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**NCSU Research on the preparation of mathematics teachers**

//Current knowledge, gaps, and recommendations//. East Lansing: Center for Teaching Policy, Michigan State University. || ||   || decisions',European Journal of Teacher Education,26:3,313 — 328 ||  ||   ||
 * **Citation ** || **PDF ** || **NOTES ** ||
 * **GENERAL ARTICLES** ||  ||   ||
 * Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2001). //Teacher preparation research://
 * Darling-Hammond, L., Chung, R., Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach. //Journal of Teacher Education, 53//(4), 286-302. || [[file:DarlingHammond2002.pdf]] ||  ||
 * Wilson, S., FLoden, R. & Ferrini-Mundy, J. (2001). Teacher preparation research: An insider's view from the outside. Journal of Teacher Education, 53(3), 190-204. || [[file:WilsonFlodenFerriniMundy2002.pdf]] ||  ||
 * **SUBJECT-MATTER KNOWLEDGE** ||  ||   ||
 * Monk, D.H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. //Economics of Education Review, 13//(2), 125-145. || [[file:Monk1994.pdf]] ||  ||
 * Wayne, A.J. & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. //Review of Educational Research//, 73, 89-122. || [[file:wayne&youngs2003.pdf]] || “In the case of degrees, coursework, and certification, findings have been inconclusive except in mathematics, where high school students clearly learn more from teachers with certification in mathematics, degrees related to mathematics, and coursework related to mathematics.” (p. 107) ||
 * Hill, H.C., Rowan, B., Ball, D.L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. //American Educational Research Journal//, 42, 371-406 || [[file:HillRowan&Ball2005.pdf]] ||  ||
 * Bromme, R., (1994). Beyond subject matter: A psychological topology of teachers' professional knowledge. In R. Biehler, R.W. Scholz, R. Straber, & B. Winkelmann (Eds.), //Didactics of Mahtematics as a Scientific Discipline//, 73-88. || [[file:Bromme.pdf]] || The author points out that research has shown that more subject matter knowledge results in better questioning. ||
 * Kennedy, M.M. (1998). Education reform and subject matter knowledge. //Journal of Research in Science Teaching//, 35(3), 249-263. || [[file:Kennedy1998.pdf]] ||  ||
 * **CONNECTIONS BETWEEN SUBJECT-MATTER AND PEDAGOGICAL KNOWLEDGE** ||  ||   ||
 * Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept, //Journal for Research in Mathematics Education//, 24(2), 94-116. || [[file:Even1993.pdf]] ||  ||
 * **PEDAGOGICAL KNOWLEDGE** ||  ||   ||
 * Darling-Hammond, L., Barry, B., & Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. //Educational Evaluation and Policy Analysis//, 23(1), 57-77. || [[file:Darlinghammond2001.pdf]] ||  ||
 * Henningson, M. & Stein, M.K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. || [[file:Henningson&Stein1997.pdf]] ||  ||
 * Mevarech, Z.R. & Kramarski, B. (1997). IMPROVE: A multidimensional for teaching mathematics in heterogeneous classrooms, American Educational Research Journal, 34(2), 365-394. || [[file:Mevarech&Kramarski1997.pdf]] ||  ||
 * Moyer, P.S. & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews, Journal of Mathematics Teacher Education, 5, 293-315. || [[file:Moyer&Milewicz2002.pdf]] ||  ||
 * Nicol, C. (1999). Learning to teach mathematics: Questioning, listening and responding, //Educational Studies in Mathematics//, 37, 45-66. || [[file:Nicol1999.pdf]] ||  ||
 * Martino, A.M. & Maher, C. (1999). Teacher questioning to promote justification and generalization in mathematics: What research and practice have taught us, //Journal of Mathematics Behavior//, 18(1), 53-78. || [[file:Martino&Maher1999.pdf]] ||  ||
 * **FIELD EXPERIENCES** ||  ||   ||
 * Metcalf, K.K., Hammer, R., and Kahlich, P.A. (1996). Alternatives to field-based experiences: The comparative effects of on-campus laboratories. //Teaching and Teacher Education//, 12, 271-283. || [[file:Alternatives to Field-Based Experiences.pdf]] ||  ||
 * Wilson, J. D. (1996). An evaluation of the field experiences of the innovative model for the preparation of elementary teachers for science, mathematics and technology. //Journal of Teacher Education//, 47, 53-59. || [[file:Wilson field placement.pdf]] ||  ||
 * Spooner, Melba; Flowers, Claudia; Lambert, Richard; Algozzine, Bob. Clearing House (2008) Is More Really better? Examining Perceived Beliefs of an Extended Student Teaching Experience. Clearing House. 81 (6) p263-270. || [[file:extended student teaching Spooner etal.pdf]] ||  ||
 * Penso, Sophia and Shoham, Edna(2003)'Student teachers' reasoning while making pedagogical
 * Cochran-Smith, M. (1991), Reinventing Student Teaching. Journal of Teacher Education, Vol. 42, No. 2, 104-118 || [[file:Cochran-Smith revinventing student teaching.pdf]] || [[image:http://www.wikispaces.com/i/editor/insert_table.gif]] ||
 * MacGillivray, I. & Freppon, P. (2000). Reflectgions over time: Preservice teachers' images of their first year of teaching. //Action in Teacher Education//. 22, p. 122-132. || NOT ELECTRONIC ||  ||
 * Graham, M. (1996). Redesigning secondary teacher education. 116(3). p. 363-365 || [[file:Redesigning Teacher Education Graham.pdf]] ||   ||
 * **TECHNOLOGY** ||  ||   ||
 * Russell, M., Bebell, D., O'Dwyer, L., O'Connor, K. (2003). Examining Teacher Technology Use: Implications for Preservice and Inservice Teacher Preparation. //Journal of Teacher Education, 54//(4), 297-310 || [[file:RussellBebellODwyerOConnor2003.pdf]] || This is about the kinds of experiences that students need- even though it is about "lab schools" it supports our plan to do this work earlier and what kinds of field experiences we propose to offer ||
 * Ropp, M. (1999). Exploring individual characteristics associated with learning to use computers in preservice teacher preparation. //Journal of Research on Computing in Education, 31//(4), 402-425. || [[file:Ropp1999.pdf]] || New teachers more likely than experienced teachers to use computers for communication and planning, but experienced teachers were more likely to use computers for delivering instruction. ||
 * Niess, M. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology, pedagogical, content knowledge.//Teaching and Teacher Education, 21//, 509-523. || [[file:Niess2005TPCK.pdf]] ||  ||
 * Becker, H. (1994). How exemplary computer-using teachers differ from other teachers: Implications...Journal of Research on Computing in Education, 26(3), 291-322 || [] ||  ||
 * Otero, V., Peressini, D., Meymaris, K., Ford, P., ,Garvin, T., Harlow, D., Reidel, M., Waite, B. (2005). Integrating technology into teacher education: A critical framework for implementing reform. Journal of Teacher Education 56(8), 8-23. || [[file:OteroPeressinietal2005.pdf]] ||  ||
 * Niess, M. (2001). A model for integrating technology in preservice science and mathematics content-specific teacher preparation. School Science and Mathematics, 101, || http://www.questia.com/googleScholar.qst?docId=5002391792A so ||  ||
 * Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teacher encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education 12(2), 211-237. || [[file:Bullock2004.pdf]] ||  ||
 * Goos, M. (2005). A sociocultural analysis of the development of pre-service and beginning teachers' pedagogical identities as users of technology. //Journal of Mathematics Teacher Education, 8//, 35-59. || [[file:Goos2005.pdf]] ||  ||
 * Kay, R. (2006). Evaluating strategies used to incorporate technology into preservice education. Journal of Research on Technology in Education, 38(4), 383-408. || [[file:Kay2006.pdf]] ||  ||
 * Mishra, P., & Koehler, M. (2006). Technological, pedagogical, content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. || [[file:mishra_koehler_tcr2006.pdf]] ||  ||
 * Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E., Thompson, A. (2009). Changing technological, pedagogical, mathematical knowledge (TPACK) through course experiences. SITE Proceedings. || [[file:Shin_et_al_SITE2009.pdf]] ||  ||