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Matthew G. Jones

In this article, I respond to the recent work of Kaminski, Sloutsky, and Heckler (2008a). I advance two major concerns about their research and its applicability to learning mathematics: a confounding variable that arises from the mathematical differences between the generic examples and concrete examples poses a threat to the construct validity of the experiments, and the overgeneralization of the success of the treatment, given that the measure of success is a prompted near-transfer task.

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Matthew G. Jones

In this essay, I clarify my position regarding what features of the examples used by Kaminski, Sloutsky, and Heckler (2008a) constitute substantive differences affecting performance. I also reiterate my hesitancy to extrapolate their findings to the broader realm of mathematics.

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Randall E. Groth, Matthew Jones and Mary Knaub

Learning to work with bivariate data, a key goal of middle-grades statistics curricula, is aided by a sequence of lessons.

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Lawrence M. Clark, Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant and Youyoung Choi

This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.

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Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin and Youyoung Choi

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.