https://ojs01.galib.uga.edu/tme/issue/feed 2022-03-04T11:48:37-05:00 James Drimalla tme@uga.edu Open Journal Systems <p><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.</p> https://ojs01.galib.uga.edu/tme/article/view/2569 2022-03-04T11:20:02-05:00 TME Editors tme@uga.edu

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2022-03-04T00:00:00-05:00 Copyright (c) 2022 TME Editors https://ojs01.galib.uga.edu/tme/article/view/2745 2022-03-04T11:32:20-05:00 TME Editors tme@uga.edu

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2022-03-04T00:00:00-05:00 Copyright (c) 2022 TME Editors https://ojs01.galib.uga.edu/tme/article/view/2578 2021-04-28T15:54:09-04:00 Bima Kumari Sapkota bsapkota@purdue.edu

<p>This study reports how 12 secondary mathematics preservice teachers (M-PSTs) described characteristics of Mathematical Tasks after participating in instructional activities, including reading, reflecting, and discussing task characteristics from two mathematics task frameworks and related book chapters. The findings demonstrated that after engaging in these activities, M-PSTs used formal, research-informed language in a way that highlighted student-related factors (e.g., student prior knowledge) and contextual factors (e.g., class time constraints), suggesting that the language and concepts offered through the task frameworks initiated M-PSTs’ nuanced task descriptions. The implications of the instructional activities in teacher education programs to enhance M-PSTs’ conceptions of tasks are discussed.</p>

2022-03-04T00:00:00-05:00 Copyright (c) 2022 Bima Kumari Sapkota https://ojs01.galib.uga.edu/tme/article/view/2131 2020-11-20T20:56:15-05:00 Jennifer Lewis jmlewis@wayne.edu Asli Ozgun-Koca aokoca@wayne.edu Lenuel C Hernandez dp0963@wayne.edu Christopher Nazelli ac3361@wayne.edu Kate Rollert French kate.french@wayne.edu

<p><em>Does the choice of observation instrument make a difference in the feedback and ratings that teachers receive? This study explores how lessons are rated differentially across various observation instruments. To investigate this question, ten randomly selected mathematics lessons were rated using six different observation instruments. Overall scores varied little across instruments. Our analyses indicate that differences in scores can be attributed to what we call instrumental occlusion, instrumental emphasis, and element density. This article concludes with implications for the selection and use of observation instruments in school settings. </em></p>

2022-03-04T00:00:00-05:00 Copyright (c) 2022 Jennifer Lewis, Asli Ozgun-Koca, Lenuel C Hernandez, Christopher Nazelli, Kate Rollert French https://ojs01.galib.uga.edu/tme/article/view/2454 2021-05-25T17:53:09-04:00 Andrew Tyminski amt23@clemson.edu McKenzie H. Brittain mhoxit@clemson.edu

<p><em>This paper presents research that exists at the crossroad of scholarly practice and scholarly inquiry. We outline the process in the design, enactment, and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST), which engaged 18 elementary prospective teachers (PTs) in two sessions of one-on-one problem posing with 3^rd grade students. Our results mirror outcomes from existing literature focused on student interviews and letter exchanges as well as reveal other potential PTs experiences from such interactions. We end by describing implications for future activity design and with a call for researchers to continue to contribute to scholarly inquiry in this area.</em></p>

2022-03-04T00:00:00-05:00 Copyright (c) 2022 Andrew Tyminski, McKenzie H. Brittain