Journal of Mathematics Teacher Education

Tirosh, Dina

doi: 10.1007/s10857-008-9080-1pmid: N/A

Delaney, Seán; Ball, Deborah; Hill, Heather; Schilling, Stephen; Zopf, Deborah

doi: 10.1007/s10857-008-9072-1pmid: N/A

This article describes a study in which measures of mathematical knowledge for teaching developed in the United States were adapted to measure mathematical knowledge for teaching in Ireland. When adapting the measures it was not assumed that the mathematical knowledge used by Irish and U.S. teachers is the same. Instead psychometric and interview-based methods were used to determine a correspondence between the constructs being measured, and ensure the integrity of item performance in the Irish context. The study found overlap between the knowledge that is used to teach in both Ireland and the United States, and that the items tapped into this knowledge. However, specific findings confirm the usefulness of conducting extensive checks on the validity of items used in cross-national contexts. The process of adaptation is described to provide guidance for others interested in using the items to measure mathematical knowledge for teaching outside the United States. The process also enabled the authors to raise questions about the assumptions that lie behind the practice-based construct of mathematical knowledge for teaching.

Gainsburg, Julie

doi: 10.1007/s10857-007-9070-8pmid: N/A

The mathematics-education community stresses the importance of real-world connections in teaching. The extant literature suggests that in actual classrooms this practice is infrequent and cursory, but few studies have specifically examined whether, how, and why teachers connect mathematics to the real world. In this study, I surveyed 62 secondary mathematics teachers about their understanding and use of real-world connections, their purposes for making connections in teaching, and factors that support and constrain this practice. I also observed 5 teachers making real-world connections in their classrooms and I conducted follow-up interviews; these qualitative data are used to illuminate findings from the survey data. The results offer an initial portrayal of the use of real-world connections in secondary mathematics classes and raise critical issues for more targeted research, particularly in the area of teacher beliefs about how to help different kinds of students learn mathematics.

Sahin, Alpaslan; Kulm, Gerald

doi: 10.1007/s10857-008-9071-2pmid: N/A

This case study of a first-year and an experienced teacher presents an analysis of the place and frequency of three types of questions: probing, guiding, and factual. We examined the use of these questions in the course of five lessons, in order to study the relationship between the part of the lesson and types of questions asked. In addition, we interviewed the teachers to gain insights into their reasons for asking different types of questions. Both teachers asked many more factual questions than other types of questions regardless of their teaching strategies. Both asked more probing questions during the summary part of the lessons than in other parts. The first year teacher asked more probing questions overall than the experienced teacher, except in a lesson in which the experienced teacher engaged student with manipulatives. Guiding questions were rarely used by either teacher. In the interviews, both teachers said asking higher order questions was important for better students’ learning, even though they asked relatively few probing or guiding questions. Using the indicators we developed for question types, we found that the two teachers were aware of the functions of questions they used. Even after a considerable amount of time had elapsed, they were able to recall the lesson from a video clip and explain why they used questions with particular students or in a specific situation

Artzt, Alice; Curcio, Frances

doi: 10.1007/s10857-008-9075-ypmid: N/A

In response to the critical shortage of qualified mathematics teachers in the U.S., the TIME 2000 Program was created with funds from the National Science Foundation, at Queens College of the City University of New York. Now institutionalized, the program is designed to support the recruitment, preparation, and retention of prospective teachers through a close-knit learning community in which participants experience an innovative and multifaceted program for their four years of undergraduate study. This article describes the innovative aspects of the program that show promise of preparing highly competent teachers whose careers span a lifetime. Short- and long-term strategies for recruiting students from high school are described as well as the program components that are designed to increase retention of candidates in the program and in teaching.