Middle School Mathematics Teachers' Opinions on Feedback

Middle School Mathematics Teachers’ Knowledge for Teaching

Kim Beswick, University of Tasmania Email: [email protected] Telephone: +61 3 6324 3167 Facsimile: +61 3 6324 3048 Abstract: Forty-two middle school mathematics teachers were presented with two mathematics problems, one requiring a percentage of an amount to be calculated and the other involving the interpretation of a pie chart showing percents. The teachers were firstly asked to provide...

The Effects of Sustained Professional Development on Middle School Mathematics Teachers in Urban Schools

In this study, teachers from several middle schools in New Jersey who were enrolled in a graduate mathematics class for middle school teachers were observed in their schools to determine the effects of sustained professional development on standards-based teaching habits. These teachers, along with a control group from the same schools, were rated on a rubric and their scores compared using per...

“Homework Feedback Is…”: Elementary and Middle School Teachers’ Conceptions of Homework Feedback

This study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. P...

Running Head: TEACHERS’ EXPECTATIONS OF MIDDLE SCHOOL STUDENTS Teachers’ Expectations of Middle School Students

Essential skills for middle school teachers