Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Examining The Mathematical Knowledge For Teaching Involved In Pre-Service Teachers’ Reflections, Leigh A. Van Den Kieboom
Examining The Mathematical Knowledge For Teaching Involved In Pre-Service Teachers’ Reflections, Leigh A. Van Den Kieboom
College of Education Faculty Research and Publications
This study examines the mathematical knowledge for teaching involved in 24 pre-service teachers' reflections on teaching the meaning of fractions to a small group of students in an elementary mathematics field experience. Excerpts from journals are used to describe the aspects of mathematical knowledge for teaching pre-service teachers include and emphasize in the content of their reflections. The article illuminates how mathematical knowledge for teaching assists pre-service teachers in analytically reflecting on multiple aspects of teaching and learning, thus making reflection more productive. Implications for teacher education are discussed.
Textbooks, Teachers, And Middle School Mathematics Student Achievement, Susan R. Monaghan
Textbooks, Teachers, And Middle School Mathematics Student Achievement, Susan R. Monaghan
Dissertations (1934 -)
The purpose of this study was to extend the research on textbook effectiveness to a situated investigation of a single large urban school district in which middle schools were given a choice in selecting from three textbooks for mathematics instruction: a reform textbook, a commercially produced textbook developed in response to mathematics standards, and a traditional textbook. Its genesis is rooted in the efforts in the mathematics education community to investigate the interaction of teachers and mathematics curriculum materials, but in light of the shift to an accountability policy climate in public education. In particular, this study sought to determine …