Five new articles were published in International Journal for Mathematics Teaching and Learning on Tuesday:
How Does the Problem Based Learning Approach Compare to the Model-Eliciting Activity Approach in Mathematics? by Scott A. Chamberlin and Sidney M. Moon. Abstract: The purpose of this article is to discuss the similarities and differences in the two approaches referred to in the article title with an emphasis on implementation and outcomes.
Seeds of Professional Growth Nurture Students’ Deeper Mathematical Understanding, by Ji-Eun Lee and Dyanne Tracy. Abstract: This manuscript describes a group of middle school age students' exploration of virtual mathematics manipulatives and the authors' professional development process. In the manuscript, the authors share the experiences they had with middle school students and the process that they, as mathematics teachers, used to refine their own learning and teaching alongside the middle school students.
The State of Balance Between Procedural Knowledge and Conceptual Understanding in Mathematics Teacher Education, By Michael J. Bossé and Damon L. Bahr. Abstract: In this paper, we present the results of a survey-based study of the perspectives of mathematics teacher educators in the United States regarding the effects of the conceptual/procedural balance upon four concerns: the type of mathematics that should be learned in school, preservice teacher preparation, instructional conceptualization and design, and assessment.
An Exploration of the Effects of a Practicum-Based Mathematics Methods Course on the Beliefs of Elementary Preservice Teachers, by Damon L. Bahr and Eula Ewing Monroe. Abstract: Effects of a practicum-based elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the “Integrating Mathematics and Pedagogy” (IMAP) research group at San Diego State University.
What is Good College Mathematics Teaching? by Carmen M. Latterell. Abstract: This article attempts to answer the question “What is good college mathematics teaching?” by examining three sources of information: research, student course evaluations, and responses on the website RateMyProfessors.com.
This is the journal where I published my own article about Real-life Connections in Japan and the Netherlands: National Teaching Patterns and Cultural Beliefs, in July, and as always, all articles are freely available in pdf format.
How Does the Problem Based Learning Approach Compare to the Model-Eliciting Activity Approach in Mathematics? by Scott A. Chamberlin and Sidney M. Moon. Abstract: The purpose of this article is to discuss the similarities and differences in the two approaches referred to in the article title with an emphasis on implementation and outcomes.
Seeds of Professional Growth Nurture Students’ Deeper Mathematical Understanding, by Ji-Eun Lee and Dyanne Tracy. Abstract: This manuscript describes a group of middle school age students' exploration of virtual mathematics manipulatives and the authors' professional development process. In the manuscript, the authors share the experiences they had with middle school students and the process that they, as mathematics teachers, used to refine their own learning and teaching alongside the middle school students.
The State of Balance Between Procedural Knowledge and Conceptual Understanding in Mathematics Teacher Education, By Michael J. Bossé and Damon L. Bahr. Abstract: In this paper, we present the results of a survey-based study of the perspectives of mathematics teacher educators in the United States regarding the effects of the conceptual/procedural balance upon four concerns: the type of mathematics that should be learned in school, preservice teacher preparation, instructional conceptualization and design, and assessment.
An Exploration of the Effects of a Practicum-Based Mathematics Methods Course on the Beliefs of Elementary Preservice Teachers, by Damon L. Bahr and Eula Ewing Monroe. Abstract: Effects of a practicum-based elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the “Integrating Mathematics and Pedagogy” (IMAP) research group at San Diego State University.
What is Good College Mathematics Teaching? by Carmen M. Latterell. Abstract: This article attempts to answer the question “What is good college mathematics teaching?” by examining three sources of information: research, student course evaluations, and responses on the website RateMyProfessors.com.
This is the journal where I published my own article about Real-life Connections in Japan and the Netherlands: National Teaching Patterns and Cultural Beliefs, in July, and as always, all articles are freely available in pdf format.
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