supporting Mathematics Teacher Educators’ Practices For Facilitating Prospective Teachers’ Mathematical Explanations In Content Courses, Allyson Hallman-Thrasher, Ginger Rhodes, Kyle Schultz
Supporting Mathematics Teacher Educators’ Practices For Facilitating Prospective Teachers’ Mathematical Explanations In Content Courses, Allyson Hallman-Thrasher, Ginger Rhodes, Kyle Schultz
The Mathematics Enthusiast
The push for more student-generated explanations in K-8 mathematics classrooms, together with prospective teachers’ well-documented weaknesses in both providing adequate explanation and appreciating what constitutes a sound mathematical explanation, points to the need for more experiences for prospective teachers to formulate explanations of mathematical ideas before asking them to facilitate students’ explanations. Creating experiences for prospective teachers to wrestle with challenging mathematics and learn to elicit, develop, and evaluate mathematical explanations is a responsibility of mathematics teacher educators (MTEs) who teach content courses for teachers. Our work considers MTEs’ practices that encourage prospective elementary teachers to construct and critique explanations. …
Fostering And Modeling The Common Core Standards For Mathematical Practice In Content Courses For Prospective Elementary Teachers, Stephanie Bernander, Jennifer E. Szydlik, Carol E. Seaman
Fostering And Modeling The Common Core Standards For Mathematical Practice In Content Courses For Prospective Elementary Teachers, Stephanie Bernander, Jennifer E. Szydlik, Carol E. Seaman
The Mathematics Enthusiast
What do prospective elementary teachers (PTs) need to learn about the nature and practice of mathematics? What pedagogy is powerful in achieving those learning outcomes? This article focuses on ways to foster and model a classroom culture of doing mathematics with PTs. We describe ways to support them in solving problems, using and valuing precise language and notation, making sense of definitions, conjecturing, generalizing, and in communicating and justifying their mathematical thinking. We assert that participation in authentic mathematical practices provides PTs with the mathematical disposition and the tools to continue to learn mathematics long after they leave your classroom; …
Film 448.01: Documentary - Theory And Practice, Sean O'Brien
Film 448.01: Documentary - Theory And Practice, Sean O'Brien
University of Montana Course Syllabi
No abstract provided.
Aast 310.50: Diversity, Equity, And Inclusion, Tobin Miller Shearer
Aast 310.50: Diversity, Equity, And Inclusion, Tobin Miller Shearer
University of Montana Course Syllabi
No abstract provided.
Teaching Sociopolitical Issues In Mathematics Teacher Preparation: What Do Mathematics Teacher Educators Need To Know?, Mathew D. Felton-Koestler
Teaching Sociopolitical Issues In Mathematics Teacher Preparation: What Do Mathematics Teacher Educators Need To Know?, Mathew D. Felton-Koestler
The Mathematics Enthusiast
Attention to issues of social justice is becoming increasingly prominent in teacher education programs and in the field of mathematics education (e.g., White, Crespo, & Civil, 2016). Moreover, scholars have argued that instead of remaining isolated in a single course (typically the “multicultural” course), a focus on social justice must be integrated throughout teacher education programs (McDonald & Zeichner, 2009). This requires that mathematics teacher educators be prepared to address social justice in their mathematics content and methods courses. There are a variety of perspectives in the literature on social justice mathematics education (Wager & Stinson, 2012). In my work …
Biom 360.01e: General Microbiology, James Michael Battisti
Biom 360.01e: General Microbiology, James Michael Battisti
University of Montana Course Syllabi
No abstract provided.
Biom 250n.01d: Microbiology For Health Sciences, James Michael Battisti
Biom 250n.01d: Microbiology For Health Sciences, James Michael Battisti
University of Montana Course Syllabi
No abstract provided.
Biob 260.01b: Cellular And Molecular Biology, Laurie A. Minns
Biob 260.01b: Cellular And Molecular Biology, Laurie A. Minns
University of Montana Course Syllabi
No abstract provided.
Biob 170n.01d: Principles Of Biological Diversity, Gregory D. Peters
Biob 170n.01d: Principles Of Biological Diversity, Gregory D. Peters
University of Montana Course Syllabi
No abstract provided.
Biob 161.50b: Principles Of Living Systems Lab, Laurie A. Minns
Biob 161.50b: Principles Of Living Systems Lab, Laurie A. Minns
University of Montana Course Syllabi
No abstract provided.
Biob 101n.51: Discover Biology, Andrea T. Green
Biob 101n.51: Discover Biology, Andrea T. Green
University of Montana Course Syllabi
No abstract provided.
Biob 101n.50: Discover Biology, Andrea T. Green
Biob 101n.50: Discover Biology, Andrea T. Green
University of Montana Course Syllabi
No abstract provided.
Writ 101.50h: College Writing I, Miranda Ruby Morgan
Writ 101.50h: College Writing I, Miranda Ruby Morgan
University of Montana Course Syllabi
No abstract provided.
Writ 101.50f: College Writing I, Miranda Ruby Morgan
Writ 101.50f: College Writing I, Miranda Ruby Morgan
University of Montana Course Syllabi
No abstract provided.
Biob 260.02b: Cellular And Molecular Biology, James D. Driver
Biob 260.02b: Cellular And Molecular Biology, James D. Driver
University of Montana Course Syllabi
No abstract provided.
Bioo 335.01b: Rocky Mountain Flora, Gregory D. Peters
Bioo 335.01b: Rocky Mountain Flora, Gregory D. Peters
University of Montana Course Syllabi
No abstract provided.
Lit 110l.51d: Introduction To Literature, Henrietta Spencer Goodman
Lit 110l.51d: Introduction To Literature, Henrietta Spencer Goodman
University of Montana Course Syllabi
No abstract provided.
Biob 171n.01d: Principles Of Biological Diversity Lab, Gregory D. Peters
Biob 171n.01d: Principles Of Biological Diversity Lab, Gregory D. Peters
University of Montana Course Syllabi
No abstract provided.
Crwr 212a.50f: Introduction To Nonfiction Workshop, Kelly Renee Schirmann
Crwr 212a.50f: Introduction To Nonfiction Workshop, Kelly Renee Schirmann
University of Montana Course Syllabi
No abstract provided.
Biob 161n.51b: Principles Of Living Systems Lab, Laurie A. Minns
Biob 161n.51b: Principles Of Living Systems Lab, Laurie A. Minns
University of Montana Course Syllabi
No abstract provided.
Enst 420.50b: U.S. Environmental Movement, Brittany Palmer
Enst 420.50b: U.S. Environmental Movement, Brittany Palmer
University of Montana Course Syllabi
No abstract provided.
Enst 391.01b: Special Topics - Zero Waste Communities, Sarah Blyth Lundquist
Enst 391.01b: Special Topics - Zero Waste Communities, Sarah Blyth Lundquist
University of Montana Course Syllabi
No abstract provided.
Hsta 391.50b: Special Topic - Covid-19 And History: Disease And Disaster In Perspective, Leif M. Fredrickson
Hsta 391.50b: Special Topic - Covid-19 And History: Disease And Disaster In Perspective, Leif M. Fredrickson
University of Montana Course Syllabi
No abstract provided.
Hsta 342h.50e: African American History To 1865, Patrick J. O'Connor
Hsta 342h.50e: African American History To 1865, Patrick J. O'Connor
University of Montana Course Syllabi
No abstract provided.
Hsta 101h.50b: American History I, Kyle G. Volk
Hsta 101h.50b: American History I, Kyle G. Volk
University of Montana Course Syllabi
No abstract provided.
Hstr 363.50d: Eastern Europe - Life And Death On The Eastern Front, 1939-1945, Robert H. Greene
Hstr 363.50d: Eastern Europe - Life And Death On The Eastern Front, 1939-1945, Robert H. Greene
University of Montana Course Syllabi
No abstract provided.