Learning to Teach Mathematics Differently: The Interaction between Coursework and Fieldwork for Preservice Teachers

By Caroline B. Ebby. 2000

133 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f00d12b0d69c7f6e88d0a1c05d41e4a2b02974f4

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Citations in the corpus

Making Connections among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. (2012, background): “find it difficult to do so (Ball, 1990; Brown, Cooney, & Jones, 1990; Ebby, 2000).”
Revisiting Reflection: Utilizing Third Spaces in Teacher Education (2014, background): “Many have written about the gap between research and practice (e.g., Ebby, 2000; Loughran, 2007; National Council of Teachers of Mathematics Research Committee, 2006), and others have noted differences between the cultural orientations of university faculty and public school teachers (Labaree,…”
The growth of reflective practice among three beginning secondary mathematics teachers (2010, methodology): “These include ensuring that practicum supervision is carried out by the methodology lecturer (Borko & Mayfield, 1995 ), course assignments based on reflective tasks completed in conjunction with the supervising teacher (Le Cornu & Ewing, 2008 ) and action research projects on student learning (Ebb”
Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate (2007, background): “Recognizing that not all student teachers can be placed “in classrooms that reflect the current reform movement in mathematics education” (p. 94), Ebby (2000) wrote, Student teachers can learn from dissonance as well as from consonance . . . as long as [internships] provide enough room for student…”
From Preservice Mathematics Teacher Education to Beginning Teaching: A Study in Recontextualizing (2001, background): “Ebby (2000), in a study of the relationship between a method course and field experience (or teaching practice, as it is termed in South Africa), puts this succinctly when she suggests that methods courses are not about”
Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Curriculum Materials (2006, background): “Our study provides further evidence that preservice teachers can learn a great deal while they are teaching (Ebby, 1999) even in classrooms that do not exactly model ‘best’ practices.”
Elementary Pre-Service Teachers: Can They Experience Mathematics Teaching Anxiety Without Having Mathematics Anxiety? (2011, background): “Research shows that the reform-based mathematics strategies learned in undergraduate methods courses can easily revert to traditional, lecture-based teaching styles during the first few years of in-service teaching (Ebby, 2000).”
Using critical incident reflections: a self-study as a mathematics teacher educator (2006, unknown): “During this time, one of the major goals I have had for my students is to develop the habits of mind that enable them to learn from their own teaching, which according to Ebby (2000), should be a goal of every methods course.”