Search results for: Mathematics instruction

This article presents a refined conception of Mary Boole’s construct of teacher lust. Boole's construct had impact on collegiate mathematics courses for prospective elementary and middle grades teachers. Two working aspects of the construct were identified: (1) enacted teacher lust; and (2) experienced teacher lust.

The author's goal was to help her pre-service students improve their attitudes toward mathematics and teaching mathematics to elementary students. The author decided to employ self-study methodology to research her own teaching and learning as well as her students' teaching and learning in a new methods course. Findings include the importance of listening closely to students' feelings about learning and teaching math, responding with opportunities to re-learn primary math concepts in a collaborative and hands-on environment, and providing opportunities for pre-service teachers to experience success with math teaching in primary school settings.

This research had two purposes: (1) to explore the experiences of prospective teachers learning to teach mathematics within an inquiry-based teacher education programme; and (2) to study whether and how these teachers enacted what they had learned in their teacher preparation programme in their first year of teaching. The analysis draws on interviews with one graduate to explore some of the ways in which this new teacher enacted inquiry-based teaching approaches in his first year of teaching. This article presents implications for beginning teachers’ collaborative practices, for the assessment of new teachers and for practices in preservice teacher education.

This review evaluates the role of language in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. The review (a) provides equivocal findings about the extent to which number words in the Chinese language afford benefits for mathematics learning; and (b) indicates that cultural and contextual factors are gaining prominence in accounting for the superior performance of East Asian students in cross-national studies.