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Direct linkOchieng, Mary A.; Van Zoest, Laura R. – Cognition and Instruction, 2023
Concerns about the disconnect between what goes on in teacher preparation programs and school classrooms have led to a greater emphasis on opportunities for preservice teachers to engage in the practice of teaching during their teacher education programs. Pedagogies of enactment have been shown to provide opportunities for preservice teachers to…
Descriptors: Preservice Teachers, Preservice Teacher Education, Middle School Mathematics, Teaching Methods
Arslan, Okan; Haser, Çigdem; Van Zoest, Laura R. – Journal of Mathematics Teacher Education, 2022
To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two early career middle school mathematics teachers and the influence of their working communities on its development. Emel and Berk graduated from the same reform-oriented teacher education program…
Descriptors: Mathematics Teachers, Professional Identity, Beginning Teachers, Middle School Mathematics
Peterson, Blake E.; Leatham, Keith R.; Merrill, Lindsay M.; Van Zoest, Laura R.; Stockero, Shari L. – Investigations in Mathematics Learning, 2020
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear…
Descriptors: Classroom Communication, Mathematics Instruction, Ambiguity (Semantics), Middle School Students
