A survey of university-based programs that support in-service and pre-service mathematics teachers’ change

This survey paper discusses recent relevant contributions and trends in university-based teacher education ‘programs’ for in-service and pre-service teachers. The goal of this small-scale survey of the mathematics education literature was to identify examples of studies that investigated such programs and their effectiveness in supporting change in teachers’ knowledge, disposition, and teaching for the improvement of students’ learning of mathematics. Themes emerging from the sample of these studies are identified and described to illustrate the nature and effectiveness of the programs, and implications for teacher education. Connections are made to the themes used to frame this special issue of ZDM Mathematics Education and how the studies in it contribute to this aspect of the field of mathematics education and further our understanding of it.

[1]  Shuhua An.  Chinese Teachers' Knowledge of Teaching Multi-digit Division , 2009 .

[2]  Anne M. Raymond.  Inconsistency between a Beginning Elementary School Teacher's Mathematics Beliefs and Teaching Practice. , 1997 .

[3]  S. Krauss,et al.  Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs , 2008 .

[4]  Patricia F. Campbell,et al.  Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. , 2014 .

[5]  A. Leavy,et al.  Teaching mathematical problem-solving from an emergent constructivist perspective: the experiences of Irish primary teachers , 2013 .

[6]  Gilah C. Leder,et al.  Beliefs A hidden variable in Mathematics Education , 2002 .

[7]  O. Alsawaie,et al.  The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching , 2010 .

[8]  Jing Cheng,et al.  Learning to attend to precision: the impact of micro-teaching guided by expert secondary mathematics teachers on pre-service teachers’ teaching practice , 2017 .

[9]  Pi-Jen Lin,et al.  A practicum mentoring model for supporting prospective elementary teachers in learning to teach mathematics , 2017 .

[10]  Brian Bowen,et al.  Prospective teacher learning: recognizing evidence of conceptual understanding , 2013 .

[11]  D. Tall,et al.  Professional development through lesson study: teaching the derivative using GeoGebra , 2015 .

[12]  M. Boston.  Connecting changes in secondary mathematics teachers’ knowledge to their experiences in a professional development workshop , 2013 .

[13]  A. Su,et al.  The National Council of Teachers of Mathematics , 1932, The Mathematical Gazette.

[14]  Hyman Bass,et al.  Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. , 2000 .

[15]  M. Goedhart,et al.  Preparing Vietnamese student teachers for teaching with a student-centered approach , 2008 .

[16]  J. Bobis,et al.  Prospective Primary Teachers' Beliefs about Mathematics , 2015 .

[17]  Zhonghe Wu,et al.  Using the Evidence-Based MSA Approach to Enhance Teacher Knowledge in Student Mathematics Learning and Assessment , 2014 .

[18]  David Pedder,et al.  Lesson study as a vehicle for collaborative teacher learning in a secondary school , 2014 .

[19]  Kevin Larkin,et al.  Using transactional distance theory to redesign an online mathematics education course for pre-service primary teachers , 2015 .

[20]  J. Ponte,et al.  Research on teaching practice in a Portuguese initial secondary mathematics teacher education program , 2017 .

[21]  Thomas E. Ricks.  Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers , 2011 .

[22]  Roza Leikin,et al.  Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks , 2013 .

[23]  L. Shulman.  Those Who Understand: Knowledge Growth in Teaching , 1986 .

[24]  Song A. An.  Preservice teachers’ knowledge of interdisciplinary pedagogy: the case of elementary mathematics–science integrated lessons , 2017 .

[25]  Douglas McLean Clarke,et al.  Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning. , 2014 .

[26]  Salvador Llinares,et al.  Prospective primary mathematics teachers’ learning from on-line discussions in a virtual video-based environment , 2010 .

[27]  Miriam Gamoran Sherin,et al.  The influence of video clubs on teachers’ thinking and practice , 2010 .

[28]  Zhonghe Wu,et al.  Effects of using problem of the week in teaching on teacher learning and change in algebraic thinking and algebra , 2017 .

[29]  Mary Q. Foote,et al.  Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases , 2014 .

[30]  Melva R. Grant,et al.  Run! Spot. Run!: vocabulary development and the evolution of STEM disciplinary language for secondary teachers , 2017 .

[31]  Kathleen A. Cramer,et al.  Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge. , 2015 .

[32]  R. Santagata,et al.  Learning to teach mathematics and to analyze teaching effectiveness: evidence from a video- and practice-based approach , 2014 .

[33]  Deborah Loewenberg Ball,et al.  Content Knowledge for Teaching , 2008 .

[34]  Nils Buchholtz.  The acquisition of mathematics pedagogical content knowledge in university mathematics education courses: results of a mixed methods study on the effectiveness of teacher education in Germany , 2017 .

[35]  C. Lewis,et al.  Improving mathematics instruction through lesson study: a theoretical model and North American case , 2009 .

[36]  Ilhan Karatas.  Changing pre-service mathematics teachers’ beliefs about using computers for teaching and learning mathematics: the effect of three different models , 2014 .

[37]  Gül Kaleli-Yilmaz.  The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses. , 2015 .

[38]  Rodney A. Nason,et al.  Facilitating growth in prospective teachers’ knowledge: teaching geometry in primary schools , 2012 .

[39]  Jeremy Kilpatrick,et al.  Adding It Up: Helping Children Learn Mathematics , 2013 .

[40]  Zhonghe Wu,et al.  The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S. , 2004 .

[41]  J. Silverman,et al.  ONLINE ASYNCHRONOUS COLLABORATION IN MATHEMATICS TEACHER EDUCATION AND THE DEVELOPMENT OF MATHEMATICAL KNOWLEDGE FOR TEACHING , 2009 .

[42]  Berinderjeet Kaur.  Impact of the course teaching and learning of mathematics on preservice grades 7 and 8 mathematics teachers in Singapore , 2017 .

[43]  Edd V. Taylor.  Supporting children’s mathematical understanding: professional development focused on out-of-school practices , 2012 .

[44]  O. Chapman.  Reflective Awareness in Mathematics Teachers' Learning and Teaching. , 2015 .