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Full-Text Articles in Education
Are Australian Mathematical Foundations Solid Enough For The 21st Century?, Ross Turner, Dave Tout
Are Australian Mathematical Foundations Solid Enough For The 21st Century?, Ross Turner, Dave Tout
2009 - 2019 ACER Research Conferences
This presentation will look at some key messages from the Australian results of both the Programme for International Student Assessment (PISA) and the Programme for the International Assessment of Adult Competencies (PIAAC). PISA assesses the mathematical literacy of 15-year-old students around Australia, whilst PIAAC assesses the numeracy proficiency of adults aged 15–74. What do the two surveys assess and are they telling a similar story? How solid are Australia’s mathematical foundations and what do they say about teaching and learning? How do Australia’s results compare internationally with those leading the field? What are some of the research outcomes and implications …
Paper 3: Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence
Paper 3: Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
When learning to represent mathematics with manipulatives, many pre-service K-8 teachers rely on memorized rote procedures to perform the associated mathematical tasks; then they arrange the manipulatives to match their result, often with minimal understanding of underlying mathematical connections. In a Number and Operations course for K-8 pre-service teachers, a portion of the class was conducted in alternate bases: Base 6 and Base 8 Blocks were used to model operations with integers to facilitate deeper understanding of the number systems and arithmetic processes being represented. Fractions and decimals were later covered only in Base 10. On midterm and final exams, …
Paper 5: Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez, Marian Fox
Paper 5: Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez, Marian Fox
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
In 2005, three Kennesaw State University mathematics education faculty members began a series of workshops titled “Implementing the Georgia Performance Standards [GPS]: Embracing the Vision.” This workshop series has been underwritten by Georgia’s Teacher Quality Higher Education Program. The first series of workshops began with 6th grade teachers the first year the GPS was implemented and the project has been funded each subsequent year since its inception. Currently, we are working with Math III teachers as they implement the course for the first time. The initial focus for the project was on conceptual understanding versus procedural understanding, writing tasks that …
Paper 2: Content Knowledge And Pedagogical Content Knowledge Of Algebra Teachers And Changes In Both Types Of Knowledge As A Result Of Professional Development, Joy W. Black
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content …
Paper 2: Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt
Paper 2: Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Are virtual manipulatives as effective as concrete (hands-on) manipulatives to build conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University’s preservice middle grades teachers has proven to be a very effective way to build conceptual understanding of a variety of mathematical topics. This paper presents an argument for the need for research into the usefulness of virtual manipulatives for enhancing mathematics teacher education and their potential to supplement (or replace?) concrete manipulatives.
Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …
Paper 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley
Paper 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Technology is changing the way in which mathematics and science are taught, and this radical transformation in teaching is causing teachers to take a closer look at how lessons are designed. In an effort to demonstrate how to design instructional modules using technology, this paper will include the following: 1)A review of the National Educational Technology Standards for teachers to establish a framework for the development of the teaching modules; 2)instructional designs and techniques with special emphasis on multiple intelligence and critical thinking skills; 3) strategies and techniques for infusing technology into a standard based curriculum; and 4) an analysis …