Soundoff: Mathematics Teachers' Preparation: A Challenge

1989 ◽  
Vol 82 (2) ◽  
pp. 88-89
Author(s):  
Rafaella Borasi ◽  
Stephen I. Brown
Keyword(s):  
Mathematics Teachers ◽  
Holmes Group ◽  
Mathematics Educators

The 1982 “excell ence reports” on the dire state of education and the two influential proposals by the Carnegie Forum (1986) and the Holmes Group (1986) beckon mathematics educators to identify implications for our own field and in particular to reexamine the recurrent question. What should he included in a program for the preparation of mathematics teachers?

Reviews: Fear of the Unknowns

1983 ◽  
Vol 14 (2) ◽  
pp. 126-129
Author(s):  
Joanne Rossi Becker
Keyword(s):  
Qualitative Study ◽  
Mathematics Teachers ◽  
Mathematics Anxiety ◽  
Theoretical Framework ◽  
Target Audience ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Depth Interviews ◽  
Three Components

Although the title of this book implies a target audience of math-anxious people, it is equally, if not more, suitable for teachers of mathematics and mathematics educators. Do You Panic about Maths? Coping with Maths Anxiety attempts to build a model of the interaction between reason and emotion to explain the behavior of adults anxious about mathematics. The model was derived from a qualitative study of adults that had three components: hour-long interviews with two dozen people; 36 2-hour sessions with a group of four women and three men; and individual in-depth interviews, consisting of 12 or 24 sessions, with three women. Buxton relates his model to the work of Skemp, with whom he has collaborated. Indeed, he has extended Skemp's (1979) model of intelligence in this book. In addition to the theoretical framework he discusses, Buxton provides some ideas for coping with one's mathematics anxiety and gives suggestions for mathematics teachers about how to teach to avoid or combat students' anxiety.

Thanks from the Editorial Panel

2018 ◽  
Vol 111 (7) ◽  
pp. 558-559
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Mathematics ◽  
High School Mathematics ◽  
College And University ◽  
Mathematics Educators ◽  
High School Mathematics Teachers

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include high school mathematics teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated.

Female Mathematics Educators Recommend Books

1984 ◽  
Vol 77 (3) ◽  
pp. 233-234
Author(s):  
Sylvia Lazarnick ◽  
Marny Frantz
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Secondary Mathematics ◽  
Recent Issue ◽  
Secondary Mathematics Teachers ◽  
School Grades ◽  
Mathematics Educators

A recent issue of the Mathematics Teacher reported the results of an interesting question posed to mathematics educators, “What are the ten most important books for a secondary school (grades 7–12) mathematics teacher to read?” (Leake 1983). As secondary mathematics teachers, we eagerly read the article and at once realized that we needed and wanted to know what books female mathematics educators might recommend. We set out to ask them.

The Relevance of the Study to Teacher-Education Programs

1971 ◽  
Vol 2 (2) ◽  
pp. 124-129
Author(s):  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
International Study ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Community ◽  
Mathematics Educators ◽  
Achievement In Mathematics

The purpose of this article is to examine the relevance of the International Study of Achievement in Mathematics to those mathematics educators in volved in the preparation of teachers. While the explicit purpose of the Study is not to provide directions for teacher-education programs, the Study nevertheless examines questions which indirectly involve the training of mathematics teachers. While all of the hypotheses in the Study deal with some aspect of education as they relate to mathematics, some hypotheses, namely Hypotheses 12–26, arc involved with probl ems more directly related to the mathematics education community. In particular, Hypotheses 12, 13, 14, 15, 18, 19, and 20. in the opinion of the writer, take on added significance when considering the preparation of mathematics teachers.

Thanks from the Editorial Panel

2019 ◽  
Vol 112 (7) ◽  
pp. 558-559
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Mathematics ◽  
High School Mathematics ◽  
College And University ◽  
Mathematics Educators ◽  
High School Mathematics Teachers

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include high school mathematics teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated.

Characterizing Students’ Understandings of Mathematical Proof

1998 ◽  
Vol 91 (8) ◽  
pp. 714-717 ◽  
Author(s):  
Eric J. Knuth ◽  
Rebekah L. Elliott
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Proof ◽  
Secondary Level ◽  
Secondary Curriculum ◽  
Mathematics Educators ◽  
Teachers And Students

For many secondary-level mathematics teachers and students, the notion of mathematical proof often conjures up images of mathematical rigor in the form of two-column proofs. Yet in recent years, many mathematics educators have been reexamining the nature of mathematical proof in the secondary curriculum.

Thanks from the Editorial Panel

2017 ◽  
Vol 110 (9) ◽  
pp. 718-719
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Mathematics ◽  
High School Mathematics ◽  
College And University ◽  
Mathematics Educators ◽  
High School Mathematics Teachers

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include high school mathematics teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated. The names of referees and reviewers on this list reflect those individuals who have reviewed manuscripts in the eighteen months before December 31, 2016.

scholarly journals Mathematics Educators’ Perspective on Pre-service Mathematics Teachers’ Professional Competencies

2021 ◽  
Vol 4 (1) ◽  
pp. p55
Author(s):  
Sirirat Chaona ◽  
Maitree Inprasitha ◽  
Narumon Changsri ◽  
Kiat Sangaroon
Keyword(s):  
Mathematics Teachers ◽  
Lesson Study ◽  
Design Research ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Professional Competencies ◽  
Open Approach ◽  
Problem Situations ◽  
Mathematics Educators ◽  
Mathematical Problems

This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained data from three sources was designed with the principle of triangulation. The findings of this research were presented under the three steps of the Thailand Lesson Study Model. In the first step, “Collaboratively Design Research Lesson Plan”, pre-service teachers can create problem situations that associated with the students' real world, can analyze the context of the problem situations, can analyze keywords that initiate students' ideas, can anticipate students' ideas, and can prepare teaching materials to support students' ideas. This is followed by the second step as “Collaboratively Observe Research Lesson”. The findings revealed that pre-service teachers can observe students’ ideas when their students were solving mathematical problems, can notice students’ difficulties in their learning, can give feedback using words that match with students’ proficiency level, give students opportunities to show how to think and present their ideas, listen to and accept students’ opinions, and taking notes on students’ ideas or pieces of learning evidence. The findings of the final step namely “Collaboratively Reflect on Teaching Practice” showed that pre-service teachers could reflect the learning outcomes by correlating students’ ideas with the instructions.

Disputes in a Pre-Service Mathematics Teachers’ Programme: An (Im)Possible Narrative

2021 ◽  
Vol 23 (8) ◽  
pp. 139-167
Author(s):  
Cleber Dias da Costa Neto ◽  
Victor Giraldo
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Analysis Data ◽  
Individual Interviews ◽  
Academic Communities ◽  
Data Collection And Analysis ◽  
Mathematics Educators ◽  
Undergraduate Programme ◽  
Analyse Data ◽  
And Mathematics

Background: The curricula of the undergraduate programmes for pre-service mathematics teachers’ education have been debated (and disputed) in Brazilian academic communities over the past decades. Objectives: To investigate actions and disputes among mathematicians and mathematics educators which took place during the curricular changes and creation of the night undergraduate programme for pre-service mathematics teachers’ education at UFRJ. Design: Fictional dialogues were built to present and analyse data from individual interviews. Setting and Participants: Interviews were conducted with seven lecturers, five retired and two in office, who have played central roles in the institution or in designing curricula for the programme. Data collection and analysis: Data analysis and production were conducted through the re-storying methodology. Results: The dialogues indicate that the modification in the priorities of the group of Mathematics Education teachers at the IM-UFRJ moved the faculty away from the discussions that culminated in the curricular changes of 2001 and 2008, either from the understanding of what the laws and resolutions said, or in internal spaces for debate, such as the Fundão Project. Conclusions: Our analysis indicates that disputes take place in a landscape that transcends teachers’ education and reaches more complex political and epistemic terrains, partially related to tensions between mathematics and mathematics education, but that cannot be reduced to this binarism.

Editorial

1985 ◽  
Vol 16 (1) ◽  
pp. 2
Author(s):  
jeremy Kilpatrick
Keyword(s):  
Mathematics Teachers ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Large Share ◽  
Practicing Teachers ◽  
Is Research ◽  
Australian Association ◽  
Professional Interest ◽  
Mathematics Educators ◽  
Research In Mathematics Education

The Fifth International Congress on Mathematical Education, held in Adelaide, Australia, last August, attracted 1984 mathematics educators of every ilk from 68 countries. Among the participants were people whose primary professional interest is research in mathematics education, as well as people who are currently teaching mathematics in schools. The confluence of the congress with the biennial meeting of the Australian Association of Mathematics Teachers guaranteed that a large share of the participants would be practicing teachers.

Sign in / Sign up

Export Citation Format

Share Document