What Constitutes a Good Mathematics Lesson? : A Narrative Inquiry into Preservice Teachers’ Perceptions of Good Mathematics Lessons
23(3) 135-147, 2020
DOI: JANT Vol.23(No.3) 135-147, 2020
What constitutes a good mathematics lesson plan? In their teacher education program, preservice teachers (PSTs) are trained for planning mathematics instruction but often have difficulty in evaluating existing lesson plans and creating their own lesson plans. The purpose of this narrative inquiry is to understand PSTs’ experiences of evaluating or designing mathematics lessons that they perceive as being good. The narratives of three PSTs who pursue high school mathematics teaching certification will inform us not only of their perceptions of a good mathematics lesson and lesson plan but also their process of finding the one that exists or creating their own.
Instructional Alignment Observation Protocol (IAOP) for Implementing the CCSSM: Focus on the Practice Standard, “Model with Mathematics”
23(3) 149-164, 2020
DOI: JANT Vol.23(No.3) 149-164, 2020
This study aimed to establish an observation protocol for mathematical modeling as an alternative way to examine instructional alignment to the Common Core State Standards for Mathematics. The instructional alignment observation protocol (IAOP) for mathematical modeling was established through careful reviews on the fidelity of implementation (FOI) framework and prior studies on mathematical modeling. I shared the initial version of the IAOP including 15 items across the structural and instructional critical components as the FOI framework suggested. Thus, the IAOP covers what teachers should do and know for practices of mathematical modeling in classrooms and what teachers and students are expected to do. Based on the findings in this study, validity and reliability of the IAOP should be evaluated in follow-up studies.
Integrating Digital Technology into Elementary Mathematics: Three Theoretical Perspectives
23(3) 165-179, 2020
DOI: JANT Vol.23(No.3) 165-179, 2020
In this article, the author’s intent is to begin a conversation centered on the question: How was the integration of digital technology into elementary mathematics classrooms framed? In the first part of the discussion, the author provides a historical perspective of the development of theoretical perspectives of the integration of digital technology in learning mathematics. Then, the author describes three theoretical perspectives of the role of digital technology in mathematics education: microworlds, instrumental genesis, and semiotic mediation. Last, based on three different theoretical perspectives, the author concludes the article by asking the reader to think differently.
Research in Mathematical Education
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