Pub Date : 2023-10-27DOI: 10.1007/s10857-023-09604-4
Nadav Ehrenfeld
{"title":"The role of mathematics teachers' previous professional experiences in their collaborative sensemaking: an ecological perspective","authors":"Nadav Ehrenfeld","doi":"10.1007/s10857-023-09604-4","DOIUrl":"https://doi.org/10.1007/s10857-023-09604-4","url":null,"abstract":"","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136234557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1007/s10857-023-09605-3
Giorgos Psycharis, Charlotte Krog Skott
Abstract We study the interactions over 22 years between one mathematics teacher and his resources for teaching, especially digital ones, with a dual focus on the teacher’s documentational and identity trajectories and professional development. We combined a theoretical framework on teachers’ work with resources—documentational approach to didactics (DAD)—with a framework based on social practice theory—patterns of participation (PoP). The DAD analysis provided rich descriptions of which digital resources the teacher interacted with and of the transformative evolution of these interactions over time. The PoP analysis offered explanations of how and why the teacher transformed his interactions with the resources through foregrounding affective and contextual factors as significant for the teacher’s formation of identity. We conclude that the combination of the two frameworks provided deeper and complementary insights into the teacher’s long-term professional development with digital resources, and that such networking is needed to develop balanced understandings of teachers’ long-term interactions with digital resources.
{"title":"Studying a mathematics teacher’s documentational and identity trajectories over time","authors":"Giorgos Psycharis, Charlotte Krog Skott","doi":"10.1007/s10857-023-09605-3","DOIUrl":"https://doi.org/10.1007/s10857-023-09605-3","url":null,"abstract":"Abstract We study the interactions over 22 years between one mathematics teacher and his resources for teaching, especially digital ones, with a dual focus on the teacher’s documentational and identity trajectories and professional development. We combined a theoretical framework on teachers’ work with resources—documentational approach to didactics (DAD)—with a framework based on social practice theory—patterns of participation (PoP). The DAD analysis provided rich descriptions of which digital resources the teacher interacted with and of the transformative evolution of these interactions over time. The PoP analysis offered explanations of how and why the teacher transformed his interactions with the resources through foregrounding affective and contextual factors as significant for the teacher’s formation of identity. We conclude that the combination of the two frameworks provided deeper and complementary insights into the teacher’s long-term professional development with digital resources, and that such networking is needed to develop balanced understandings of teachers’ long-term interactions with digital resources.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"31 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136235570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1007/s10857-023-09606-2
Juan Luis Prieto-González, Rafael Enrique Gutiérrez-Araujo, Elizabeth-H. Arredondo, Alex Montecino
{"title":"Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers","authors":"Juan Luis Prieto-González, Rafael Enrique Gutiérrez-Araujo, Elizabeth-H. Arredondo, Alex Montecino","doi":"10.1007/s10857-023-09606-2","DOIUrl":"https://doi.org/10.1007/s10857-023-09606-2","url":null,"abstract":"","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"123 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136376517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1007/s10857-023-09602-6
Corey Webel, James Tarr, Christopher Austin, Sheunghyun Yeo, Hyejin Shim
Abstract We report on the differences in mathematics learning environments in classes taught by certified Elementary Math Specialists (EMSs) ( n = 28) and their peers ( n = 33) as determined by observations of instruction. We used path analysis to examine how variables such as mathematical knowledge for teaching, beliefs, and background characteristics were related to the learning environment. We used the Classroom Learning Environment Measure (CLEM) observation protocol, which attends to aspects of mathematics lessons such as opportunities for students to justify their reasoning and attend to mathematical concepts. Our analysis revealed that learning environments incorporating such elements were significantly more prevalent in classes taught by EMSs, and that there were two paths indicating mediation effects on the relationship between EMS status and learning environment. One path was related to teachers’ beliefs about the primacy of computation in learning mathematics; the other path was related to teachers’ mathematical knowledge for teaching and their beliefs about the extent to which mathematical knowledge is constructed by the learner. We share implications for EMS programs and recommendations for future research on the impact of EMSs in elementary schools.
{"title":"Relationships between elementary mathematics specialist certification, knowledge, beliefs, and classroom learning environments","authors":"Corey Webel, James Tarr, Christopher Austin, Sheunghyun Yeo, Hyejin Shim","doi":"10.1007/s10857-023-09602-6","DOIUrl":"https://doi.org/10.1007/s10857-023-09602-6","url":null,"abstract":"Abstract We report on the differences in mathematics learning environments in classes taught by certified Elementary Math Specialists (EMSs) ( n = 28) and their peers ( n = 33) as determined by observations of instruction. We used path analysis to examine how variables such as mathematical knowledge for teaching, beliefs, and background characteristics were related to the learning environment. We used the Classroom Learning Environment Measure (CLEM) observation protocol, which attends to aspects of mathematics lessons such as opportunities for students to justify their reasoning and attend to mathematical concepts. Our analysis revealed that learning environments incorporating such elements were significantly more prevalent in classes taught by EMSs, and that there were two paths indicating mediation effects on the relationship between EMS status and learning environment. One path was related to teachers’ beliefs about the primacy of computation in learning mathematics; the other path was related to teachers’ mathematical knowledge for teaching and their beliefs about the extent to which mathematical knowledge is constructed by the learner. We share implications for EMS programs and recommendations for future research on the impact of EMSs in elementary schools.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1007/s10857-023-09603-5
Sheila Orr, Kristen Bieda
{"title":"Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction","authors":"Sheila Orr, Kristen Bieda","doi":"10.1007/s10857-023-09603-5","DOIUrl":"https://doi.org/10.1007/s10857-023-09603-5","url":null,"abstract":"","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1007/s10857-023-09600-8
Sarah A. Roberts, T. Royce Olarte
Abstract This study considered a preservice teacher’s (PST’s) attention to multilingual learner core practices within her approximations of practice of mathematics language routines during a secondary mathematics methods course. We used a framework of approximations of practice to understand how a PST enacted and developed an understanding of multilingual learner core practices. To provide a vision for what multilingual learner core practices can look like in nontraditional instructional contexts, we qualitatively analyzed four approximations of practice of mathematics language routines from a single PST during a single semester of a methods course. We share how she navigated the remote teaching context and engaged sample students in all of the multilingual learner core practices despite the challenges of the COVID-19 pandemic, providing an example of what these practices may look like in remote instruction. We also discuss how these multilingual learner core practices interact and complement one another. We consider possible implications, limitations, and future research directions.
{"title":"Enacting multilingual learner core practices: a PST’s approximations of practice of mathematics language routines","authors":"Sarah A. Roberts, T. Royce Olarte","doi":"10.1007/s10857-023-09600-8","DOIUrl":"https://doi.org/10.1007/s10857-023-09600-8","url":null,"abstract":"Abstract This study considered a preservice teacher’s (PST’s) attention to multilingual learner core practices within her approximations of practice of mathematics language routines during a secondary mathematics methods course. We used a framework of approximations of practice to understand how a PST enacted and developed an understanding of multilingual learner core practices. To provide a vision for what multilingual learner core practices can look like in nontraditional instructional contexts, we qualitatively analyzed four approximations of practice of mathematics language routines from a single PST during a single semester of a methods course. We share how she navigated the remote teaching context and engaged sample students in all of the multilingual learner core practices despite the challenges of the COVID-19 pandemic, providing an example of what these practices may look like in remote instruction. We also discuss how these multilingual learner core practices interact and complement one another. We consider possible implications, limitations, and future research directions.","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1007/s10857-023-09597-0
Elena M. Lendínez Muñoz, Francisco J. García García, Ana M. Lerma Fernández, A. M. Abril Gallego
{"title":"Increase in self-efficacy in prospective teachers through theory-based lesson study","authors":"Elena M. Lendínez Muñoz, Francisco J. García García, Ana M. Lerma Fernández, A. M. Abril Gallego","doi":"10.1007/s10857-023-09597-0","DOIUrl":"https://doi.org/10.1007/s10857-023-09597-0","url":null,"abstract":"","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44866022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1007/s10857-023-09595-2
Inah Ko, P. Herbst, Mollee Shultz
{"title":"Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions","authors":"Inah Ko, P. Herbst, Mollee Shultz","doi":"10.1007/s10857-023-09595-2","DOIUrl":"https://doi.org/10.1007/s10857-023-09595-2","url":null,"abstract":"","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45667858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.1007/s10857-023-09599-y
Ronnie Karsenty, K. Brodie
{"title":"Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?","authors":"Ronnie Karsenty, K. Brodie","doi":"10.1007/s10857-023-09599-y","DOIUrl":"https://doi.org/10.1007/s10857-023-09599-y","url":null,"abstract":"","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"26 1","pages":"573 - 580"},"PeriodicalIF":2.1,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41767813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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