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Hancock, Emilie; Karakok, Gulden – PRIMUS, 2021

As students learn to problem solve in authentic situations, they must also develop metacognitive tools to manage and regulate their problem-solving process. To foster process-focused metacognition utilized by mathematical thinkers and problem solvers, inquiry-based learning classroom practices and an adapted version of portfolio problems were…

Descriptors: Metacognition, Reflection, Problem Solving, Cooperative Learning

Ciganik, Shari; McDaniel, Michael – PRIMUS, 2021

Prospective teachers and cryptography students use programming, statistics and guile to enrich both their courses.

Descriptors: Preservice Teachers, Elementary School Teachers, Technology, Problem Solving

Verzosa, Debbie Marie B. – PRIMUS, 2021

This paper describes a project that sought to simultaneously facilitate the mathematical learning of both preservice teachers (PSTs) and schoolchildren. The project involved the organization of community Math Stations related to research-based number sense activities and was integrated within two university-level courses. This article describes…

Descriptors: Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge, Mathematics Instruction

Hanusch, Sarah – PRIMUS, 2020

A summative portfolio is a project completed at the end of the semester that gives a student an opportunity to look at a course as a whole. This study investigates whether collegiate mathematics students gain a deeper understanding of course material through the portfolio project, via an analysis of the students' work, and a survey of students'…

Descriptors: Undergraduate Students, Alternative Assessment, Portfolio Assessment, Summative Evaluation

Bieda, Kristen N.; Visnawathan, Aditya; McCrory, Raven; Sikorskii, Pavel – PRIMUS, 2020

Preparing students placing into developmental mathematics for success in undergraduate mathematics and preparing future teachers for the increasing demands of K-12 school settings are both persistent, yet seemingly divergent, problems facing higher education. In this paper, we shed light on a model that attempts to address aspects of each problem…

Descriptors: Models, Remedial Instruction, Mathematics Instruction, Mathematics Teachers

Prasad, Priya V. – PRIMUS, 2020

Mathematics teachers need to teach students more than just a laundry list of mathematical skills. Many of us also want to train our students to use mathematical habits of mind. However, traditional grading schemes usually do not allow us to reward intellectual courage and modesty. In this paper, I report on my implementation of specifications…

Descriptors: Mathematics Teachers, Grading, Mathematics Skills, Thinking Skills

Sears, Ruthmae; Kersaint, Gladis; Burgos, Fernando; Wooten, Rebecca – PRIMUS, 2019

This article describes reflections of two mathematicians and a mathematics teacher educator who collaborated on the development and implementation of courses (probability and statistics connections, number concept connections, and middle school mathematics methods) for middle school mathematics preservice teachers. The instructors of the courses,…

Descriptors: Middle School Mathematics, Preservice Teachers, Knowledge Level, Mathematics Education

Marzocchi, Alison S.; Turner, Kelly; Druken, Bridget K. – PRIMUS, 2019

We present a mathematical activity called graph talks as a new pedagogical routine to intertwine social justice issues and mathematics. Adapted from "number talks," graph talks involve students analyzing, interpreting, and discussing real-life data represented in graphs. Graphs may be strategically selected to both highlight a relevant…

Descriptors: Mathematics, Mathematics Instruction, College Mathematics, Undergraduate Students

Appova, Aina K. – PRIMUS, 2018

This paper discusses the ways in which teacher educators can effectively engage prospective teachers (PTs) in lesson study during mathematics methods courses. Evidence from this work suggests that engagement in lesson study provides PTs with opportunities to strengthen their knowledge about mathematics, students, and pedagogy. More specifically,…

Descriptors: Communities of Practice, Preservice Teacher Education, Preservice Teachers, Mathematics Instruction

Berger, Lisa – PRIMUS, 2018

In this article we address the Common Core State Standard for Mathematical Practice: Attend to Precision. We describe work in mathematics content courses for pre-service and inservice teachers focused on developing teachers' understanding of mathematical definitions. We discuss teachers' work in developing definitions for students at various…

Descriptors: Mathematics Instruction, Mathematical Concepts, Definitions, Preservice Teachers

White, D.; Sullivan, E. – PRIMUS, 2018

Teaching teachers to participate in mathematical inquiry has the potential to both transform belief systems about mathematics and to transform teachers from consumers of mathematics to producers of mathematics. The focus of this paper is to describe the use of a problem, based on a non-traditional binary operation, to encourage and teach…

Descriptors: Inquiry, Preservice Teachers, Inservice Teacher Education, Problem Solving

Flores, Alfinio; Phelps, Christine M.; Jansen, Amanda – PRIMUS, 2017

We present a first-hand, longer-term account of one student's (Christine's) experiences in and after a mathematics inquiry course. In this course, students actively posed problems, conducted their own mathematical explorations, and wrote journal entries about their experiences. During the course, Christine found that inquiry helped her develop…

Descriptors: Transformative Learning, Mathematics Instruction, Inquiry, Problem Solving

Slavit, David; Lesseig, Kristin – PRIMUS, 2017

Applying the Mathematical Knowledge for Teaching framework, we discuss the components of teacher knowledge that might be useful in supporting mathematical inquiry, and examine ways in which we strive to develop this knowledge within a middle grades mathematics program for undergraduate students who are prospective teachers. Using sample activities…

Descriptors: Inquiry, Mathematics Instruction, Mathematics Education, Teacher Education

Wasserman, Nicholas H.; Fukawa-Connelly, Timothy; Villanueva, Matthew; Mejia-Ramos, Juan Pablo; Weber, Keith – PRIMUS, 2017

Future teachers often claim that advanced undergraduate courses, even those that attempt to connect to school mathematics, are not useful for their teaching. This paper proposes a new way of designing advanced undergraduate content courses for secondary teachers. The model involves beginning with an analysis of the curriculum and practices of…

Descriptors: Secondary School Teachers, Undergraduate Study, Mathematics Instruction, Teacher Education Programs

Dittman, Marki; Soto-Johnson, Hortensia; Dickinson, Scott; Harr, Tim – PRIMUS, 2017

In this paper, we describe how we integrated complex analysis into the second semester of a geometry course designed for preservice secondary mathematics teachers. As part of this inquiry-based course, the preservice teachers incorporated their geometric understanding of the arithmetic of complex numbers and complex-valued functions to create a…

Descriptors: Secondary School Teachers, Secondary School Mathematics, Geometry, Preservice Teachers