Relevant bibliographies by topics / Prospective mathematics teachers

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  2. Dissertations / Theses
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Academic literature on the topic 'Prospective mathematics teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Prospective mathematics teachers"

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Gürefe, Nejla. "Mathematical Language Skills of Mathematics Prospective Teachers." Universal Journal of Educational Research 6, no. 4 (2018): 661–71. http://dx.doi.org/10.13189/ujer.2018.060410.

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Ferretti, Federica. "Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study." PNA. Revista de Investigación en Didáctica de la Matemática 14, no. 3 (2020): 226–40. http://dx.doi.org/10.30827/pna.v14i3.10272.

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The importance of good mastery of specialised mathematics knowledge for mathematics teachers and prospective teachers is now recognised internationally. This paper presents an exploratory study aimed at investigating how mathematics education courses affect the Mathematics Teachers’ Specialised Knowledge (MTSK) of prospective primary teachers. A questionnaire was administered to a sample of 118 future teachers, and an analysis of their answers was carried out with the MTSK model. The research highlights positive feedback on the effectiveness of the mathematics education laboratory that was sta
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Austin, Jathan. "Prospective Teachers’ Personal Mathematics Teacher Efficacy Beliefs and Mathematical Knowledge for Teaching." International Electronic Journal of Mathematics Education 10, no. 1 (2015): 17–36. http://dx.doi.org/10.29333/iejme/289.

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Chval, Kathryn B. "Supporting Teacher Learning: Making the Complexities of Teaching Visible for Prospective Teachers." Teaching Children Mathematics 11, no. 2 (2004): 91–96. http://dx.doi.org/10.5951/tcm.11.2.0091.

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Most of the prospective teachers who enter my methods courses assume that teaching mathematics to elementary students will be easy. For example, Jenny wrote, “I thought, ‘I can teach math. How can it be so hard? It's elementary math!’ But I have been proven wrong.” Based on comments such as Jenny's, I realized the importance of giving prospective teachers opportunities to understand that effectively teaching mathematics to elementary students is complex and challenging. I recognized that field experience in my mathematics methods courses had to make the complexities of teaching more visible fo
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Grant, Theresa J., Jane-Jane Lo, and Judith Flowers. "Supporting Teacher Learning: Shaping Prospective Teachers' Justifications for Computation: Challenges and Opportunities." Teaching Children Mathematics 14, no. 2 (2007): 112–16. http://dx.doi.org/10.5951/tcm.14.2.0112.

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This article discusses the challenges and opportunities that arose in attempting to support prospective elementary teachers in developing mathematical justifications in the context of wholenumber computation. Justification for whole-number computation is important for three reasons. First, this is the introductory topic in the first of three mathematics courses for prospective elementary teachers. Second, the number and operations strand is a major focus in elementary school. Third, in our experience as teacher educators, prospective elementary teachers have a difficult time considering how an
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Ritu, Bala. "Mathematics Content Knowledge and Pedagogical Content Knowledge." Education India Journal 2, no. 1 (2013): 71–78. https://doi.org/10.5281/zenodo.14384015.

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Teachers’ knowledge is a key factor to students’ achievement. One could question what this teachers’ knowledge comprises of content knowledge or pedagogical content knowledge or both. Whether acquiring Mathematics content knowledge alone adequately prepares prospective Mathematics teachers for teaching mathematics. Specifically, does the mastery in arithmetic, algebra, geometry, trigonometry, calculus etc. prepare future teachers to be highly competent to teach students or just acquiring pedagogical knowledge alone adequately prepares prospective Mathematics teachers for teac
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Yazgan-Sağ, Gönül. "Who educates mathematically gifted students: Perspectives of prospective mathematics teachers." Research in Pedagogy 15, no. 1 (2025): 85–94. https://doi.org/10.5937/istrped2501085y.

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This qualitative research aimed to examine prospective mathematics teachers' perspectives about the teachers of mathematically gifted students. The participants of this study were 17 prospective secondary mathematics teachers and 23 prospective primary mathematics teachers, 40 prospective mathematics teachers in total, who have received their education at a state university in Turkey. In order to collect the data, (i) written explanations of all prospective mathematics teachers, (ii) one whole-class discussion with primary mathematics teachers, and (iii) three focus group interviews with both
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Kastberg, Signe E., Alyson E. Lischka, and Susan L. Hillman. "Characterizing mathematics teacher educators’ written feedback to prospective teachers." Journal of Mathematics Teacher Education 23, no. 2 (2018): 131–52. http://dx.doi.org/10.1007/s10857-018-9414-6.

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Mandt, Hege Marie Poulaki. "Negotiating Identity Within Diverse Educational Ideologies." Journal of Research in Mathematics Education 10, no. 2 (2021): 213. http://dx.doi.org/10.17583/redimat.2021.6194.

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We know that teachers’ identities and their ideological assumptions of teaching and learning mathematics are critical in influencing their teaching and thinking about classroom practices. To better understand prospective mathematics teachers’ identity during teacher education, this study investigates how two participants negotiate their identity within the different ideologies they experience during their teacher education program. This study takes the position that prospective mathematics teachers’ identities are understood in terms of the narratives they construct and tell about themselves a
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Pagiling, Sadrack Luden, and Abdul Rachman Taufik. "Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers." Jurnal Elemen 8, no. 2 (2022): 411–26. http://dx.doi.org/10.29408/jel.v8i2.5096.

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Prospective teachers' beliefs have a beneficial effect on their knowledge and actions. Furthermore, teachers' pedagogical content knowledge is an essential contributor to teachers' impact on students' academic outcomes. However, examining how prospective teachers' beliefs influence their pedagogical content knowledge is still unclear. The current study investigates prospective mathematics teachers' beliefs and pedagogical content knowledge. We recruited three undergraduate students in the mathematics department consisting of one male and two female participants in this study. By assigning two
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Dissertations / Theses on the topic "Prospective mathematics teachers"

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Alpaslan, Mustafa. "Prospective Elementary Mathematics Teachers&#039." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613610/index.pdf.

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The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers&rsquo<br>knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers&rsquo<br>knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtained from 1593 prospective teachers who were enrolled in first, second,
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Ilgun, Munevver. "An Investigation Of Prospective Elementary Mathematics Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615447/index.pdf.

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The purpose of this study was to determine performance of prospective elementary mathematics teachers on answering the items handling the probabilistic misconceptions. The other aim was to investigate the underlying reasons behind these misconceptions of prospective elementary mathematics teachers. To address these aims, qualitative approach was performed. The sample of this study was obtained through convenience sampling. Data were gathered during 2011-2012 spring semester by administering Probability Misconception Questionnaire to 12 senior prospective elementary mathematics teachers studyi
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Eroglu, Deniz. "Examining Prospective Elementary Mathematics Teachers&#039." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614005/index.pdf.

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The purpose of this study was to investigate the prospective teachers&rsquo<br>knowledge of mistakes held by elementary students in fractions and their proposed strategies to overcome those mistakes. The data were collected from 149 prospective elementary mathematics teachers enrolled in the elementary mathematics education programs from a public university in Central Anatolian Region. Fraction Knowledge Questionnaire was used to accomplish the purpose of the study. The data collection tool included nine open ended questions, and each question had two sub-tasks. In this study, the items in the
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Avcu, Seher. "An Investigation Of Prospective Elementary Mathematics Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614012/index.pdf.

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The purpose of this study was to investigate the prospective elementary mathematics teachers&rsquo<br>use of strategies and their achievement levels in solving mathematical problems with respect to year level. The data were collected from 250 prospective elementary mathematics teachers enrolled in an elementary mathematics education program from a state university in Central Anatolian Region. Problem Solving Test (PST) was used to accomplish the purpose of the study. The data collection tool adapted by the researcher included nine open ended problems. In this study, item based in-depth analysi
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Bowers, David Matthew. "Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988.

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Quillen, Mary Addington. "Relationships Among Prospective Elementary Teachers' Beliefs About Mathematics, Mathematics Content Knowledge, and Previous Mathematics Course Experiences." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/11120.

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The problem this study addresses is the relationship among the constructs content knowledge, beliefs, and previous experiences of prospective elementary teachers. The 36 participants in the study, 35 females and one male, were recent graduates from a five-year Elementary Education licensure program at a major university located in the Mid-Atlantic region. A correlational research design was used to investigate the relationships that might exist among the three constructs using Praxis I Pre-professional Math test scores, Beliefs Survey scores, and Previous Mathematics Experience Questionnaire [
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Siebert, Daniel Kevin. "Coherent, dynamic accounts of prospective secondary mathematics teachers' knowledge of and beliefs about mathematics /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9975029.

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Bunning, Kimberly Ann. "The mathematics teaching self: The role of prospective elementary teachers' stories about learning and teaching mathematics." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273693.

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Edwards, Belinda Pickett. "The Interplay among Prospective Secondary Mathematics Teachers' Affect, Metacognition, and Mathematical Cognition in a Problem-Solving Context." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/63.

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The purpose of this grounded theory study was to explore the interplay of prospective secondary mathematics teachers’ affect, metacognition, and mathematical cognition in a problem-solving context. From a social constructivist epistemological paradigm and using a constructivist grounded theory approach, the main research question guiding the study was: What is the characterization of the interplay among prospective teachers’ mathematical beliefs, mathematical behavior, and mathematical knowledge in the context of solving mathematics problems? I conducted four interviews with four prospective
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Noblitt, Bethany Anne. "The Effects of Instruction on the Algebra Self-Efficacies of Prospective Middle Grades Teachers." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1162397786.

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Books on the topic "Prospective mathematics teachers"

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Strutchens, Marilyn E., Rongjin Huang, Despina Potari, and Leticia Losano, eds. Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8.

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Huang, Rongjin. Prospective Mathematics Teachers’ Knowledge of Algebra. Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-03672-0.

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Strutchens, Marilyn E. The Mathematics Education of Prospective Secondary Teachers Around the World. Springer Nature, 2017.

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Strutchens, Marilyn E., Rongjin Huang, Leticia Losano, et al. The Mathematics Education of Prospective Secondary Teachers Around the World. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38965-3.

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Hartman, Genevieve Louise. Helping Prospective Teachers to Understand Children's Mathematical Thinking. [publisher not identified], 2012.

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Educational Resources Information Center (U.S.), ed. Guidelines for the mathematical preparation of prospective elementary teachers. Texas Statewide Systemic Initiative (Texas SSI), 1997.

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Johannsdottir, Bjorg. The Mathematical Content Knowledge of Prospective Teachers in Iceland. [publisher not identified], 2013.

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Relearning mathematics: A challenge for prospective elementary school teachers. Information Age Pub., 2011.

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Educating Prospective Secondary Mathematics Teachers: Knowledge, Identity, and Pedagogical Practices. Springer, 2018.

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Huang, Rongjin, Rose Mary Zbiek, Despina Potari, et al. The Mathematics Education of Prospective Secondary Teachers Around the World. Springer, 2016.

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Book chapters on the topic "Prospective mathematics teachers"

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Cyrino, Márcia Cristina de Costa Trindade. "Prospective Mathematics Teachers’ Professional Identity." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_15.

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Moreno, Mar, and Salvador Llinares. "Prospective Mathematics Teachers’ Perspectives on Technology." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_8.

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Zbiek, Rose Mary. "Contemporary Framing of Technology in Mathematics Teaching." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_7.

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Potari, Despina, and Giorgos Psycharis. "Prospective Mathematics Teacher Argumentation While Interpreting Classroom Incidents." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_10.

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Arnal-Bailera, Alberto, Eva Cid, José M. Muñoz-Escolano, and Antonio M. Oller-Marcén. "Marking Mathematics Exams. A Tool for Secondary Teacher Education." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_14.

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Manouchehri, Azita, Xiangquan Yao, and Yasemin Saglam. "Nurturing Knowledge of Mathematical Modeling for Teaching." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_12.

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Strutchens, Marilyn E., Rongjin Huang, Despina Potari, and Leticia Losano. "Introduction." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_1.

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Lin, Fou-Lai, Kai-Lin Yang, and Yu-Ping Chang. "Designing a Competence-Based Entry Course for Prospective Secondary Mathematics Teachers." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_11.

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Ölmez, İbrahim Burak. "Future Teachers’ Use of Multiplication and Fractions When Expressing Proportional Relationships." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_13.

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Hine, Gregory. "Exploring Pre-service Teachers’ Self-perceptions of Mathematical Knowledge for Teaching." In Educating Prospective Secondary Mathematics Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_16.

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Conference papers on the topic "Prospective mathematics teachers"

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Laitochová, Jitka, Martina Uhlířová, and Nikol Rusnoková. "PROSPECTIVE MATHEMATICS TEACHERS AND PROGRAMMING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1154.

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Montenegro, Helena. "Mathematics Teacher Education Classrooms: Discursive Practices Among Mathematics Teacher Educators and Prospective Teachers." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1692581.

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DuCloux, Kanita K., and Corey M. Wadlington. "Prospective mathematics teachers’ conceptualizations of equity." 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.42.2020-84.

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Laitochová, Jitka, and Tomáš Zdráhal. "ADDITIVE FUNCTIONS FOR PROSPECTIVE MATHEMATICS TEACHERS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0574.

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Melissa, Margaretha Madha, Laurentius Anindito Wisnu Susanto, Eri Yudanti, and Dinda Salsabila. "Profile of mathematical communication skills of prospective mathematics teachers." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0112854.

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Dofková, Radka. "MATHEMATICAL AND DIGITAL LITERACY IN PROSPECTIVE MATHEMATICS TEACHERS TRAINING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1207.

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Ekol, George. "Perspectives on foundation statistics: some examples from prospective secondary mathematics teachers." In Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19409.

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The qualitative case-study reported in this paper is framed by the ‘big’ ideas in introductory statistics, which emphasise statistical thinking, reasoning and literacy. We analysed secondary qualitative data from prospective secondary mathematics teachers’ statements, based on six themes in statistics: the influence of secondary-school experience and the teacher; difficult topics; avoidance of statistics; lack of coverage; teacher knowledge; reasons associated with the difficulty of statistics; and the contributions associated with school practice. We used five elements of the foundations of s
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Prayitno, Sudi, Ulfa Lu’luilmaknunn, Nyoman Sridana, and Sri Subarinah. "Analyzing the Ability of Mathematics Students as Prospective Mathematics Teachers on Multiple Mathematical Representation." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.096.

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Groth, Randall. "Navigating layers of uncertainty in teaching statistics through case discussion." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08509.

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The dynamics of an online case discussion among a group of fifteen prospective secondary mathematics teachers are described. During the discussion, participants offered and debated conjectures about general pedagogy, statistical content, and content-specific pedagogy. Their collective discourse showed that cases can help catalyze online conversations in which prospective teachers challenge one another’s claims and interpretations. It also suggested that discussion moderators may need to help participants consider factors in addition to teacher explanations when analyzing the path of students’
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Hidayah, Nurina, St Budi Waluya, and Walid. "Problem solving ability and belief in prospective mathematics teachers." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096107.

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