Reflection as Professional Knowledge for Mathematics Teachers

What teachers’ want: Identifying mathematics teachers’ professional learning needs

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...

Lesson Study as a Springboard for the Professional Development of Mathematics Teachers

In Japan, Lesson Study (LS) has been used for many years as a way to connect teacher's learning with practice and to support professional development through teaching (Lewis, 2005; Lewis & Tsuchida, 1998; Stigler & Hiebert, 1999). During LS, teams of teachers meet regularly to work on the design, implementation, and improvement of one or several lessons. Members of the team plan the lesson. One...

The Professional Knowledge of German Secondary Mathematics Teachers: Investigations in the Context of the COACTIV Project

0 Introduction The relevance of teachers' domain-specific knowledge for high-quality instruction has been emphasised repeatedly, particularly in the context of mathematics teaching (e.g., Ball, Lubien-ski, & Mewborn, 2001). However, despite the eminent role that is attributed to teachers' professional knowledge for creating powerful learning environments, very few instruments are yet available ...

An Exploration of Mathematics Teachers’ Reflection on Their Teaching Practices

This study focuses on understanding the reflection on teaching practices of two mathematics teachers teaching technical mathematics in a technical institute. For the purpose of this study, reflection is considered as the teachers’ interpretation of their teaching practices. These teachers were interviewed to describe their teaching practices aspects including the teaching plan, teaching strateg...