The Mathematics Educator
http://tme.journals.libs.uga.edu/index.php/tme
<em>The Mathematics Educator</em> strives to provide a forum for collaboration of mathematics educators at varying levels of professional experience. Its purpose is to promote the interchange of ideas among the mathematics education community, locally, nationally, and internationally and to present a variety of viewpoints on a broad spectrum of issues related to mathematics education.en-UStme.uga@gmail.com (Halil I. Tasova, Brandon Singleton, & Julia Przybyla-Kuchek)mcalists@uga.edu (Sheila McAlister)Sun, 31 Dec 2017 14:26:36 -0500OJS 2.4.8.1http://blogs.law.harvard.edu/tech/rss60Front Matter
http://tme.journals.libs.uga.edu/index.php/tme/article/view/414
<p> </p><p> </p><p> </p>TME Editors
Copyright (c) 2017 TME Editors
http://tme.journals.libs.uga.edu/index.php/tme/article/view/414Sun, 31 Dec 2017 14:26:21 -0500A note to Reviewers
http://tme.journals.libs.uga.edu/index.php/tme/article/view/412
<p> </p><p> </p><p> </p><p> </p><p> </p>TME Editors
Copyright (c) 2017 TME Editors
http://tme.journals.libs.uga.edu/index.php/tme/article/view/412Sun, 31 Dec 2017 14:26:22 -0500Noticing and Knowledge: Exploring Theoretical Connections between Professional Noticing and Mathematical Knowledge for Teaching
http://tme.journals.libs.uga.edu/index.php/tme/article/view/418
For the past two decades, the development of preservice elementary teachers’ mathematical knowledge and skills has been central to mathematics education research. Two frameworks that researchers have drawn upon to examine such development are mathematical knowledge for teaching and professional noticing (of children’s mathematical thinking). We have identified shared theoretical space between these two frameworks, and we hypothesize that effective professional noticing occurs at the intersection of developed mathematical knowledge for teaching and a high level of responsiveness with respect to the mathematical activities of students.Jonathan Thomas, Cindy Jong, Molly H. Fisher, Edna O. Schack
Copyright (c) 2017 Jonathan Thomas, Cindy Jong, Molly H. Fisher, Edna O. Schack
http://tme.journals.libs.uga.edu/index.php/tme/article/view/418Sun, 31 Dec 2017 14:26:23 -0500Factors Influencing Elementary Mathematics Teachers’ Beliefs in Reform-Based Teaching
http://tme.journals.libs.uga.edu/index.php/tme/article/view/415
I investigated a reform based teachers’ beliefs about the nature of mathematics, teaching mathematics, and learning mathematics, and the factors leading to their formation. I interviewed and observed a reform-based elementary mathematics teacher with 13 years’ experience teaching first grade. She held a Platonist/problem solver view of mathematics, explainer view of teaching, and an active view of learning and was influenced by her husband, preschool son, past teachers, certification, professional development, and teaching experience. I found personal factors outside of education could significantly support beliefs in reform-based teaching and speculate that reflection on personal factors could initiate belief change.Amanda Gantt Sawyer
Copyright (c) 2017 Amanda Gantt Sawyer
http://tme.journals.libs.uga.edu/index.php/tme/article/view/415Sun, 31 Dec 2017 14:26:25 -0500Should I Stay or Should I Go? Persistence in Postsecondary Mathematics Coursework
http://tme.journals.libs.uga.edu/index.php/tme/article/view/416
This paper draws on self-determination theory (SDT) to explore reasons for college students’ decisions to either continue or change directions (and hence their persistence) from their STEM-intending majors. We therefore sought to gain insight into why some college students persisted in their STEM-intending degree programs while others, faced with the same challenge(s), changed majors. Using a phenomenological design, three students were purposefully selected and interviewed using a semi-structured interview guide. A finding from this study is that while challenges are a part of life, individual responses to academic challenges vary depending on how they judge the situation. For the three focal students, decisions about whether to persist in their STEM-intending degree programs involved a complex mix of factors. These were whether they found the challenge worthwhile (i.e., perception of autonomy), had a desire to engage in the STEM program because they found the program worthwhile (i.e., perception of competency) or had adequate support systems available (i.e., perception of relatedness). Implications for university authorities and college professors are highlighted.Forster D. Ntow, Lesa M. Covington Clarkson, Sousada Chidthachack, Elizabeth A. Crotty
Copyright (c) 2017 Forster D. Ntow, Lesa M. Covington Clarkson, Sousada Chidthachack, Elizabeth A. Crotty
http://tme.journals.libs.uga.edu/index.php/tme/article/view/416Sun, 31 Dec 2017 14:26:27 -0500Selecting and Using Mathematics Methods Texts: Nontrivial Tasks
http://tme.journals.libs.uga.edu/index.php/tme/article/view/318
<p>Mathematics methods textbooks/texts are important components of many courses for preservice teachers. How these texts are selected and used should be explored. Within this paper we report the findings of a survey administered electronically to 132 members of the Association of Mathematics Teacher Educators (AMTE) in order to answer the following research questions: What criteria do mathematics teacher educators use when they select texts? How do they use the texts in their methods courses? What strategies (literacy strategies, reflection strategies, etc.) do mathematics teacher educators use in order to help preservice teacher engage with the texts? Findings suggest that mathematics teacher educators use varied criteria to select methods texts and they use texts in a variety of ways. Some use texts to show and tell about standards-based practices and some want to help preservice teachers use texts to shape their own visions of standards-based practices. This suggests a view of “literacy as a lens” (Draper, 2008) for shaping preservice teachers’ visions of teaching and learning <em>and/or</em> helping them shape their own visions for teaching and learning. Additionally, results indicate that mathematics teacher educators ask preservice teachers to participate in conversations about the texts they select and use in their courses. We propose additional research related to the literacy strategies that mathematics teacher educators use in their methods courses in order to help preservice teacher engage with the texts that they select and use.</p>Shelly Sheats Harkness, Amber Brass
Copyright (c) 2017 Shelly Sheats Harkness, Amber Brass
http://tme.journals.libs.uga.edu/index.php/tme/article/view/318Sun, 31 Dec 2017 14:26:31 -0500