Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 3 of 3
Full-Text Articles in Education
Using Self-Based Methodologies To Unpack Mathematics Teacher Educators' Work, Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant, Jennifer Ward, Sue Ellen Richardson, Olive Chapman
Using Self-Based Methodologies To Unpack Mathematics Teacher Educators' Work, Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant, Jennifer Ward, Sue Ellen Richardson, Olive Chapman
Teaching & Learning Faculty Publications
Narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are methodologies used by mathematics teacher educators (MTEs). These methodologies have opened up the field by unpacking and unearthing MTEs' work communicating findings from their practices. Building from our previous working groups at PME-NA 2018-2020, we sustain a community where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. At PME-NA Philadelphia, we will continue our work at PME-NA Mexico on self-based methodologies to develop perspectives on philosophical underpinnings of self-based methodologies and addressing trustworthiness and authenticity in our reports.
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 …
Secondary Mathematics Teachers' Perceptions Of The Achievement Gap, Linda Bol, Robert Q. Berry Iii
Secondary Mathematics Teachers' Perceptions Of The Achievement Gap, Linda Bol, Robert Q. Berry Iii
Educational Foundations & Leadership Faculty Publications
The purpose of this study was to survey the perceptions of secondary mathematics teachers on factors contributing to the achievement gap and ways to reduce this gap. National Council of the Teachers of Mathematics (NCTM) members were surveyed, and a total of 379 secondary teachers responded. Overall, respondents were most likely to attribute the achievement gap to student characteristics, such as differences in motivational levels, work ethic, and family support. Furthermore, teachers from schools with a higher population of White students were more likely to attribute the gap to student characteristics than were teachers in schools with higher percentages of …