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Publication : journal of mathematics teacher education

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Academic Journal

Presumed proficiencies, credentialism, and the pedagogy of poverty: Mathematics teachers from selective alternative route programs.

Authors : Cooley, Laurel¹, ; Brantlinger, Andrew²; Hannaford-Simpson, Sarah³

Source: Journal of Mathematics Teacher Education; 2021, Vol. 24 Issue 1, p61-87, 27p

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Academic Journal

Understanding a high stakes teacher performance assessment in mathematics through elementary prospective teachers' lived experiences.

Authors : Jacobs, Tiffany¹; Swars Auslander, Susan¹,

Source: Journal of Mathematics Teacher Education; Oct2021, Vol. 24 Issue 5, p459-480, 22p

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Academic Journal

Teacher knowledge as fundamental to effective teaching practice.

Authors : Walshaw, Margaret¹,

Source: Journal of Mathematics Teacher Education; Jun2012, Vol. 15 Issue 3, p181-185, 5p

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Academic Journal

Mathematical knowledge for teaching and the mathematical quality of instruction: a study of novice elementary school teachers.

Authors : Santagata, Rossella¹, ; Lee, Jiwon¹

Source: Journal of Mathematics Teacher Education; 2021, Vol. 24 Issue 1, p33-60, 28p

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Academic Journal

A case study of elementary teacher candidates' preparation for a high stakes teacher performance assessment.

Authors : Swars Auslander, Susan¹, ; Smith, Stephanie Z.¹; Smith, Marvin E.²

Source: Journal of Mathematics Teacher Education; Jun2020, Vol. 23 Issue 3, p269-291, 23p

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Academic Journal

Instructional quality of mathematics teaching and mathematics teacher education.

Authors : Llinares, Salvador¹,

Source: Journal of Mathematics Teacher Education; 2021, Vol. 24 Issue 1, p1-3, 3p

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Academic Journal

The teacher's perspective on the separation between conjecturing and proving in high school geometry classrooms.

Authors : Aaron, Wendy Rose¹; Herbst, Patricio G.²,

Source: Journal of Mathematics Teacher Education; Jun2019, Vol. 22 Issue 3, p231-256, 26p

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Academic Journal

Sources of shifts in pre-service teachers’ patterns of attention: the roles of teaching experience and of observational experience.

Authors : Simpson, Adrian¹; Vondrová, Naďa², ; Žalská, Jana²

Source: Journal of Mathematics Teacher Education; Dec2018, Vol. 21 Issue 6, p607-630, 24p

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Academic Journal

Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs.

Authors : Ostermann, Andreas¹, ; Leuders, Timo¹; Nückles, Matthias²

Source: Journal of Mathematics Teacher Education; Dec2018, Vol. 21 Issue 6, p579-605, 27p

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Academic Journal

The development of a mathematics teacher’s professional identity during her first year teaching.

Authors : Losano, Leticia¹, ; Fiorentini, Dario², ; Villarreal, Mónica¹,

Source: Journal of Mathematics Teacher Education; Jun2018, Vol. 21 Issue 3, p287-315, 29p

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فلترة النتائج

Presumed proficiencies, credentialism, and the pedagogy of poverty: Mathematics teachers from selective alternative route programs.

Understanding a high stakes teacher performance assessment in mathematics through elementary prospective teachers' lived experiences.

Teacher knowledge as fundamental to effective teaching practice.

Mathematical knowledge for teaching and the mathematical quality of instruction: a study of novice elementary school teachers.

A case study of elementary teacher candidates' preparation for a high stakes teacher performance assessment.

Instructional quality of mathematics teaching and mathematics teacher education.

The teacher's perspective on the separation between conjecturing and proving in high school geometry classrooms.

Sources of shifts in pre-service teachers’ patterns of attention: the roles of teaching experience and of observational experience.

Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs.

The development of a mathematics teacher’s professional identity during her first year teaching.

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