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This paper presents the results of a study that examined how preservice teachers used the Internet to find information that would help them better understand one of the Common Core Standards around the Pythagorean Theorem. A brief review of the research around the participants' search strategies, and content understanding is presented first. The connections between the searching strategies used, and the form and quality of the mathematical connections made is the focus of this paper. [ABSTRACT FROM AUTHOR]

Research has illustrated that prospective teachers struggle to construct word problems for integer operations. This paper extends the current research by examining the ways in which four classes of prospective teachers responded to a child's temperature story for an integer addition number sentence (i.e., -9 + -6 = ☐). One hundred prospective teachers responded to whether they believed that the story matched the number sentence and provided justification for their reasoning. The child's story, an actual story posed by a Grade 5 student, did not utilize temperature realistically (realism), nor was it consistent with the given number sentence (consistency). The results indicated that when prospective teachers were asked to evaluate the child's story, they tended to either focus on realism or consistency, but not both. Benefits of using children's thinking during instruction as well as implications for research are discussed. [ABSTRACT FROM AUTHOR]

Our study investigates preservice teachers' perceptions of real-world problems; their beliefs about teaching real-world contexts, especially ones sociopolitical in nature; and their ability to pose meaningful real-world problems. In this paper we present cases of three preservice teachers who participated in interviews that probed their thinking about real-world problems, and asked them to create problems they would consider using in their future classrooms. We use the three cases to propose a potential trajectory for preservice teachers from ambivalence to certainty about teaching mathematics through real-world and controversial contexts. [ABSTRACT FROM AUTHOR]

This study reports on changes in preservice teachers' knowledge of content, pedagogy, and school cultures developed during field experiences in their mathematics courses. Analysis of data points to positive outcomes and reactions. This paper will address the motivating factors, design issues, and results of implementing field experiences for prospective K-8 teachers in the context of their mathematics coursework. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper reports on the first year of a multi-year project on preservice teachers' learning about posing problems, interpreting students' thinking, and responding to students mathematical ideas. We focus on insights encountered while refining definitions of the practices, constructing an Opportunities to Learn map across teacher preparation experiences, and exploring research instruments for studying teacher candidates' learning over time. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper presents results of an intervention study of preservice secondary mathematics and science teachers and their learning about both traditional (print) literacies and new literacies of the Internet as they relate to middle and high school pupil learning of subject matter. This investigation was part of a two-year project funded by the Carnegie Corporation's Adolescent Literacy Preservice Initiative. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper discusses the learning experiences of pre-service teachers in a project called Tech-knowledgy for Building Mathematical Knowledge, where they explored mathematics concepts using various models and representations via virtual manipulatives. As teachers learned how to select and evaluate effective virtual manipulatives and incorporate them meaningfully in teaching mathematics, they gained confidence in their ability to model mathematics using technology. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Teachers must be prepared to teach mathematics to all students. In this paper, we describe an on-going study and the preliminary results of preservice elementary teachers' beliefs about teaching diverse learners in mathematics. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper is a case study report from the initial stage of a project to develop an approach to lesson study in courses for elementary teacher candidates. The initial stage involved the development and piloting of an assignment to introduce students to the process of lesson study. There is a growing body of literature on lesson study and its use in professional development (cf., Fernandez, 2002; Murata & Takahashi, 2002; Presmeg & Berrett, 2003; Stigler & Hiebert, 1999). Hiebert, Morris, and Glass (2003) suggest that lesson study is valuable, not only to teachers in the field, but to those in education faculties. The model discussed in this paper involves teacher candidates participating in mini lesson studies of their own lessons. The paper provides a discussion of some results and an analysis of the work of four participants. [ABSTRACT FROM AUTHOR]

Many students have intuitive biases that are contradictory to probabilistic reasoning (Fischbein & Gazit, 1984; Konold, Pollatsek, Well, Lohmeier, & Lipson, 1993), which makes the teaching of probability complex and difficult. Preservice teachers need teacher education programs that address this issue. Castro (1998) introduced a teaching method called the conceptual change method. This paper is a literature-based argument for the use of this method within teacher education programs to effectively address preservice teachers' understanding of probability. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The paper is based on the survey results, and will focus on the development of students' understanding of infinity. The same tasks were answered by different age groups of students: grades 5, 7, 11, and teacher students. The results show that most of the students did not have a proper view of infinity, even not at the teacher education program. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

We report on the results of a two-year study in which preservice teachers (PSTs) used letter writing as a medium for posing tasks to algebra students. We measured PSTs' growth in terms of elicited cognitive activity, as indicated by students' responses. Results include demonstrated progress in PST's ability to pose highly engaging tasks, as well as progress in PSTs' abilities to assess students' cognitive activity. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This study investigated how preservice elementary teachers experienced lesson study in their mathematics methods courses and how lesson study facilitated their knowledge development as teachers. Certain characteristics of the lesson study process were identified that supported the development and transformation of three types of teachers' knowledge: content knowledge, pedagogical knowledge, and pedagogical content knowledge. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Math and education faculty worked together to quantify math content knowledge gained in a pre-service education program. Selected items from the TIMSS 8th grade test were chosen to construct a pre-test and post-test in a control group longitudinal design. An analysis was performed on the results. Correlations between SAT scores, TIMSS scores, and math grades were also calculated. Programmatic changes were made and the pre-tests and post-tests were given again. Analysis was repeated and comparisons were made. [ABSTRACT FROM AUTHOR]

This study investigates the use of a challenge-based module as a support for changing pre-service teachers beliefs about mathematics teaching and learning. The module focuses on an instructional sequence that was taught in a first grade classroom over a five-week period and includes video-recordings of classroom episodes and of pre- and post-interviews conducted with the students. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This study examines the relationship between preservice elementary teachers' (PSETs') identities as mathematics teachers and their engagement with students' mathematical thinking. It adds to the research base by exploring the usefulness of "identity" as a construct for accounting for teaching practice. It also informs the design of educational experiences that help PSETs move towards practices aligned with visions for reform. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This report is a part of ongoing research on pre-service secondary mathematics teachers' content knowledge. The study draws data from two sources: the Math Play and the peer-job-interview. The analysis based on practice-based theory of mathematical knowledge for teaching (Ball et al, 2006), and the system of frameworks for interpreting understanding of logarithms and logarithmic functions (Berezovski & Zazkis, 2006). The results of this study indicate participants' disposition towards a procedural approach and reliance on rules, rather than on the meaning of concepts. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The article discusses a study which compared the use of concept maps by mathematics preservice teachers (PSTs) and course instructors in teaching. The study involved 15 preservice teachers enrolled in a graduate level algebra content course for teachers in a U.S. university. The results revealed differences noticed by students in their pre and post concept maps.

The article discusses a study on pre-service teachers' perception of problem-posing in relation to their generation of a fraction multiplication word problem. The study also examined the use of metaphors by pre-service teachers in describing problem-posing. It involved 96 pre-service teachers who participated in elementary teacher preparation programs.

The article discusses a study on difficulties encountered by pre-service teachers (PSTs) with decontextualizing word problems. The study involved 17 PSTs who participated in an arithmetic course in a western research university. The participants used self-explanatory instructions, equations and visual models as tools for decontextualizing arithmetic problems.

The article discusses a study on helping U.S. preservice teachers (PSTs) make sense of mathematics. The study analyzed interviews and observations to answer questions about assisting PSTs in teaching whole number concepts and operations (WNCO). The results revealed the frustration of PSTs with learning of their elementary students in base 8.

The article describes a case study about the story of an undergraduate middle grades preservice teacher who was accepted into a teacher residency program for her final practicum in a university in the U.S. Due to her low scores on a mathematics entrance examination, the preservice teacher denied access to the program. She was eventually denied admittance into the university's teacher education program.

This study examines how six pre-service elementary teachers (PSTs) enrolled in an initial content course define being good at mathematics. Results indicate these PSTs had varying definitions. Analysis paid particular attention to PSTs' beliefs about mastery, performance, natural ability, and effort. This study may have implications for preparing teachers as it shows some beliefs of beginning PSTs. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

We are investigating the coordination of dynamic geometry tools, hand construction tools and algebraic notations as a basis for task development and discourse. By emphasizing connections across with a Dynamic Geometry, hand tools and verbal propositions we found increasing awareness and application of generalization; this may support developing pedagogical content knowledge among pre-service elementary teachers. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This study looks at elementary preservice teachers' thinking when taught by an instructor with specialized mathematics abilities. As they struggle to understand Al's multiplication algorithms and his use of square numbers as basic facts, they gain an appreciation for his divergent thinking and realize the depth of mathematical knowledge they need as teachers for all children in inclusive settings. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Preservice elementary teachers interacted with computer-generated figures to improve understanding and motivation within a geometry-methods course. Subjects rated their content knowledge of geometry, described how prepared they felt to teach geometry, and defined concepts. Modest gains in their knowledge of basic geometry, its applications, vocabulary, van Hiele levels exhibited, and in perceived teaching readiness were observed pre-post course. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]