scholarly journals Differences in Beliefs Across a Series of Four Mathematics Content Courses

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
Susanna Molitoris Miller ◽  
Caitlin Walkey
Keyword(s):  
Mathematics Content Courses

University Mathematics Content Courses and Elementary Prospective Teachers: A Review of Research from 1990 to 2014

2018 ◽  
Vol 41 (1) ◽  
pp. 23-42
Author(s):  
Susan Swars Auslander ◽  
Lynn C. Hart ◽  
Jody Carothers ◽  
Tiffany Jacobs ◽  
Cliff Chestnutt
Keyword(s):  
Prospective Teachers ◽  
University Mathematics ◽  
Mathematics Content Courses

scholarly journals Supporting novice mathematics teacher educators teaching elementary mathematics content courses for the first time

2020 ◽  
Vol 17 (2-3) ◽  
pp. 493-536
Author(s):  
Siobahn Suppa ◽  
Joseph DiNapoli ◽  
Eva Thanheiser ◽  
Jennifer M. Tobias ◽  
Sheunghyun Yeo
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educators ◽  
Elementary Mathematics ◽  
Mathematics Teacher Educators ◽  
First Time ◽  
Mathematics Content Courses

Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment

2020 ◽  
pp. 226-253 ◽  
Author(s):  
Crystal Anne Kalinec-Craig ◽  
Priya V. Prasad ◽  
Raquel Vallines Mira
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Methods Course ◽  
Self Assessment ◽  
Mathematics Content Courses ◽  
Teacher Learners

In this chapter, the authors consider the purposeful design of two mathematics content courses (Content 1 and Content II) and one methods course (Methods) as a means of helping teacher candidates (TCs) learn about divergent formative assessment (DFA), which seeks to explore what students understand rather than only if they understand a concept or skill. The authors leverage the research of groupworthy tasks and the Rights of the Learner to describe three tasks they use to help TCs learn mathematics through problem-solving and to learn to teach through problem-solving. The chapter outlines three commonalities across the courses: 1) Shifting from implicit to explicit and informal to formal practices of DFA that reflects teaching through problem-solving; 2) Using DFAs to transition TCs' identities from learners to teacher-learners; and 3) Supporting TCs' self-assessment through DFAs in multiple ways.

A review of research on affect of elementary prospective teachers in university mathematics content courses 1990–2016

2018 ◽  
Vol 119 (1) ◽  
pp. 3-13
Author(s):  
Lynn C. Hart ◽  
Susan S. Auslander ◽  
Nicole Venuto ◽  
Tiffany Jacobs ◽  
Jody Carothers ◽  
...  
Keyword(s):  
Prospective Teachers ◽  
University Mathematics ◽  
Mathematics Content Courses
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