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1.
    
The goal of this study was to identify variables related to success and resilience in an undergraduate, high school mathematics teacher education program. Over a five‐year period, we tracked the academic performance and achievement motivation goals of multiple cohorts of students. Students who successfully completed their degrees had higher grade point average (GPAs) upon entering the program, earned higher grades in their first college mathematics course, and failed fewer courses than students who left the program or university. Learning and performance motivational goals did not predict success in the program. Performance goals decreased over time. Nearly half the successful students repeated one or more mathematics courses. Ten students completed their degrees, obtained a teaching license, and are teaching despite the need for multiple repetitions of the same mathematics courses. These persistent students did not differ from their peers in motivational goals. Our results suggest that although students with higher GPAs and initial mathematics grades were more likely to complete the program, students who experienced challenges in mathematics courses were able to succeed. We discuss the implications of these results for recruiting, advising, and retention of students in mathematics education programs.  相似文献   

2.
    
Despite problem posing's prominence in mathematics education research, its implementation in classrooms is limited. Therefore, teacher educators should incorporate problem posing tasks into preparation programs to help prospective teachers gain confidence in their abilities. One approach to teaching problem posing includes providing examples. The Common Core State Standards Initiative provides taxonomies with examples of one-step word problems for all four basic operations. Through this mixed-methods study, preservice teachers (N = 44) regularly identified and posed word problems within the addition and subtraction taxonomy. Before and after the intervention, the preservice teachers answered survey questions and posed problems to model given equations. The researchers analyzed the preservice teachers’ abilities to pose logical word problems and to match given equations before and after instruction. They also quantitatively analyzed Likert-style survey responses on perceptions of posing the various types of word problems and integrated the results with a qualitative analysis of open-ended responses expanding on the same questions. Results showed participants’ abilities to pose problems increased after the intervention. Additionally, participants felt problems with the unknown information at the beginning or middle were harder to pose than those with the unknown information at the end.  相似文献   

3.
    
Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of students is rapidly growing. This study investigated how two mathematics preservice teachers (PSTs) support middle school emergent bilinguals to understand cognitively demanding mathematical problems through task modification. Fieldwork with a concurrent intervention was designed for the PSTs to work with emergent bilinguals in a one‐on‐one setting. The PSTs modified cognitively demanding mathematics tasks and designed a lesson for the emergent bilinguals based on the modified tasks. The results revealed that the task modification made by the PSTs tended to shift from reducing cognitive demands in mathematics and language to maintaining the demands through learning strategies of contextual support.  相似文献   

4.
    
Innovation is more imperative now than ever before given the upcoming shortage in prepared teachers and the need to produce students with a strong knowledge of mathematics. A sense of urgency is impacting teacher education/preparation programs as instructional practices need to discover how to arm teachers to increase the number of students to be not only college-ready but also desiring to pursue Science, Technology, Engineering, and Mathematics majors. As such, the purpose of this study, was to determine how the four variables (mindfulness, mathematics anxiety, self-efficacy, and mindset) are interconnected within preservice elementary teachers (PSETs), and how we as teacher educators can better address these variables within our own PSETs. Each semester included three seminars with similar overall foci including the four variables. Participants in this study were recruited from Elementary Education students at an east south central regional university enrolled in a mathematics methods course. Thirty-seven participants were divided into control (N = 20) and treatment (N = 17). In this article, we present both qualitative and quantitative results from our mixed-methods study that considered these questions. With the results of this study revealing an inter-connectedness among the four variables, this research further informs the teacher educator community.  相似文献   

5.
    
The purpose of this study is to determine the effects of metacognitive strategies and content‐specific feedback on student achievement in high school mathematics. Participants consisted of a convenience sample of students in honors geometry. An analysis of variance with repeated measures was employed to address the research questions. For both the posttest and retention test, students in the experimental group significantly outperformed the students in the comparison group. However, students scored lower in the retention test than the posttest. The findings of this study offer a modest contribution to the body of empirical research on the impact of metacognitive practice and content‐specific feedback on academic achievement at the high school level.  相似文献   

6.
    
This article presents a large-scale longitudinal study of hundreds of students across the state of Kentucky that participated in a dual-focus mathematics intervention initiative when they were in the third grade. Rather than an exclusive focus on intervention, this initiative focused on both (i) high quality pull-out intervention and (ii) coherence between pull-out intervention and classroom instruction. The study found that over half of the third grade intervention students that participated in this initiative were classified as “novice” (the lowest possible performance category) on state standardized mathematics assessments at the end of the third grade. However, over the course of the following four years, the novice reduction rate of these students was significantly (p < .01) greater than other novices in Kentucky that did not participate in the initiative. These findings indicate that when implementing intervention initiatives to help students that are struggling with mathematics, it may be important to establish coherence between pull-out intervention and classroom instruction. The long term impact of this approach among traditionally underrepresented minorities suggest that this publication may provide insight into important equity issues where long-term analyses may sometimes be needed to capture the full impact of intervention initiatives.  相似文献   

7.
    
With the introduction of single‐sex classroom settings in coeducational public schools, there is an ongoing debate as to whether single‐sex education may reduce or reinforce traditional stereotypes and gender roles. In this article we present findings from a study that investigated the extent to which mathematics is perceived as a gendered domain among adolescent students enrolled in single‐sex classes and coeducational classes. Further we analyzed the relationships between student characteristics, class‐type, and teacher variables on students' perceptions of gender in mathematics. Findings from this study challenge the traditional view of mathematics as a male domain. Female participants more frequently considered mathematics to be a female domain than the male participants. Male participants, on the other hand, typically did not stereotype the mathematics as a gendered domain. Results from this study do not indicate, for girls at least, that participation in single‐sex classes results in a greater propensity to stereotype mathematics as a gendered domain than would be the case in coeducational classes. This study contributes to the evolving discourse and understanding of adolescents' gendered attitudes and beliefs towards mathematics—especially in light of stereotyped assertions that have a bearing on efforts to promote the learning of mathematics and science.  相似文献   

8.
    
Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs’ practices, we operationalized six MKT subdomains in terms of approximations of practice. We used that operationalization to investigate, which subdomains were evidenced in PMTs’ lesson plans and their lesson plan reflections. Eleven secondary PMTs participated in our study. Using a qualitative content analysis method, we found Knowledge of Content and Teaching most evidenced, suggesting that the PMTs demonstrated MKT when they described mathematical tasks and associated instructional activities. Also, the PMTs demonstrated Knowledge of Content and Students when they described how their students would engage with proposed mathematical tasks. However, the PMTs struggled to plan for activities by building on students’ potential mathematical thinking and reasoning. Only limited instances of Horizon Content Knowledge suggest that the PMTs had limited opportunities to demonstrate how their advanced mathematical knowledge connected with their mathematics teaching in the approximations of practice provided. We propose alternative forms of approximations of practice to optimize PMTs’ opportunities to demonstrate and develop MKT.  相似文献   

9.
    
This article presents the findings from a study of a mentoring program for novice mathematics and science teachers, which was provided by their teacher education program. This study reports the findings of interviews with novice math and science teachers, their mentors, and the mentoring program administrators to explore stakeholder perceptions of mentoring support. Findings suggest the importance of using multiple mentoring strategies to develop, support, and retain high‐quality math and science teachers in the teaching profession. This study contributes to what is known about the role that teacher education programs may play in mentoring novice math and science teachers who have graduated from their programs.  相似文献   

10.
    
Body‐based activities have the potential to support mathematics learning, but we know little about the impact they have in the classroom. This study compares high school geometry students learning through either body‐based or analogous non‐body‐based activities over the course of a two‐week unit on similarity. Pre‐ and post‐tests revealed that while students in both conditions showed gains in content area comprehension over the course of the study, the body‐based condition showed significantly greater gains. Further, there were differences in the language students used to describe the learning activities at the end of the unit that may have contributed to the differences in learning gains. The students in the body‐based condition included more mathematical and nonmathematical details in their recollections. Additionally, students in the body‐based condition were more likely to recall their experiences from a first‐person perspective, while students in the control condition were more likely to use a third‐person perspective.  相似文献   

11.
    
This paper presents qualitative and quantitative approaches to exploring teachers’ experiences of mathematics anxiety (for learning and doing mathematics) and mathematics teaching anxiety (for instructing others in mathematics), the relationship between these types of anxiety and test/evaluation anxiety, and the impacts of anxiety on experiences in teacher education. Findings indicate that mathematics anxiety and mathematics teaching anxiety may be similar (i.e., that preservice teachers perceive a logical continuity and cumulative effect of their experiences of mathematics anxiety as learners in K–12 classrooms that impacts their work as teachers in future K–12 classrooms). Further, anxiety is not limited to occurring in evaluative settings, but when anxiety is triggered by thoughts of evaluation, preservice teachers may be affected by worrying about their own as well as their students' performances. The implications for preservice experiences within a teacher education program and for impacting future students are discussed.  相似文献   

12.
    
The purpose of this study was to review the existing research on affect (beliefs, attitudes, and emotions) of elementary prospective teachers (EPTs) in university mathematics content courses. We use as our time period from publication in the United States of the Curriculum and Evaluation Standards for Schools Mathematics through 2016. A search of a combination of electronic databases and targeted international journals resulted in a total of 11 studies that looked at some aspect of affect with EPTs in all or some part of a university mathematics course over the 27‐year time period. Nine of the 11 studies occurred in the context of a course or courses categorized as involving an alternative pedagogy that was student‐centered. Overall we found that a student‐centered approach to instruction supported changes in EPTs’ affect that align with pedagogical recommendations in reform documents such as the NCTM Standards. However, shifts were sometimes difficult to come by and encountered resistance from EPTs. Implications for course learning experiences are offered and conflicting results between studies suggest directions for future research.  相似文献   

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14.
This study compared the characteristics of second graders' mathematical writing between an intervention and comparison group. Two six‐week Project M2 units were implemented with students in the intervention group. The units position students to communicate in ways similar to mathematicians, including engaging in verbal discourse where they themselves make sense of the mathematics through discussion and debate, writing about their reasoning on an ongoing basis, and utilizing mathematical vocabulary while communicating in any medium. Students in the comparison group learned from the regular school curriculum. Students in both the intervention and comparison groups conveyed high and low levels of content knowledge as indicated in archived data from an open‐response end‐of‐the‐year assessment. A multivariate analysis of variance indicated several differences favoring the intervention group. Both the high‐ and low‐level intervention subgroups outperformed the comparison group in their ability to (a) provide reasoning, (b) attempt to use formal mathematical vocabulary, and (c) correctly use formal mathematical vocabulary in their writing. The low‐level intervention subgroup also outperformed the respective comparison subgroup in their use of (a) complete sentences and (b) linking words. There were no differences between groups in their attempt at writing and attempts at and usage of informal mathematical vocabulary.  相似文献   

15.
    
Mathematical modeling has been highlighted recently as Common Core State Standards for Mathematics (CCSSM) included Model with Mathematics as one of the Standards for Mathematical Practices (SMP) and a modeling strand in the high school standards. This common aspect of standards across most states in the United States intended by CCSSM authors and policy makers seems to mitigate the diverse notions of mathematical modeling. When we observed secondary mathematics preservice teachers (M‐PSTs) who learned about the SMP and used CCSSM modeling standards to plan and enact lessons, however, we noted differences in their interpretations and enactments of the standards, despite their attendance in the same course sections during a teacher preparation program. This result led us to investigate the ways the M‐PSTs understood modeling standards, which could provide insights into better preparing teachers to teach mathematical modeling. We present the contrasting ways in which M‐PSTs presented modeling related to their conceptions of mathematical modeling, choices of problems, and enactments over an academic year, connecting their practices to extant research. We consider this teaching and research experience as an opportunity to make significant changes in our instruction that may result in our students enhanced implementation of mathematical modeling.  相似文献   

16.
    
Research indicates there is a need for teachers to experience multiple mastery experiences with engineering teaching in order to improve teaching engineering self‐efficacy. To prepare future K–5 teachers to teach the engineering design process, one science methods course integrated 2‐day engineering mini‐units into the class meeting and school‐based field experience. The preservice teachers participated as students in an exemplar mini‐unit and then designed their own mini‐unit, which they later taught to K–5 students. Pre‐ and post‐testing of the preservice teachers indicated significant improvement in engineering pedagogical content knowledge self‐efficacy, engagement self‐efficacy, and disciplinary self‐efficacy. Significant improvement was not observed in engineering outcome expectancy.  相似文献   

17.
    
In our mathematics methods courses for elementary preservice teachers, we work to uncover and confront students' understandings as well as misconceptions about important mathematical topics. Karp and colleagues' (Teaching Children Mathematics, 21(1), 18–25) “13 Rules That Expire” article has been a useful resource for us to highlight and challenge students' mathematical misconceptions. In this article, we share the components of an iteratively developed assignment focused on the 13 rules article. We detail how students explored the “lives” of these rules and investigated alternatives to pervasive mathematics shortcuts and tricks. We posit that our intentionally designed assignment provides an opportunity for students to think critically about their views, beliefs, and misconceptions, which encourages a mindset for preservice teachers to consider the kinds of mathematical misconceptions they will encounter in their classroom teaching. We anticipate that sharing this developed assignment with other mathematics teacher educators could provide opportunities for additional adaptations in unique contexts and continued improvements to support future teachers.  相似文献   

18.
    
The findings reported in this paper were generated from a case study of teacher leaders at a state‐level mathematics conference. Investigation focused on how participants viewed the mathematical processes of communication, connections, representations, problem solving, and reasoning and proof. Purposeful sampling was employed to select nine participants who were then interviewed and observed as they presented a session at the conference. Participants' statements revealed differences in their views of mathematical processes. The analysis led to an emergent framework for views of mathematical processes that includes three levels: participatory, experiential, and sense‐making. Implications are shared for mathematics methods instructors, professional learning, and research. Discussion also relates the framework to the Standards for Mathematical Practice.  相似文献   

19.
    
Professional development (PD) programs focused on increasing teachers' use of formative assessment generally provide a framework designed to help teachers understand the breadth and complexity of formative assessment, while advocating for teacher choice with respect to the specific implementation. This study examined the implementation patterns of 82 high school mathematics and science teachers to understand whether implementation approaches differed by content area. Results suggested that mathematics and science teachers significantly increased their self‐reported practice of formative assessment, in similar ways; however, the specific approaches that mathematics and science teachers chose to operationalize on a daily basis differed. These findings have implications for the design of PD and future research efforts.  相似文献   

20.
    
The purpose of the current study was to evaluate the impact of co‐taught integrated STEM methods instruction on preservice elementary teachers’ self‐efficacy for teaching science and mathematics within an integrated STEM framework. Two instructional methods courses (Elementary Mathematics Methods and Elementary Science Methods) were redesigned to include STEM integration components, including STEM model lessons co‐taught by a mathematics and science educator, as well as a special education colleague. Quantitative data were gathered at three time points in the semester (beginning, middle, and end) from 55 preservice teachers examining teacher self‐efficacy for integrated STEM teaching. Qualitative data were gathered from a purposeful sample of seven preservice teachers to further understand preservice teachers’ perceptions on delivering integrated STEM instruction in an elementary setting. Quantitative results showed a significant increase in teacher self‐efficacy across all three time points. Item‐level analysis revealed that self‐efficacy for tasks involving engineering and assessment (both formative and summative) were low across time points, while self‐efficacy for tasks involving technology and flexibility were consistently high. Qualitative results revealed that the preservice teachers did not feel adequately prepared by university‐level science and mathematics courses, in terms of content knowledge and integration of science and mathematics for elementary students.  相似文献   

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