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Bima Sapkota; Amanda Huffman Hayes – School Science and Mathematics, 2024
Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations…
Descriptors: Preservice Teachers, Mathematics Teachers, Teacher Education Programs, Pedagogical Content Knowledge
Keazer, Lindsay; Jung, Hyunyi – School Science and Mathematics, 2020
Problem solving has long been a priority in mathematics education, and the first Common Core mathematical practice (SMP1) focuses on this priority through the language of "Make sense of problems and persevere in solving them." We present findings from a survey about how prospective elementary teachers' (PTs) make sense of potential…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Education, Elementary School Mathematics
Marco-Bujosa, Lisa M.; Friedman, Audrey A.; Kramer, Allison – School Science and Mathematics, 2021
The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that…
Descriptors: Science Instruction, Teaching Methods, Urban Schools, Phenomenology
Nixon, Ryan S.; Toerien, Rene; Luft, Julie A. – School Science and Mathematics, 2019
Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers' subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know more about the science subject matter than their…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Knowledge Base for Teaching, Secondary School Teachers
Gann, Linda; Bonner, Emily P.; Moseley, Christine – School Science and Mathematics, 2016
Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and…
Descriptors: Mathematics Teachers, Teacher Attitudes, English Language Learners, Secondary School Mathematics
Garner, Mary L.; Watson, Virginia; Rogers, Beth; Head, Catherine – School Science and Mathematics, 2017
Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and…
Descriptors: Mathematics Teachers, Faculty Development, Communities of Practice, Teacher Competencies
Bartos, Stephen A.; Lederman, Norman G.; Lederman, Judith S. – School Science and Mathematics, 2014
Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not…
Descriptors: Pedagogical Content Knowledge, Science Teachers, Physics, Knowledge Base for Teaching
Sickel, Aaron J.; Friedrichsen, Patricia – School Science and Mathematics, 2015
The purpose of this three-year case study was to understand how a beginning biology teacher (Alice) designed and taught a 5E unit on natural selection, how the unit changed when she took a position in a different school district, and why the changes occurred. We examined Alice's developing beliefs about science teaching and learning,…
Descriptors: Beliefs, Context Effect, Longitudinal Studies, Beginning Teachers
Lewis, Elizabeth; Dema, Oxana; Harshbarger, Dena – School Science and Mathematics, 2014
Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links…
Descriptors: Preservice Teachers, Preservice Teacher Education, Science Instruction, Classroom Communication
Lin, Cheng-Yao – School Science and Mathematics, 2010
This study determines whether web-based instruction (WBI) represents an improved method for helping preservice teachers learn procedural and conceptual knowledge of fractions.. The purpose was to compare the effectiveness of web-based instruction (WBI) with the traditional lecture in mathematics content and methods for the elementary school…
Descriptors: Preservice Teachers, Web Based Instruction, Conventional Instruction, Knowledge Base for Teaching
Fast, Gerald R.; Hankes, Judith E. – School Science and Mathematics, 2010
The purpose of the research was to improve the effectiveness of instruction in constructivist pedagogy in a college elementary mathematics education course through intentional integration of instruction in mathematics content. Instructors of this course previously used examples involving mathematics content on an ad hoc basis in an attempt to…
Descriptors: Constructivism (Learning), Education Courses, Mathematics Education, Teaching Methods
Piccolo, Diana – School Science and Mathematics, 2008
Multiple views have been presented on how mathematical content knowledge should be taught in order to ensure quality instruction in the classroom. However, the ability to teach mathematics content is influenced by general pedagogy, pedagogical content knowledge and mathematical content knowledge. Nevertheless, all pedagogical competencies and…
Descriptors: Knowledge Base for Teaching, Pedagogical Content Knowledge, Mathematics Instruction, Teaching Methods
Lewis, Scott; Lee, Okhee; Santau, Alexandra; Cone, Neporcha – School Science and Mathematics, 2010
Student initiatives play an important role in inquiry-based science with all students, including English language learning (ELL) students. This study examined initiatives that elementary students made as they participated in an intervention to promote science learning and English language development over a three-year period. In addition, the…
Descriptors: Elementary School Science, Grade 5, Grade 3, English (Second Language)
Swars, Susan; Hart, Lynn C.; Smith, Stephanie Z.; Smith, Marvin E.; Tolar, Tammy – School Science and Mathematics, 2007
This study investigated the mathematics beliefs and content knowledge of 103 elementary pre-service teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Pre-service teachers' pedagogical beliefs became more cognitively-oriented during the teacher preparation program with these changes…
Descriptors: Student Teaching, Preservice Teachers, Methods Courses, Teacher Attitudes

Lewis, Scott P.; Alacaci, Cengiz; O'Brien, George E.; Jiang, Zhonghong – School Science and Mathematics, 2002
Analyzes projects developed by preservice teachers enrolled in an elementary science course. Finds that students made a number of different types of mathematical errors and underutilized data representation and summary forms. (Author/MM)
Descriptors: Elementary Education, Knowledge Base for Teaching, Preservice Teachers, Science Curriculum
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