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23 Nov 09

Cai & Wang (2009)

Conceptions of effective mathematics teaching within a cultural context: perspectives of teachers from China and the United States

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article mathematics teacher beliefs

van Es & Sherin (2009)

The influence of video clubs on teachers’ thinking and practice

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article mathematics teacher

19 Aug 09

International Handbook of Research on Teachers and Teaching

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research teacher teaching book

17 Jun 09

Santagata, R., Zannoni, C., and Stigler, J. (2007). The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2):123-140.

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mathematics teacher education learning video

recommended that preservice teachers be offered more authentic experiences to prepare them to handle the complexity and
challenges of the school context
greater emphasis on field experiences
5 more annotations...
- two assumptions: (1) exposure to examples of teaching creates learning opportunities for prospective
  teachers; and (2) through field experiences preservice teachers meld theory into practice.
- Studies on teacher learning conducted in the 1970s concluded that, when first exposed to examples of teaching, preservice
  teachers tend to focus on irrelevant features, such as the way the person looks, the sound of their voice, and the gestures
  they use (Fuller & Manning, 1973)
- unless
  one has a clear goal in mind, classroom observations can easily turn into messy, unstructured notes, of little use a few days
  later
- Many authors underline the stability of teaching practices across centuries.
- It is thus not likely that preservice teachers will encounter reform-minded practices in the lessons they observe. On the
  contrary, field experiences may expose student teachers to a limited repertoire of strategies and to a narrow and unrepresentative
  sample of students.

10 Feb 09

Teachers Matter: Attracting ... - Google Boksøk

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teacher education research

Skott (2009) Contextualising the notion of belief enactment

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beliefs mathematics teacher education research

Seminal studies by Cooney (1985), Ernest (1989), Thompson (1984) and others pointed to the need of viewing teaching as more than a behavioural response to external constraints and affordances.
Instead, they recommended that we look into the role of teachers’ mathematical and educational priorities for the mathematics
classroom practices.

Blömeke et al. (2008) Effectiveness of teacher education

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effectiveness teacher education mathematics research

(1)
content knowledge,

(2)
pedagogical content knowledge, and

(3)
general pedagogical knowledge.
The levels of content knowledge, pedagogical content knowledge and general pedagogical knowledge have proven to influence
teacher performance significantly. However, if each of the facets is analyzed with regard to its relation to teacher performance,
the effects are vague resp. contradictory. Thus, the single dimensions of teacher knowledge seem to have only a limited predictability.
Evidence for this phenomenon exists especially with regard to content knowledge in mathematics (Begle, 1979; Hill, Rowan & Ball, 2004; Monk, 1994).
15 more annotations...

Corresponding vague and contradictory effects become apparent with regard to general pedagogical knowledge if it is taken
as the only criterion to predict teacher performance (Ashton & Crocker 1987; Grossman, 1990). In contrast, pedagogical content knowledge seems to be a vital element of teacher performance: the linking of content knowledge and knowledge about its instruction
shows consistently positive correlations to student achievement (Baumert, 2006; Brown, Smith & Stein, 1996; Cohen & Hill, 1997; Wiley & Yoon, 1995). However, an important question is to what extent somebody can have pedagogical content knowledge without having acquired
content knowledge and pedagogical knowledge.
The six-country study MT21 about future lower-secondary mathematics teachers
Regarding pedagogical content knowledge, countries differ in their strengths and weaknesses.
The link between cognitive components of professional competence and teacher performance touches upon the problem of “idle knowledge”. By definition the conceptualization of “competence” as a latent constructs that is assumed to underlie teacher performance
requires capturing those types of knowledge in a measurement that are really closely linked to performance.
(1)

the psychological approach (Anderson & Krathwohl, 2001),

(2)
the sociological approach (Polanyi, 1985).

Both traditions share a distinction of knowledge types. The former distinguishes between declarative, procedural and meta-cognitive
knowledge. The latter distinguishes between “knowing that”, “knowing how”, and “knowing why”.
research documents that teachers have huge problems with diagnosing student achievement accurately
If beliefs are operationalized specifically to both the content taught and the challenges a specific classroom situation
presents, empirical evidence exists for a link between teacher beliefs and student achievement (Bromme, 1994, p. 77; 2005).
epistemological beliefs about the nature of the underlying academic discipline (Hofer & Pintrich, 2002),

•

beliefs about teaching and learning in a subject (Thompson, 1992),

•

pedagogical beliefs about the social context of schools, about teacher education and the process of professional development.
Staub and Stern (2002) applied Peterson’s instrument to teachers and linked their beliefs to student achievement. The study reveals that a constructivist
perspective is related to higher student achievement as far as complex problem solving abilities are tested. At the same time,
these teachers achieve a comparable level of students’ algorithmic abilities compared to teachers with a transmission perspective.
In addition to research about these broader beliefs on teaching and learning mathematics comparative studies focusing on Chinese
and US-American teachers describe different beliefs concerning the curricular structure of mathematics teaching and the source
of success: Whereas Chinese teachers favor a more holistic view on central mathematical ideas, US-American teachers regard
mathematics more separated in smaller pieces (Ma, 1999). Chinese teachers view students’ efforts as reason for success in contrast to American teachers, who believe in mathematical
talent as main determinant of student achievement (Stevenson et al., 1990).
Fig. 1 Model of teacher-education outcomes

We found four levels of
                  professional competence (Blömeke et al., 2008c):
                  
                           • 
                                                      on level A, the mathematics knowledge is limited to school mathematics. Problems to be solved should not be too cognitively
                              complex, either. In contrast, the number of knowledge dimensions to be applied can be high. Usually this means that a teacher
                              on this level shows sufficient content knowledge and pedagogical content knowledge to solve simple instructional problems.
                                                   
                           • 
                                                      On level B, these problems can require several cognitive steps. Still the knowledge is limited to school mathematics.                        
                           • 
                                                      The necessary level of knowledge changes on level C. Teachers can solve problems which require knowledge of university mathematics
                              and pedagogical content knowledge.
                                                   
                           • 
                                                      On the highest level D, the tackled problems additionally can be very complex from a cognitive point of view.

The OECD initiative “Attracting, developing and retaining effective teachers” provides comparable data for about 25 countries
It turned out that in institutions with a higher GPA future teachers gain more professional knowledge.
Shulman, L. S. (1985). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock
(Ed.), Handbook of Research on Teaching (3rd ed., pp. 3–36). New York: Macmillan.

ZDM - December 2008

Issue with a special focus on research concerning mathematics teachers and their education

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mathematics teacher education research

26 Nov 08

Some Math Teachers' Skills Don't Add Up - Education News Story - WSMV Nashville

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mathematics teacher knowledge

Studies show the connection between teachers' knowledge and student achievement is particularly strong in math.

24 Nov 08

ZDM, No 5, 2008

Issue with a focus on Empirical Research no Mathematics Teachers and their Education.

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journal mathematics teacher education

11 Nov 08

Schwarz et al. (2008) Future teachers' professional knowledge

Future teachers’ professional knowledge on argumentation and proof: a case study from universities in three countries

Björn Schwarz1 Contact Information, Issic K. C. Leung2, Nils Buchholtz1, Gabriele Kaiser1, Gloria Stillman3, Jill Brown4 and Colleen Vale5

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teacher knowledge mathematics

Corleis et al. (2008) Content and pedagogical content knowledge

Content and pedagogical content knowledge in argumentation and proof of future teachers: a comparative case study in Germany and Hong Kong

Alexandra Corleis1 Contact Information, Björn Schwarz1, Gabriele Kaiser1 and Issic K. C. Leung2

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teacher knowledge mathematics

03 Nov 08

Skolvärlden

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teacher knowledge mathematics news

The Final Report of the National Mathematics Advisory Panel
»At the secondary level, there appears to be some effect of teachers´ content knowledge when it measured in terms of teachers´ course-taking. However, the available evidence does not support this relationship below ninth grade« (sid 36).
2 more annotations...
- Eftersom alla studenter har gått i grundskolan kan inte detta vara ett problem.
- Som pensionerad matematiklärare/lärarutbildare undrar jag om det är lärarutbildningen som är problemet eller om det helt enkelt är ett rekryteringsproblem till matematiklärarutbildningen som lärarutbildningarna gör sitt bästa för att parera.

28 Oct 08

Quality of mathematics teaching in early childhood

Article from Early Childhood Education Journal: An Analysis of Instruments that Measure the Quality of Mathematics Teaching in Early Childhood

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article mathematics education research teacher early-childhood

23 Oct 08

Knowledge and confidence of pre-service mathematics teachers: the case of fraction division

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mathematics teacher knowledge article

07 Oct 08

"Mathematical knowledge for teaching": adapting U.S. measures for use in Ireland

Delaney's JMTE article.

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mathematics education research article knowledge teacher

Several studies suggest that the work of
teaching in the United States differs from the work of teaching elsewhere (e.g., Cogan and Schmidt 1999; Santagata 2004; Schmidt et al. 1996; Stigler and Hiebert 1999).
Ireland is a good first testing-ground for efforts to translate the U.S. items. Ireland differs from the United States in
many features such as size, history, diversity and cultural activities, such as sports. The countries also share similarities.
Speaking in 2000, the Deputy Prime Minister of Ireland, Mary Harney, claimed that “spiritually” the Irish are “a lot closer
to Boston than Berlin”.
10 more annotations...
- Both qualitative and quantitative methods were used to describe, and analyze the success of, the adaptations to items.
- Qualitatively,
  we documented the process of selecting items, and then carefully recorded the adaptations made for Ireland.
- When making the
  adaptations, we conducted a focus-group interview with four practicing Irish teachers and with one mathematician.
- In addition
  we conducted follow-up interviews with five (different) teachers after they had completed the test, to learn about their responses
  to the items.
- Quantitatively, we studied how the measures performed psychometrically in a pilot study.
- convenience sample of 100 Irish primary teachers
- about 90 minutes to complete the test
- Teachers were required to complete the survey in the presence of the researcher and no time limit was imposed
- A convenience sample of teachers
  who were willing to spend one extra hour answering questions about the test was selected.
- About seven general questions were asked to elicit teachers’ general opinion on the items, the extent to which
  they related to the work of primary teaching, the authenticity of the characters in the questions, the clarity of the language,
  and the questions that respondents are likely to find difficult. The teachers were also asked if they could think of teaching
  situations, not reflected in the chosen items, where they draw on their mathematical knowledge. In addition, 16 questions
  from the test were selected and interviewees were asked to state what answer they gave and why they chose that answer and
  not another answer. These interviews were recorded and transcribed.

26 Sep 08

YouTube - The Work of Teaching and the Challenge for Teacher Education

Presentation of Deborah L. Ball at Vanderbilt University.

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ball teacher teaching video

05 Aug 08

Fast Learners - washingtonpost.com

This is a very interesting article about mathematics teaching and learning!

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mathematics education teacher

26 Jun 08

Study: Teachers not being taught math properly - Yahoo! News

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mathematics education teacher news

Math relies heavily on cumulative knowledge, making the early years critical.
Almost anyone can get in. Compared to the admissions standards found in other countries, American education schools set exceedingly low expectations for the mathematics knowledge that aspiring teachers must demonstrate
- This appears to be very similar to the situation in Norway! - on 2008-06-26
Add Sticky Note

12 Jun 08

Reflections on an Emerging Field: Researching Mathematics Teacher Education

This article investigates research in mathematics teacher education.

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research mathematics teacher education

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Reidar Mosvold's Library tagged teacher → View Popular

Cai & Wang (2009)

van Es & Sherin (2009)

International Handbook of Research on Teachers and Teaching

Santagata et al. (2007)

Teachers Matter: Attracting ... - Google Boksøk

Skott (2009) Contextualising the notion of belief enactment

Blömeke et al. (2008) Effectiveness of teacher education

ZDM - December 2008

Some Math Teachers' Skills Don't Add Up - Education News Story - WSMV Nashville

ZDM, No 5, 2008

Schwarz et al. (2008) Future teachers' professional knowledge

Corleis et al. (2008) Content and pedagogical content knowledge

Skolvärlden

Quality of mathematics teaching in early childhood

Knowledge and confidence of pre-service mathematics teachers: the case of fraction division

"Mathematical knowledge for teaching": adapting U.S. measures for use in Ireland

YouTube - The Work of Teaching and the Challenge for Teacher Education

Fast Learners - washingtonpost.com

Study: Teachers not being taught math properly - Yahoo! News

Reflections on an Emerging Field: Researching Mathematics Teacher Education

Selected Tags

Related Tags

Sponsored Links

Top Contributors

Groups interested in teacher

Teachers Without Borders

Iroquois West CUSD 10

Eden-Waterville Teacher Resources

Professional Development

Korea

Managing 1to1 Classrooms

•	on level A, the mathematics knowledge is limited to school mathematics. Problems to be solved should not be too cognitively complex, either. In contrast, the number of knowledge dimensions to be applied can be high. Usually this means that a teacher on this level shows sufficient content knowledge and pedagogical content knowledge to solve simple instructional problems.
•	On level B, these problems can require several cognitive steps. Still the knowledge is limited to school mathematics.
•	The necessary level of knowledge changes on level C. Teachers can solve problems which require knowledge of university mathematics and pedagogical content knowledge.
•	On the highest level D, the tackled problems additionally can be very complex from a cognitive point of view.