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Showing 1 to 20 of 10032 for “"Mathematics"”.
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Early Childhood (K-5) Preservice Teachers' Beliefs about Mathematics, Teaching Mathematics, and Learning Mathematics
<p>Mathematics teacher educators have agreed that teachers' beliefs about mathematics are contributing factors in their instructional practices, that preservice teachers' views of teaching and learning mathematics are influenced by their beliefs about mathematics, and that the process of becoming a …
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Mathematics Content Knowledge, Mathematics Teacher Efficacy, and Pedagogy
An important goal in elementary mathematics classrooms is for teachers to employ instructional practices that engage students to develop sustainable and deep conceptual mathematics understanding. In preservice education, this often requires transforming student teachers’ beliefs about teaching …
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Students, texts and mathematics : an analysis of mathematics texts and the construction of mathematics knowledge
… systematic description of student production of mathematics texts and focused on written texts that appeared to be legitimate yet could not be upheld by a principled verbal description. A search of the literature on the analysis of students texts revealed that semiotic analysis, was not only …
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Elementary mathematics instructional coaches: qualities of qualified mathematics specialists
… leadership knowledge and skills of elementary mathematics specialists (EMSs); in addition, the study examined EMSs’ ability to select and implement a high-quality mathematical task.
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Relationships Among Prospective Elementary Teachers' Beliefs About Mathematics, Mathematics Content Knowledge, and Previous Mathematics Course Experiences
… test scores, Beliefs Survey scores, and Previous Mathematics Experience Questionnaire [PMEQ] scores. Scores from the Praxis I Pre-professional Math test were self-reported and verified by the Licensure Coordinator in the Center for Teacher Education [CTE]. Scores for the Beliefs Survey and …
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Leaving mathematics as it is: Wittgenstein’s later philosophy of mathematics
Wittgenstein’s later philosophy of mathematics has been widely interpreted to involve Wittgenstein’s making dogmatic requirements of what can and cannot be mathematics, as well as involving Wittgenstein dismissing whole areas (e.g. set theory) as not legitimate mathematics. Given that Wittgenstein …
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Metaphor and mathematics
Traditionally, mathematics and metaphor have been thought of as disparate: the former rigorous, objective, universal, eternal, and fundamental; the latter imprecise, derivative, nearly - if not patently - false, and therefore of merely aesthetic value, at best. A growing amount of contemporary …
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Sound and mathematics
Laplacian differential operator -- Vibrations of plucked strings and Hollow cylinders.
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Sound and mathematics
Laplacian differential operator -- Vibrations of plucked strings and Hollow cylinders.
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Pre-service secondary mathematics teachers' attitudes about the history of mathematics
… mathematical content to pre-service secondary mathematics teachers could improve their attitudes about incorporating the history of mathematics into the mathematics classroom. A historical module from the Mathematical Association of America was taught to an undergraduate class of pre-service …
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Reimagining teaching mathematics for social “(in)justice” for secondary mathematics teachers
Providing all students with access to rigorous mathematics could be seen as an act of social justice. However, critical scholars suggest we be more explicit and change the curriculum, using mathematics as a tool to analyze the injustices in society and propose math-based solutions. This approach …
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Teachers of mathematics teach mathematics differently : a case study of two teachers
… background may have on their perception of how mathematics should be taught. Similarly questions have been asked about the role of content in mathematics education in relation to the process of education. The two teachers held different beliefs about what they were doing when they were teaching …
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Exploring Kuwaiti mathematics: student-teachers' beliefs toward using Logo and mathematics education
… course, a Logo module, on Kuwaiti elementary mathematics student-teachers’ beliefs about Information and Communication Technology (ICT) and Logo. The Logo module incorporated ICT, in particular the Logo programming language, as a cognitive tool, that supports the constructivist perspective for …
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