Are Most Fractions Reduced?

1994 ◽  
Vol 87 (4) ◽  
pp. 236-238
Author(s):  
Thomas W. Shilgalis
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teachers ◽  
School Teachers ◽  
Its Analysis ◽  
Probability And Statistics

Mathematics teachers delight when they encounter a problem that is interesting in its own right but that has the added feature of acting as a springboard for fruitful discussion in a broader context. My classes in probability and statistics for preservice middle school teachers have enjoyed both the question posed in the title and its analysis.

Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching

2019 ◽  
pp. 1-23
Author(s):  
Adem Ekmekci ◽  
Anne Papakonstantinou ◽  
Richard Parr ◽  
Miten Shah
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teacher Preparation Programs ◽  
School Teachers ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
And Mathematics

Providing a study on mathematics teachers' technological pedagogical content knowledge (TPACK), the goal of this chapter is to investigate the predictive value of teachers' beliefs (e.g., self-efficacy) and mathematical knowledge for teaching (MKT) on their level of TPACK. Background variables, gender, ethnicity, certification, experience, and mathematics degree were all controlled for in this study. Two-step regression analysis results by school level (K-5, middle, and high) indicate that standards-based mathematics teaching beliefs positively predict mathematics teachers' level of TPACK for all teachers. Having a college/graduate mathematics degree is more predictive of TPACK for K-5 and middle school teachers while MKT is more predictive of TPACK for high school teachers. In addition, elementary teachers' mathematics self-concept and pedagogical preparedness and middle school teachers' mathematics teaching interest were significantly related to their level of TPACK. The implications for school districts and teacher preparation programs to develop TPACK for teachers are discussed.

Having Fun with Baseball Statistics

1996 ◽  
Vol 1 (10) ◽  
pp. 780-785
Author(s):  
Robert J. Quinn
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
School Mathematics ◽  
School Teachers ◽  
Evaluation Standards ◽  
Cartesian Coordinates ◽  
Probability And Statistics

How often have middle school teachers had to ask students to put away their baseball cards? The lesson described in this article capitalizes on students' interest in sports while providing valuable instruction on a variety of appropriate mathematical topics. Specifically, this lesson meets the recommendations of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) by integrating the study of fractions, decimals, percents, rounding, Cartesian coordinates, probability, and statistics in a cooperative setting that allows students to have fun as they learn.

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