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Articles 1 - 5 of 5
Full-Text Articles in Education
Using Number Properties To Inspire Teaching And Learning In The K-12 Classrooms, Hui Fang H. Su, Farrah Bell, Denise Gates, Janice Haramis, Kristin Hjerpe, Claude Manigat, Lourivaldo Da Silva
Using Number Properties To Inspire Teaching And Learning In The K-12 Classrooms, Hui Fang H. Su, Farrah Bell, Denise Gates, Janice Haramis, Kristin Hjerpe, Claude Manigat, Lourivaldo Da Silva
Transformations
Where would today’s world be without the number system? Indeed, civilization would not have come to as far as in modern times. In fact, the software this paper is being written on is run by a computer that is embedded in numerical codes and commands– something that would not be possible if it were not for the advancement of technology using the modern number system. In this paper, we study the historical development of the modern-day number system. We investigate the classification of numbers and number properties for mathematical use; including standard functions, rules, and examples. As a culmination of …
Professional Learning Interventionn In Mathematics: A Case Of Developing Portfolio Assessment, Hem Chand Dayal, Bronwen Cowie
Professional Learning Interventionn In Mathematics: A Case Of Developing Portfolio Assessment, Hem Chand Dayal, Bronwen Cowie
Australian Journal of Teacher Education
: This paper reports findings from a Fijian study that engaged secondary mathematics teachers in a two-day professional development workshop on the use of portfolios as an alternative means of assessing student learning in mathematics. Utilising an action research approach with a view to involve teachers as key stakeholders in mathematics education, the professional development prompted a small group of secondary mathematics teachers to think about the mathematics content and processes which could not be assessed using written tests, and to develop assessments that would reflect higher-order thinking in mathematics. While the majority of the teachers came up with ideas …
A Multilevel Analysis Of The Impact Of Teachers’ Beliefs And Mathematical Knowledge For Teaching On Students’ Mathematics Achievement, Adem Ekmekci, Danya M. Corkin, Weihua Fan
A Multilevel Analysis Of The Impact Of Teachers’ Beliefs And Mathematical Knowledge For Teaching On Students’ Mathematics Achievement, Adem Ekmekci, Danya M. Corkin, Weihua Fan
Australian Journal of Teacher Education
: Teachers’ content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers’—who teach in high-poverty urban schools—professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students’ math achievement. Hierarchical linear modeling (HLM) results indicated that although students’ prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers’ MKT and holding a bachelor’s degree in mathematics had significant positive effects on students’ math achievement. Results provide support for professional …
Developing Mathematics Teachers’ Attention To Quantitative Reasoning In Task Design: A Modeling Approach, David Glassmeyer
Developing Mathematics Teachers’ Attention To Quantitative Reasoning In Task Design: A Modeling Approach, David Glassmeyer
Numeracy
This study examines how a models-and-modeling perspective affected teachers' attention to quantitative reasoning in task design. A Model-Eliciting Activity (MEA) was implemented with 21 teachers over four weeks, challenging teachers to design a quantitative reasoning task for their students. Teachers’ initial quantitative reasoning tasks did not incorporate quantities or quantitative relationships, two essential components of quantitative reasoning. As teachers revised their tasks through the MEA, most teachers began attending to these components. This article details how a modeling approach to teacher education provided a method to describe and support teachers to incorporate quantitative reasoning in their classroom tasks, though attending …
Mathematics Teacher Educators' Exploring Self-Based Methodologies, Elizabeth Elizabeth, Signe E. Kastberg, Dana Cox, Jennifer Ward, Olive Chapman, Melva R. Grant
Mathematics Teacher Educators' Exploring Self-Based Methodologies, Elizabeth Elizabeth, Signe E. Kastberg, Dana Cox, Jennifer Ward, Olive Chapman, Melva R. Grant
Teaching & Learning Faculty Publications
Historically underused methodologies in mathematics teacher education such as narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more frequent choice of mathematics teacher educators (MTEs). This has opened new challenges for MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018, we respond to the need for creating spaces (communities) where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we shift our focus from discussion to mentoring and scholarship on self-based methodologies. We invite MTEs with …