Relevant bibliographies by topics / Mathematics education|Elementary education|Teacher education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics education|Elementary education|Teacher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Mathematics education|Elementary education|Teacher education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Mathematics education|Elementary education|Teacher education"

1

Haciomeroglu, Guney. "Mathematics Education Values Portrayed by Elementary Student Teacher." Educational Policy Analysis and Strategic Research 15, no. 2 (June 20, 2020): 259–70. http://dx.doi.org/10.29329/epasr.2020.251.14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dobrick, Alison Asher, and Laura Fattal. "Exploring exemplars in elementary teacher education." Social Studies Research and Practice 13, no. 1 (May 21, 2018): 72–83. http://dx.doi.org/10.1108/ssrp-07-2017-0039.

Full text
Abstract:
PurposeEducators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.Design/methodology/approachThis paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social justice. Teacher-candidates envisioned, planned and taught effective, engaging, standards-based learning experiences that began with children’s literature and led to artistic expression.FindingsThrough lessons like these, teacher-candidates learned to meet arts, social studies, and literacy standards while building the skills and attitudes their students need as “citizens of the world.”Research limitations/implicationsElementary teacher education programs can help teacher-candidates to prepare for the challenge of teaching for social justice by integrating the arts with core academic areas, including social studies.Practical implicationsThis integrated model suitably serves our current, mathematics- and literacy-focused, assessment-saturated school system. Pre-service teachers learn to plan and teach integrated learning activities. They learn practical ways to infuse the arts in both their field experience and future classrooms.Social implicationsWhen the arts are central in education, students benefit in numerous important ways, developing critical and creative thinking skills, empathy, self-awareness, and the ability to collaborate with others productively. The arts, essential to humanity since the dawn of civilization, thus serve as a natural focal point for education for social justice.Originality/valueThe innovative methods involved in this study, in which subject areas throughout the elementary teacher education program are integrated in one meaningful, practical, applied lesson on social justice, represent a practical, original, and valuable way to enhance teacher education programs’ focus on social justice.
APA, Harvard, Vancouver, ISO, and other styles
3

Jansen, Amanda, Dawn Berk, and Erin Meikle. "Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding." Harvard Educational Review 87, no. 2 (June 1, 2017): 225–50. http://dx.doi.org/10.17763/1943-5045-87.2.225.

Full text
Abstract:
In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher teaching two lessons: one on a mathematics topic that was developed in their teacher education program (target topic) and one on a mathematics topic that was not addressed in their program (control topic). Based on their observations, the authors identified four instructional practices for teaching mathematics conceptually that the participants used in their classroom practice and found that these teachers were more likely to enact two of these instructional practices when teaching target topics: use of mathematical language to support students' sense making and use of visual representations. They also found that the teachers enacted two other instructional practices—use of story problems and pressing students for mathematical explanations—in both target and control topic lessons but did so with limitations in control topic lessons. For teacher education to influence teaching, the authors assert, it is important to develop content knowledge for teaching and pedagogical knowledge in tandem with developing beliefs.
APA, Harvard, Vancouver, ISO, and other styles
4

Mulvihill, Thalia M., and Linda E. Martin. "Voices in Education: Mathematics and Teacher Education." Teacher Educator 55, no. 1 (December 18, 2019): 1–5. http://dx.doi.org/10.1080/08878730.2020.1687184.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Abramovich, Sergei, and Michael L. Connell. "Using Technology in Elementary Mathematics Teacher Education: A Sociocultural Perspective." ISRN Education 2014 (March 4, 2014): 1–9. http://dx.doi.org/10.1155/2014/345146.

Full text
Abstract:
A central tenet of mathematics education reform is the integral role of technology at all grade levels. The current technological changes combined with the changes in the mathematics content and instructional method require elementary mathematics teachers to be able to design technology intensive lessons for exploration and discovery of these concepts through appropriate computer applications. In actual practice, however, most computer applications provided for mathematics education consist of software designed for a specific educational purpose: the solution in a can scenario. Furthermore, economic constraints often stand in the way of incorporating such special purpose software into an instructional setting. In this paper we will discuss an alternative to this traditional approach which shifts the instructional focus specific computer applications to more sophisticated uses of general purpose software. In particular educational uses of spreadsheets will be developed as an exemplar for this approach.
APA, Harvard, Vancouver, ISO, and other styles
6

Asrial, Syahrial, Dwi Agus Kurniawan, Faizal Chan, Putut Nugroho, Reza Aditya Pratama, and Retno Septiasari. "IDENTIFICATION: THE EFFECT OF MATHEMATICAL COMPETENCE ON PEDAGOGIC COMPETENCY OF PROSPECTIVE TEACHER." Humanities & Social Sciences Reviews 7, no. 4 (July 22, 2019): 85–92. http://dx.doi.org/10.18510/hssr.2019.7413.

Full text
Abstract:
Purpose of Study: The aim of this study was to determine the mathematics competencies and pedagogical competencies of prospective teachers and to determine the effect of mathematical competencies on pedagogical prospective teacher competencies in Elementary School Teacher Education. Methodology: Quantitative research on this type of survey uses a sample of 540 prospective teachers. Findings and Results: The results of this study were that prospective teachers mathematics competencies tended to be predominantly or less dominant with a percentage of men of 34.5% and 34.4% of women and pre-service pedagogic competencies in primary school education study programs classified as tend to be more or less dominant with the percentage of men 36.8% and women 33.3%, and there is an influence between mathematical competencies on pedagogic competence of prospective teachers in Primary School Teacher Education at Jambi University. Implication/Application : Research conducted by researchers is useful to provide input and motivation to prospective elementary school teachers regarding the improvement of the competence of an elementary school teacher candidate teacher to implement his pedagogic science in elementary school.
APA, Harvard, Vancouver, ISO, and other styles
7

Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.

Full text
Abstract:
This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.
APA, Harvard, Vancouver, ISO, and other styles
8

Brizuela, Bárbara M. "Variables in Elementary Mathematics Education." Elementary School Journal 117, no. 1 (September 2016): 46–71. http://dx.doi.org/10.1086/687810.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Langrall, Cynthia W., Carol A. Thornton, Graham A. Jones, and John A. Malone. "Enhanced Pedagogical Knowledge and Reflective Analysis in Elementary Mathematics Teacher Education." Journal of Teacher Education 47, no. 4 (September 1996): 271–82. http://dx.doi.org/10.1177/0022487196474005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bush, William S. "Mathematics Textbooks in Teacher Education." School Science and Mathematics 87, no. 7 (November 1987): 558–64. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11745.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Mathematics education|Elementary education|Teacher education"

1

Graumann, Günter. "Reflecting Problem Orientation in Mathematics Education within Teacher Education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82503.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

DeBiase, Kirstie. "Teacher preparation in science, technology, engineering, and mathematics instruction." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.

Full text
Abstract:

The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.

APA, Harvard, Vancouver, ISO, and other styles
3

Catak, Melek. "An Elementary Mathematics Teacher." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613056/index.pdf.

Full text
Abstract:
The purpose of this study was to explore an elementary mathematics teacher&rsquo
s pedagogical reasoning on selection of learning activities. For this purpose, a teacher&rsquo
s decisions and judgments while selecting activities for her mathematics lessons were examined. Qualitative case study was performed where
data was collected in the spring semester of 2008-2009 and in the fall semester of 2009-2010 academic year. The case of the study was a teacher who was known by using activities in her mathematics lessons. Results revealed that the teacher had two main groups of considerations in her pedagogical reasoning on selection of activities. The first group is considering how activities will affect students&rsquo
learning and the second group is considering how to organize her teaching. Considering how activities will affect students&rsquo
learning is related to characteristics of the tasks within the activities, students&rsquo
understanding concepts: their conceptions and misconceptions, and student motivation. On the other hand, considering activities in organization of activities is related to objectives of the lesson, lesson flow, purposes of the activities
time use for an activity, sources and materials to be used in the activities.
APA, Harvard, Vancouver, ISO, and other styles
4

Behm, Stephanie Lee. "Preservice Elementary Teachers' Learning with Mathematics Curriculum Materials During Preservice Teacher Education." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28328.

Full text
Abstract:
Following the release of the Curriculum and Evaluation Standards for School Mathematics, (NCTM, 1989) substantial federal funding in the 1990s supported the development of curriculum materials intended to help teachers enact new visions of mathematics teaching and learning. Although a great deal of research about the â Standards-basedâ curriculum materials has focused on student achievement, an equally important body of research has investigated teachersâ experiences with these materials. While this research about teacher-curriculum interactions continues to mature and offer insights into teachersâ curriculum use, we face a critical shortage of information about preservice teachersâ use of mathematics curriculum materials. To address this gap, I conducted two separate but related qualitative studies focused on preservice teachersâ interactions with mathematics curriculum materials. The first study examined a teacher education activity in which 23 preservice elementary teachers analyzed sections of different mathematics curriculum materials and textbooks. The second study focused on three student teachersâ uses of mathematics curriculum materials and textbooks during their student-teaching internships. The overall purpose of these studies was to examine the views and experiences that appear to influence preservice teachersâ initial interpretations of Standards-based curriculum materials and to document preservice teachersâ experiences using Standards-based and other instructional resources during student teaching. I also aimed to explore how mathematics curriculum materials might be more carefully positioned to play a more critical role in preservice teacher learning throughout typical teacher education opportunities and also in teachersâ future use and learning with Standards-based curriculum materials and other instructional resources. Results of this manuscript dissertation indicated that preservice teachers found themselves immersed in professional development with mathematics curriculum materials, textbooks, and state curriculum guides during coursework and fieldwork experiences. They had the opportunity to develop an understanding of the variety of mathematics instructional resources available to them that were different from what they were used to, and also had opportunities to consider the unexpectedly complex nature of many of the materials. The preservice teachers found themselves negotiating balance between university coursework and fieldwork expectations as they evaluated, adapted and supplemented materials during coursework and fieldwork. The results from these chapters not only illustrate teacher learning with and about curriculum materials, but also point out opportunities within teacher education for preservice teachers to question well-established beliefs and practices regarding mathematics teaching and mathematics instructional resources as they encountered disequilibrium in multiple contexts. Overall results also highlight possible missed opportunities for learning and the importance of human resources within teacher education as it relates to preservice teachersâ encounters with mathematics curriculum materials and instructional resources.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
5

Pallett, Lisa H. "The Preparedness of Candidates and Graduates from Maryland Universities to Teach Using Elementary Mathematics Standards." Thesis, Notre Dame of Maryland University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805390.

Full text
Abstract:

Elementary mathematics teachers in Maryland are required to teach according to the Maryland College and Career-Ready Standards (MCCRS). Implementation of these standards requires teachers to understand and implement instructional shifts that are unlike the way most of them were taught mathematics in elementary school. Consequently, educator preparation programs in Maryland must ensure candidates are adequately prepared to teach elementary mathematics according to the Maryland standards and the necessary instructional shifts.

This study describes the preparedness of teacher candidates and first-year teachers from Maryland educator preparation programs to teach according to the elementary mathematics MCCRS. Preparedness is described from the perspective of mentor teachers who work with interns and mathematics instructional leaders (MILs) who work with first year teachers from Maryland preparation programs. The descriptions of the preparedness of these interns and first-year teachers provide multiple perspectives on both the strengths and needs of preservice teachers and recent graduates.

Mentors from five different school systems in Maryland and MILs from four school systems in Maryland completed a survey with both quantitative and qualitative questions. Nineteen mentors and 22 MILs participated in the survey. Ten of the participants volunteered for and participated in a follow-up interview. The participants reported on the interns or first-year teachers they worked with during the 2016–2017 school year.

Mentors and MILs described the teachers they work with as having strengths in implementing technology into instruction and described the teachers as willing to use manipulatives during instruction. Additionally, they perceived educator preparation programs as being well-aligned to their school system goals and priorities. Participants described needs of the teachers they work with, including the following: understanding the standards, understanding mathematics on a conceptual level, differentiating instruction, promoting mathematical discourse, and problem solving into instruction. These recommendations provide a basis for educator preparation programs when examining the preparedness of their candidates and graduates to teach according to the MCCRS for elementary mathematics.

APA, Harvard, Vancouver, ISO, and other styles
6

Mitchell, Karen Michelle. "Best Practices to Reduce Math Anxiety." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936027.

Full text
Abstract:

The subjects of science, technology, engineering, and math (STEM) have grown in importance because they are fundamental to the future quality of life and the ability to compete in today’s global society. The demand for STEM careers is increasing; however, the United States is having difficulty meeting this demand. Society needs students who can research and think critically, so they can be proficient in STEM education and become the next generation of mathematicians, scientists, technologists, and engineers. Mathematical proficiency is of particular concern because while it is required for STEM education success, individuals find it challenging.

Both adults and children have apprehension about mathematics, and their negative attitudes toward math develop a barrier to STEM education and careers. This negative math phobia, or math anxiety, causes a decrease in math achievement. This study explored the perceptions of elementary teachers in establishing a classroom environment free of math anxiety. Specifically, this study focused on best practices that teachers incorporate in order to reduce math anxiety.

The purpose of the study was to (a) determine the strategies and practices teachers employ to reduce math anxiety, (b) determine the challenges teachers face in reducing math anxiety, (c) determine how teachers measure the success of their practices in reducing math anxiety, and (d) determine the recommendations teachers would make for future implementation of strategies in reducing math anxiety.

APA, Harvard, Vancouver, ISO, and other styles
7

Kim, Grace B. "The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261327.

Full text
Abstract:

The purpose of this study was to examine the effects of virtual manipulative on children’s algebraic thinking in their early math education. The virtual manipulative is considered as a means of intervention, and its effects is proven to be an effective way through the action research working with the third-grade elementary students. In doing so, this study evaluated the effectiveness of e-based virtual manipulative to support children’s algebraic thinking development in their early math education. Data collected for this study included pre-disposition and post-disposition surveys, pretest and posttest for algebraic thinking, and intervention assignments utilizing online math content materials regarding algebraic thinking. Data was analyzed using a statistical method using SPSS 24.0, including descriptive statistics, Pearson correlation analysis, effective size, and paired t-test. This study found that students’ test scores improved significantly in overall math scores, showing that there was a statistically significant difference between the pretest and the posttest through the intervention using e-based virtual manipulative. This study also found that student’s test scores increased in three algebra thinking content areas such as unknown variables, properties of operations, and arithmetic pattern with a significant difference. This study also found that students’ disposition scores increased in all three areas of attitude, confidence, and belief. This study will benefit students in early-grade levels with positive impact on usage of e-based virtual manipulative intervention activities for better understanding algebraic thinking and effective pedagogy.

APA, Harvard, Vancouver, ISO, and other styles
8

Wakhungu, Henry K. "Pre-service elementary teachers' beliefs and conceptions about the nature of mathematics and mathematics learning." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3159910.

Full text
Abstract:
Thesis (Ph.D.)--Indiana University, School of Education, 2005.
Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0123. Adviser: Peter W. Kloosterman. Title from dissertation home page (viewed Oct. 11, 2006)
APA, Harvard, Vancouver, ISO, and other styles
9

Rogers, Valerie S. "Mathematics teaching self-efficacy| A descriptive comparative study of teacher preparation and self-efficacy at low- and high-achieving schools." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628725.

Full text
Abstract:

The purpose of this study was to examine the differences between mathematics preparation and teachers' perception of self-efficacy for teaching mathematics at low- and high-performing schools. Bandura's theory of self-efficacy was the guiding theoretical framework. The study used a descriptive comparative method to obtain quantitative data regarding teacher backgrounds and teacher efficacy level. Self-reported data from the Mathematics Teacher Efficacy Belief Instrument was used to calculate two dimensions of teaching efficacy, personal mathematics teaching efficacy (PMTE) and mathematics teaching outcome expectancy (MTOE). Preparation was determined by individual calculations for successful completion of preservice mathematics coursework, completion of mathematics methodologies coursework as well as hours and types of teacher professional development completed. An analysis of 69 teachers, 33 from low-performing schools and 36 from high-performing schools, revealed statistically homogenous mathematics preparation and self-reported self-efficacy levels. Elementary mathematics teachers from high-performing schools demonstrated slightly higher level of preparation, PMTE and MTOE; however, differences were not statistically significant. Results were incongruent with prior research and indicate the need for future research supported by data collected from external sources, beyond self-reported data.

APA, Harvard, Vancouver, ISO, and other styles
10

Cason, Marti B. "Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248492/.

Full text
Abstract:
This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop may be integrated into an elementary mathematics methods course to develop pedagogical knowledge that challenges teacher candidates to explore the benefits of utilizing hip-hop as a tool in the classroom. This study contributes to the growing body of research that investigates the use of hip-hop pedagogy in educator preparatory programs. Participants in this study were teacher candidates at a large university in Texas enrolled in the final year of their educator preparatory program. This research shows that as a result of integrating hip-hop pedagogy in the mathematics methods course, teacher candidates had increased knowledge and more positive perceptions of hip-hop culture, and they demonstrated a greater willingness to integrate hip-hop pedagogy in their future classrooms.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Mathematics education|Elementary education|Teacher education"

1

Bartell, Tonya Gau, Corey Drake, Amy Roth McDuffie, Julia M. Aguirre, Erin E. Turner, and Mary Q. Foote, eds. Transforming Mathematics Teacher Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21017-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Clements, Douglas H. Computers in elementary mathematics education. Englewood Cliffs, N.J: Prentice Hall, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lin, Fou-Lai, and Thomas J. Cooney, eds. Making Sense of Mathematics Teacher Education. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0828-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Clarke, Barbara, Barbro Grevholm, and Richard Millman, eds. Tasks in Primary Mathematics Teacher Education. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09669-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lo, Jane-Jane, Keith R. Leatham, and Laura R. Van Zoest, eds. Research Trends in Mathematics Teacher Education. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02562-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Haggarty, Linda. New ideas for teacher education: Mathematics framework. London: Cassell, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Radakovic, Nenad, and Limin Jao, eds. Borders in Mathematics Pre-Service Teacher Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44292-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Zepp, Raymond A. Language and mathematics education. Hong Kong: API Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Haggarty, Linda. New ideas for teacher education: A mathematics framework. London: Cassell, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Education, Alberta Alberta. Program of studies, elementary schools: Mathematics. Edmonton, AB: Alberta Education, Curriculum Standards Branch, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Mathematics education|Elementary education|Teacher education"

1

Chao, Theodore, Luz A. Maldonado, Crystal Kalinec-Craig, and Sylvia Celedón-Pattichis. "Preparing Pre-Service Elementary Mathematics Teachers to Critically Engage in Elementary Mathematics Methods." In Transforming Mathematics Teacher Education, 147–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21017-5_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Borromeo Ferri, Rita. "Teacher Education and Teacher Development." In Interdisciplinary Mathematics Education, 259–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Choy, Ban Heng, and Jaguthsing Dindyal. "Teacher Noticing, Mathematics." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_241-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Berk, Dawn, and Jinfa Cai. "Teacher Beliefs, Mathematics." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_236-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Thomas, Kelli, Douglas Huffman, and Mari Flake. "Pre-Service Elementary Teacher Dispositions and Responsive Pedagogical Patterns in Mathematics." In Dispositions in Teacher Education, 31–56. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-552-4_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Even, Ruhama. "Academic Mathematics in Secondary School Mathematics Teacher Education." In Encyclopedia of Teacher Education, 1–4. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_243-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Even, Ruhama, Konrad Krainer, and Rongjin Huang. "Education of Mathematics Teacher Educators." In Encyclopedia of Mathematics Education, 1–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_55-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Even, Ruhama, Konrad Krainer, and Rongjin Huang. "Education of Mathematics Teacher Educators." In Encyclopedia of Mathematics Education, 258–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_55.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Even, Ruhama, and Konrad Krainer. "Education of Mathematics Teacher Educators." In Encyclopedia of Mathematics Education, 202–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_55.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tytler, Russell. "Science and Mathematics Teacher Education." In Encyclopedia of Science Education, 857–60. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_234.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Mathematics education|Elementary education|Teacher education"

1

Astari, Tri, and Mursalin Mursalin. "Analysis Self-Efficacy Prospective of Elementary School Teacher Education to Mathematics." In Proceedings of the 1st Workshop on Multidisciplinary and Its Applications Part 1, WMA-01 2018, 19-20 January 2018, Aceh, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-1-2018.2281864.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Crawford, Richard H., Kristin L. Wood, and Marilyn L. Fowler. "Elementary Education and Engineering Design: Concrete Experiences in Mathematics and Science." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0187.

Full text
Abstract:
Abstract The education community has focused attention recently on a number of initiatives to evolve, and perhaps revolutionize, approaches for teaching science, mathematics, and engineering. In this paper, we present a new engineering and design technology program, initiated in 1992 and referred to as DTEACh, that focuses on the elementary grades. Two components comprise this new program: (1) open-ended design and exploration lessons that use hands-on models to teach integrated mathematics and science principles, and (2) a two-part teacher preparation program to provide teachers with the necessary engineering, mathematics, and science fundamentals for DTEACh. In this paper, we focus on a description of the teacher preparation program, including discussions of a novel teaching model, the subject matter for engineering and design fundamentals, and evaluation of the program. Results of the evaluation that teachers are more confident and equipped to facilitate the instruction of mathematics, science, and engineering principles.
APA, Harvard, Vancouver, ISO, and other styles
3

Inharjanto, Anselmus, and Lisnani Lisnani. "Implementing Realistic Mathematics Education for Elementary Schools in Indonesia." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.47.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nguyen, Phi, Sheunghyun Yeo, Wenmin Zhao, and Corey Webel. "Elementary mathematics teacher agency: Examining teacher and ecological capacity." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-112.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hadjerrouit, Said. "Assessing the Affordances of SimReal+ and Their Applicability to Support the Learning of Mathematics in Teacher Education." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3660.

Full text
Abstract:
[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background: There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability
APA, Harvard, Vancouver, ISO, and other styles
6

Gjøvik, Øistein. "WIKI AS A RESOURCE FOR DEVELOPMENT IN MATHEMATICS EDUCATION AND TEACHER EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1796.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kusumadewi, Rida Fironika, Sari Yustiana, and Sita Ayu Wijayaningrum. "Smart Education in Mathematics Learning for Elementary School." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Costa Jr, José Roberto, Carlos Monteiro, Liliane Carvalho, Robson Eugênio, and Karen François. "STATISTICAL LITERACY IN PRE-SERVICE MATHEMATICS TEACHER EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0271.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mr., Al Jupri, and Tatang Herman. "Theory and practice of mathematics teacher education: An explorative study at the department of mathematics education, Indonesia University of Education." In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.38.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ulia, Nuhyal, Imam Kusmaryono, and Mohamad Hariyono. "Islamic-Based Concept Mathematics Teaching Material for the Students of Elementary School Teacher Education Department." In Proceedings of the 1st International Conference on Islamic Civilization, ICIC 2020, 27th August 2020, Semarang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.27-8-2020.2303193.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Mathematics education|Elementary education|Teacher education"

1

Woodburn, Cynthia, and Nancy Zumoff. PascGalois Mathematics for Elementary Education Classroom Resources. Washington, DC: The MAA Mathematical Sciences Digital Library, July 2008. http://dx.doi.org/10.4169/loci002638.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1097.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

Full text
Abstract:
The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
APA, Harvard, Vancouver, ISO, and other styles
4

Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

Full text
Abstract:
To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
APA, Harvard, Vancouver, ISO, and other styles
5

Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

Full text
Abstract:
Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
APA, Harvard, Vancouver, ISO, and other styles
6

Lee, Rick. Advancing Pre-college Science and Mathematics Education. Office of Scientific and Technical Information (OSTI), May 2015. http://dx.doi.org/10.2172/1295811.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nelson, Gena. Special Education Math Interventions. Boise State University, March 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

Full text
Abstract:
The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).
APA, Harvard, Vancouver, ISO, and other styles
8

Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.

Full text
Abstract:
The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
APA, Harvard, Vancouver, ISO, and other styles
9

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

Full text
Abstract:
Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
APA, Harvard, Vancouver, ISO, and other styles
10

Measure, Edward M., and Edward Creegan. Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada577062.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Mathematics education|Elementary education|Teacher education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography