| 1. |
- Andrews, Paul, 1954-, et al.
(författare)
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Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers
- 2015
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Ingår i: Journal of Mathematics Teacher Education. - : Springer Science and Business Media LLC. - 1386-4416 .- 1573-1820. ; 18:4, s. 299-325
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we analyse the problem-solving-related beliefs, competence and classroom practice of three Cypriot upper-primary teachers. Data derived from semi-structured interviews focused on teachers’ beliefs about the nature of mathematical problems, problem-solving, and their competence as both problem-solvers and teachers of problem-solving; clinical interviews during which teachers solved a context-free geometrical problem, and observations of a lesson during which teachers introduced that problem to students of grade six. Analyses, structured by a framework derived from key problem-solving literature, indicated firstly, that the framework was an effective tool, sensitive to variation within and across the data from teachers, and secondly, that all participants, in largely explicable ways, exhibited consistency and inconsistency in the ways in which their beliefs, competence and practice interacted. Some implications for further research are discussed.
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| 2. |
- Bergqvist, Tomas, 1962-
(författare)
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How teachers verify conjectures : teachers' expectations
- 2005
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Ingår i: Journal of Mathematics Teacher Education. - : Springer. - 1386-4416 .- 1573-1820. ; 8:2, s. 171-191
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Tidskriftsartikel (refereegranskat)abstract
- Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics.
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| 3. |
- Eckert, Andreas, et al.
(författare)
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Introducing a symbolic interactionist approach on teaching mathematics : The case of revoicing as an interactional strategy in the teaching of probability
- 2017
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Ingår i: Journal of Mathematics Teacher Education. - : Springer. - 1386-4416 .- 1573-1820. ; 20:1, s. 31-48
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Tidskriftsartikel (refereegranskat)abstract
- This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher’s role in the negotiation of meaning. Using methods inspired by grounded theory, patterns of teachers’ interaction are categorized. The results show how teachers’ actions, interpretations and intentions form interactional strategies that guide the negotiation of meaning in the classroom. The theoretical case of revoicing as a teacher action, together with interpretations of mathematical objects from probability theory, is used to exemplify conclusions from the proposed perspective. Data are generated from a lesson sequence with two teachers working with known and unknown constant sample spaces with their classes. In the lessons presented in this article, the focus is on negotiations of the meaning of chance. The analysis revealed how the teachers indicate their interpretations of mathematical objects and intentions to the students to different degrees and, by doing so, create opportunities for the students to ascribe meaning to these objects. The discussion contrasts the findings with possible interpretations from other perspectives on teaching.
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| 4. |
- Harvey, Frida, Adjunkt i matematik, 1985-, et al.
(författare)
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Contradictions and their manifestations in professional learning communities in mathematics
- 2022
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Ingår i: Journal of Mathematics Teacher Education. - : Springer. - 1386-4416 .- 1573-1820. ; 25:6, s. 697-723
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Tidskriftsartikel (refereegranskat)abstract
- Professional learning communities (PLC) have increasingly attracted attention in research on teachers' professional development. The aim of this study is to identify contradictions that can occur and be manifested in PLCs in mathematics. Identifying contradictions in PLCs are important, as the identification and resolution of contradictions are crucial to developing PLCs. We have conceptualized PLCs and contradictions within the Cultural Historical Activity Theory. Our data consist of two iterations of interviews with four teacher leader coaches with extensive experience of coaching teacher leaders of PLCs in mathematics. The study distinguishes 26 manifestations of contradictions, taking the overall forms of dilemmas and conflicts. Our results can be used in designing PLCs in mathematics: they can be used to make visible and increase participants' awareness of contradictions involved in PLCs and thereby increase the possibility that the contradictions serve as sources of support rather than obstacles in the development of PLCs in mathematics.
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| 5. |
- Helliwell, Tracy, et al.
(författare)
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Combining enactivism and systemic functional linguistics : a methodology for examining (mathematics teacher educator) language
- 2024
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Ingår i: Journal of Mathematics Teacher Education. - : Springer Nature. - 1386-4416 .- 1573-1820.
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Tidskriftsartikel (refereegranskat)abstract
- As mathematics teacher educators (MTEs), we are motivated by the lack of research concerning the language that MTEs use in initial teacher education settings. In this paper, we turn our attention towards developing a methodological approach to studying the language-in-use during teacher education situations, with a specific focus on the language of the MTE in the form of a monologue. The methodological approach that we present draws upon two theoretical perspectives, specifically, the situated cognition theory of enactivism and the social semiotic perspective of systemic functional linguistics (SFL). To develop this methodology, we explore both of these theoretical perspectives, focussing on their respective conceptualisations of language, from which we derive a set of methodological principles and practices. A significant feature of the methodology presented in this paper, is that it takes into account the researchers’ relationships with the subject of research. Thus we propose this methodology as being of particular significance to practitioner–researchers studying the language of other practitioners within the same field (e.g. MTEs studying the language of other MTEs), as well as to the study of one’s own use of language in mathematics education settings. From our methodological perspective we explore the meaning of quality research, proposing relevant criteria. We exemplify the methodological principles and practices by analysing a transcript of a mathematics teacher education lecture for prospective primary teachers in Sweden.
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| 6. |
- Hemmi, Kirsti, 1957-, et al.
(författare)
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Effective mathematics teaching in Finnish and Swedish teacher education discourses
- 2015
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Ingår i: Journal of Mathematics Teacher Education. - : Springer Science and Business Media LLC. - 1386-4416 .- 1573-1820. ; 18, s. 501-521
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Tidskriftsartikel (refereegranskat)abstract
- This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators’ discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent international reform movements are visible in the discourses in both countries. However, the Swedish teacher educators tend to conceptualize effective teaching as interactions with individual children, building on students’ ideas and emanating mathematics from everyday situations, while the Finnish teacher educators stress the importance of a clear presentation of mathematics, routines and homework as well as specific goals for every lesson. The results of this cross-cultural study cannot be generalized to the two countries but rather show interesting conceptualizations of effective teaching, adding to international theory-building.
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| 7. |
- Marschall, Gosia
(författare)
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The role of teacher identity in teacher self-efficacy development : the case of Katie
- 2022
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Ingår i: Journal of Mathematics Teacher Education. - : Springer Science and Business Media LLC. - 1386-4416 .- 1573-1820. ; 25:6, s. 725-747
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Tidskriftsartikel (refereegranskat)abstract
- This article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher’s teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development.
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| 8. |
- Peng, Aihui
(författare)
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Knowledge Growth of Mathematics Teacher during the Professional Activity Based on the Task of Lesson Explaining
- 2007
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Ingår i: Journal of Mathematics Teacher Education. - : Springer. - 1386-4416 .- 1573-1820. ; 10:4-6, s. 289-299
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Tidskriftsartikel (refereegranskat)abstract
- ‘Lesson explaining’ has been developed in China from an evaluative resource to an effective form of teacher professional development with the value of emphasizing teacher reflective practice. This paper begins with a general description of lesson explaining. Then an example of ‘explaining’ a mathematics lesson for teaching probability is described. The analysis shows how the individual teacher develops his own subject matter knowledge of probability and how the professional community develops their pedagogical content knowledge during the professional activities based on the task of lesson explaining. In the concluding remarks, lesson explaining is described as a model of professional development for in-service mathematics teacher and is used as the basis for an alternative explanation for the Confucian heritage culture (CHC) learner paradox and the CHC teacher paradox.
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| 9. |
- Ryve, Andreas
(författare)
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What is actually discussed in problem solving courses for prospecitve teachers
- 2007
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Ingår i: Journal of Mathematics Teacher Education. - : Kluwer Academic Publishers. - 1386-4416 .- 1573-1820. ; 10:1, s. 41-63
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to characterize the discourse of two problem-solving courses for prospective teachers. The data, consisting of audio recordings and field notes, were examined from a dialogical approach combined with the theory of contextualization. I show not only the substantial differences between the two classroom discourses but also elaborate on plausible reasons for the divergency found. The findings then serve as a basis for a discussion of how to develop a problem-solving course within the mathematics teacher program.
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| 10. |
- Sjöblom, Marie, et al.
(författare)
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Teachers' noticing to promote students' mathematical dialogue in group work
- 2023
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Ingår i: Journal of Mathematics Teacher Education. - : Springer Science and Business Media LLC. - 1386-4416 .- 1573-1820. ; :26, s. 509-531
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Tidskriftsartikel (refereegranskat)abstract
- How can teachers refine their strategies for purposefully engaging students in mathematical discussions when students are working in groups and the teacher enters an ongoing group conversation? In three educational design research cycles, four teachers collaborated with a researcher for one year to analyse, design and evaluate strategies for engaging students in small-group mathematical discussions. The idea of noticing (Mason in Researching your own practice: the discipline of noticing, RoutledgeFalmer, London, 2002; Sherin et al. in Mathematics teacher noticing: seeing through teachers' eyes, Taylor & Francis, New York, 2011) was used to organize the findings-by paying attention to aspects in the mathematical discussions and interpreting the interactions, teachers could together refine their own actions/responses to better support students' work. The Inquiry Co-operation Model of Alro and Skovsmose (Dialogue and learning in mathematics education: intention, reflection, critique, Kluwer Academic Publishers, Dordrecht, 2004) was used as a theoretical base for understanding qualities in mathematical discussions. Ehrenfeld and Horn's (Educ Stud Math 103(7):251-272, 2020) model of initiation-entry-focus-exit and participation was for interpreting and organizing the findings on teachers' actions. The results show that teachers became more aware of the importance of explicit instructions and their own role as facilitators of mathematical questions to students, by directing specific mathematical questions to all students within the groups. In this article, by going back and forth between what happened in the teachers' professional development group and in the classrooms, it was possible to simultaneously follow the teachers' development processes and what changed in students' mathematical discussions.
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