Mathematical Language Skills of Mathematics Prospective Teachers

Gender Differences of Elementary Prospective Teachers in Mathematical Beliefs and Mathematics Teaching Anxiety

In this study, any possible differences between mathematics beliefs and anxiety of prospective elementary mathematics teachers have been investigated according to their gender. In this purpose, 1, 2, 3 and 4 grade students from a Government University in Turkey were selected as a sample. Mathematics Teaching Anxiety Scale (MATAS) and Beliefs About Mathematics Survey (BAMS) has been used as data...

Running Head: EFFECTS OF MATHEMATICS COURSES Effects of Mathematics Courses on Prospective Elementary Teachers’ Learning Mathematical Content Knowledge for Teaching

Contemporary Physics for Future Teachers with Limited Mathematics Skills

Many areas of the United States face shortage of teachers who have studied a significant amount of physics at the university. To provide secondary school students with a course in physics many states allow teachers of other sciences and mathematics to become physics teachers. These teachers must complete some minimal number of physics courses at the university. To help these teachers understand...

Prospective Mathematics Teachers' Technology-Based Presentations on Proportional Reasoning

This study investigated future teachers’ use of technology in teaching proportional reasoning lessons in a senior-level college seminar. Seminar participants were preparing to teach mathematics at an elementary, middle, or secondary school, and the technology-based lesson was a capstone experience wherein they were to demonstrate proportional reasoning concepts or principles that were appropria...

Cognition and Affect in Mathematics Problem Solving with Prospective Teachers

Recent studies relating the affective domain with the teaching and learning of mathematics, and more specifically with mathematics problem solving, have focused on teacher education. The authors of these studies have been ever more insistently pointing to the need to design educational programs that take an integrated cognitive and affective approach to mathematics education. Given this context...