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- Problem solving (5)
- Mathematics education (4)
- Professional Development (4)
- Common Core (3)
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- Elementary teachers (2)
- Mathematics (2)
- Mathematics teachers (2)
- Middle school teachers (2)
- Preservice teachers (2)
- Proofs (2)
- Standards for Mathematical Practices (SMPs) (2)
- 5T Model (1)
- Assessment (1)
- Attitude towards Mathematics (1)
- CCSSM (1)
- Common core standards (1)
- Context analysis (1)
- Educational standards (1)
- Efficacy (1)
- Fifth graders (1)
- K-12 (1)
- Linguistics (1)
- Manipulatives (1)
- Mathematical Communication Skill (1)
- Mathematics camps (1)
- Metaphors (1)
- Model for Learning and Enjoying (1)
- Preservice teacher efficacy (1)
- Professional development (1)
Articles 1 - 28 of 28
Full-Text Articles in Education
Fostering Growth In Middle-Grades Teachers' Classroom Discourse Practices, Jonathan Bostic, Gabriel T. Matney, Megan Mortier
Fostering Growth In Middle-Grades Teachers' Classroom Discourse Practices, Jonathan Bostic, Gabriel T. Matney, Megan Mortier
School of Teaching and Learning Faculty Publications
The purpose of this presentation is to examine changes in the classroom discourse of teachers involved in (CO)2 RES Secondary PD. Also, to explore the ways teachers attribute their success in making instructional changes.
Model For Enhancing Mathematics Teacher Preparation, Daniel Brahier, Jonathan Bostic
Model For Enhancing Mathematics Teacher Preparation, Daniel Brahier, Jonathan Bostic
School of Teaching and Learning Faculty Publications
Mathematics teacher preparation programs include an induction process into the educational community composed of coursework as well as on campus and field experiences. This article describes a unique mathematics teacher preparation program at Bowling Green State University called “Science and Math Education in ACTION”. We share the aims of each year in ACTION as well as students’ reactions to their experiences in and from the program.
Encouraging Sixth-Grade Students' Problem-Solving Performance By Teaching Through Problem Solving, Jonathan Bostic
Encouraging Sixth-Grade Students' Problem-Solving Performance By Teaching Through Problem Solving, Jonathan Bostic
School of Teaching and Learning Faculty Publications
Abstract: This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students’ problem-solving performance and performance on a unit test were analyzed. The intervention had a positive effect on students’ problem-solving performance whereas the comparison group experienced no changes. ANCOVA analyses suggest that intervention students solved more problems on the posttest than their peers, but the comparison group outperformed the intervention group on the unit test.
Developing A Contextualization Of Students’ Mathematical Problem Solving, Sean P. Yee, Jonathan Bostic
Developing A Contextualization Of Students’ Mathematical Problem Solving, Sean P. Yee, Jonathan Bostic
School of Teaching and Learning Faculty Publications
This paper investigates how students contextualize mathematical problem solving, not the actual problems. When students attempt to solve problems, what contexts (situational, cultural, or conceptual) do they evoke to describe their experiences with problem solving? The Common Core State Standards for Mathematical Practice emphasize contextualizing and decontextualizing problems, but what does this mean in practice? Middle and high school students were asked to attempt ability-appropriate problems during semi-structured interviews in this qualitative study. Situational contexts were analyzed using representation analysis (symbolic and nonsymbolic) while cultural contexts were analyzed using linguistic analysis (metaphors). The synergy of these two analyses developed a …
Role-Playing The Standards For Mathematical Practice: A Professional Development Tool, Jonathan Bostic, Gabriel T. Matney
Role-Playing The Standards For Mathematical Practice: A Professional Development Tool, Jonathan Bostic, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
This article describes a performance assessment to use during Common Core-focused professional development and shares insights from research using this assessment regarding about teachers’ comprehension of the Standards for Mathematical Practice (SMPs). We asked 46 teachers from grades K-10 to read and make sense of the SMPs and then role-play a classroom scenario indicative of one SMP. This performance task is called Unpacking the SMPs. Teachers’ interactions during the role-play activity were intended to help them interpret the SMPs. From this role-play activity, PD providers were more aware of teachers’ initial comprehension of the SMPs.
Validating The Psm6, Jonathan Bostic, Toni Sondergeld
Validating The Psm6, Jonathan Bostic, Toni Sondergeld
School of Teaching and Learning Faculty Publications
Objective for the presentation is to share results from a validation study examining a sixth-grade problem-solving measure.
Spaces For Children's Development Of Structure, Pattern, And Repeated Reasoning, Gabriel T. Matney, Jonathan Bostic
Spaces For Children's Development Of Structure, Pattern, And Repeated Reasoning, Gabriel T. Matney, Jonathan Bostic
School of Teaching and Learning Faculty Publications
Our goal is to explore the difference of these two SMPs through a task designed for learners of differing abilities and connect the SMP and the mathematics content exhibited through the task engagement.
Looking For Elementary Mathematics Teachers’ Common Core-Focused Instruction, Jonathan Bostic, Gabriel T. Matney
Looking For Elementary Mathematics Teachers’ Common Core-Focused Instruction, Jonathan Bostic, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
This manuscript describes six elementary teachers’ instructional changes through the lens of the Standards for Mathematical Practices (SMPs). Teachers were randomly selected from a larger sample of K-5 teachers who engaged in yearlong professional development targeting the SMPs. Videos of their pre- and post-professional development programs were examined using a SMPs-focused protocol. They overwhelmingly provided more opportunities for students to engage in the SMPs after the professional development experience. We connect this impression with ways to effectively foster elementary teachers’ SMP-focused instructional practices through professional development.
Supporting K-10 Teachers' Instructional Changes To Promote The Standards For Mathematical Practice, Gabriel T. Matney, Jonathan Bostic
Supporting K-10 Teachers' Instructional Changes To Promote The Standards For Mathematical Practice, Gabriel T. Matney, Jonathan Bostic
School of Teaching and Learning Faculty Publications
This manuscript describes two cohorts of teachers’ instructional changes through the lens of the Standards for Mathematical Practices (SMPs). These teachers participated in a yearlong professional development program targeting the SMPs. Videos of their pre- and postprofessional development programs were examined using a SMPs-focused protocol. They offered more opportunities for students to engage in the SMPs after the professional development experience than before the professional development. We connect this impression with ways to effectively foster elementary, middle, and secondary teachers’ SMP-focused instructional practices through professional development.
Promoting Freedom Through Problem-Based Learning, Jonathan Bostic, Brooks Vostal, Brady Ruffer
Promoting Freedom Through Problem-Based Learning, Jonathan Bostic, Brooks Vostal, Brady Ruffer
School of Teaching and Learning Faculty Publications
Problem-based learning (PBL) is an instructional tool for encouraging active thinking about realistic problems and making sense of them through multiple content-focused lenses. It also has the power to bring faculty together in support of academic and social goals for students. Using a case-study approach, we share the story of a rural school district’s faculty and administrators who decided to implement a school-wide, week-long PBL activity. We focus on the social studies component of the PBL activity, describing the initial decisions teachers made to create this project, the planning teachers completed throughout the semester leading up to it, and students’ …
Deepening Teachers’ Understandings Of Mathematical And Pedagogical Connectedness, Gabriel T. Matney
Deepening Teachers’ Understandings Of Mathematical And Pedagogical Connectedness, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
In this paper, I will describe the findings and perspectives of one group of teachers who recently completed the Walk-Across task and share my views on the implications of these findings for those who lead professional developments focused on the CCSSM.
“I Had Never Really Made Sense Of That Before”: Constructing Mathematical Content Knowledge And Teaching Through Story Telling, Sara Mccormick Davis, Gabriel T. Matney
“I Had Never Really Made Sense Of That Before”: Constructing Mathematical Content Knowledge And Teaching Through Story Telling, Sara Mccormick Davis, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
How do teacher educators in two different fields help pre-service teachers bridge content and pedagogical knowledge? This paper explores the experience of using story-telling over two courses that are required in an early childhood teacher education program. The authors, from two different colleges, used reflection prompted by story-telling to collaboratively support the construction of content knowledge in both a math content class and in a math methods class. Students were able to reflect on their own math content knowledge by telling and retelling their understanding of math knowledge construction and that of children they worked with over the semester.
Overcoming A Common Storm: Designing Professional Development For Teachers Implementing The Common Core, Jonathan Bostic, Gabriel T. Matney
Overcoming A Common Storm: Designing Professional Development For Teachers Implementing The Common Core, Jonathan Bostic, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
Classroom implementation of the Common Core State Standards for Mathematics (CCSSM) requires significant professional development that develops teachers’ understanding of the mathematics content and practice standards. This professional development must begin with the content and pedagogical needs of the teachers it serves. This study examined elementary and middle school teachers’ perceived mathematics content needs related to the CCSSM mathematics content domains, their perceived pedagogical needs, and the connection between these perceptions and statewide assessment data. K-5 teachers indicated a great need in Operations and Algebraic Thinking and Numbers and Operations on Fractions. Middle school teachers expressed a major need in …
Leaping Without Bridges: Implementing The Common Core With Students Not Previously Instructed Within Its Expectations, Gabriel T. Matney, Tami Matney
Leaping Without Bridges: Implementing The Common Core With Students Not Previously Instructed Within Its Expectations, Gabriel T. Matney, Tami Matney
School of Teaching and Learning Faculty Publications
Teachers in most states across the nation are now engaged in transitioning their instruction and content focus to the domains of the Common Core State Standards for Mathematics (CCSSM). They are working very hard to make adaptive decisions about their practice and they are serious about understanding the ways in which the CCSSM “are not intended to be new names for old ways of doing business” (CCSSI, 2010, p. 5). As the states transition to the CCSSM many teachers will be working with students whose mathematics instruction took place under a different set of mathematics learning expectations. In our work …
Development Of The 5t Model For The Enjoyment Of Learning Together, Yupadee Panarach, Gabriel T. Matney
Development Of The 5t Model For The Enjoyment Of Learning Together, Yupadee Panarach, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
The purpose of this study was to develop and improve a teaching model for Learning and Enjoying. The focus of this teaching model is to increase mathematics achievement, attitude towards mathematics, and mathematical communication skills. There were two groups of participants consisting of five pre-service teachers who constructed and improved the model from the Mathematics program with Faculty of Education at Kampheang Phet Rajabhat University and eleven grade 6 students from Wat Prabromathat primary school in Kamphaengphet Province. Data were collected by test, questionnaires, observation, and focus group interviews. Tests and questionnaire were analyzed by Percentage, Mean, and Standard Deviation. …
Translating Mathematics Efficacy, Gabriel T. Matney, Yupadee Panarach, Jack Jackson
Translating Mathematics Efficacy, Gabriel T. Matney, Yupadee Panarach, Jack Jackson
School of Teaching and Learning Faculty Publications
This paper presents our work in translating the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) from English to Thai and our resulting initial investigation with 262 Thai pre-service teachers. The MTEBI underwent confirmatory factor analysis indicating two independent scales of Personal Mathematics Teaching Efficacy and Mathematics Teaching Outcome Expectancy (Enochs, Smith, Huinker, 2000). The translation process occurred over several meetings between two US educators and one Thai educator. To check for reliability the instrument was translated into Thai and back translated into English.
Preparing K-10 Teachers Through Common Core For Reasoning And Sense Making, Jonathan Bostic, Gabriel T. Matney
Preparing K-10 Teachers Through Common Core For Reasoning And Sense Making, Jonathan Bostic, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
There looms an uncertainty about the Common Core State Standards for mathematics for many teachers. Teachers have indicated that they want professional development (PD) focused on learning about the new standards (Bostic & Matney, in press). This manuscript describes PD programs for K-10 mathematics teachers and offers results from one activity aimed to help teachers unpack the Standards for Mathematical Practice (SFMP). Four major themes arose from interpretive analysis of teachers’ perceptions of the SFMP. These findings suggest (1) the PD supported teachers to make sense of the SFMP and (2) teachers may have misperceptions about the SFMP that require …
Middle Grades Preservice Teachers' Experiences With Proof And Reasoning Focused Instruction, Jonathan Bostic
Middle Grades Preservice Teachers' Experiences With Proof And Reasoning Focused Instruction, Jonathan Bostic
School of Teaching and Learning Faculty Publications
The purpose of this session is to explore middle grades mathematics teachers’ perceptions of and experiences using manipulatives to prove mathematics topics. Participants will reason with manipulatives and collaboratively reflect on ways to promote reasoning and proof during preservice coursework.
Proving Operations With Numbers By Using Manipulatives, Jonathan Bostic
Proving Operations With Numbers By Using Manipulatives, Jonathan Bostic
School of Teaching and Learning Faculty Publications
We will explore number theory topics found in the Common Core State Standards and discuss ways to support student engagement in proof and reasoning. Participants will create proofs for operations with numbers by using manipulatives such as Unifix cubes and base-ten blocks. I will share implications for mathematics teacher educators and teachers.
Developmental Perspective Into Students' Contextualization Of Problem Solving, Jonathan Bostic, Sean Yee
Developmental Perspective Into Students' Contextualization Of Problem Solving, Jonathan Bostic, Sean Yee
School of Teaching and Learning Faculty Publications
The purpose of this paper is to investigate students’ contextualization of problem solving, not the problems. This study draws on the naturalistic paradigm and uses a developmental perspective to explore students’ representations and metaphors used during problem solving. Students of comparable abilities employed similar representations, tended to use analogous metaphors during problem solving, and perceived solutions as outside of a problem’s context.
Overcoming A Common Storm: Designing The Pd Teachers Need For Successful Common Core Implementation, Gabriel T. Matney, Jonathan Bostic, Daniel Brahier
Overcoming A Common Storm: Designing The Pd Teachers Need For Successful Common Core Implementation, Gabriel T. Matney, Jonathan Bostic, Daniel Brahier
School of Teaching and Learning Faculty Publications
Classroom implementation of the Common Core State Standards (CCSS) requires significant professional development that is sustained over time, develops teachers understanding of the Standards for Mathematical Practice, and begins with the content and professional needs of the teachers it serves. This study examines elementary and middle school teachers’ perceived content needs related to the CCSS mathematics content domains, their perceived professional needs, and the connection between these perceptions and statewide assessment data. K-5 teachers indicated a great need in Operations and Algebraic Thinking and Numbers and Operations on Fractions. Middle school teachers expressed a major need in better understanding modeling, …
Improving Attitude And Problem Solving Through Mathematics Camps, Gabriel T. Matney, Yupadee Panarach, Tami Matney
Improving Attitude And Problem Solving Through Mathematics Camps, Gabriel T. Matney, Yupadee Panarach, Tami Matney
School of Teaching and Learning Faculty Publications
This poster describes the results of preservice teachers’ involvement in providing mathematics camps to children that focus on enjoyment of problem solving through their teaching program at a university in Southeast Asia.
Generating A Peer Mentoring Culture Through Mathematics Camps, Gabriel T. Matney
Generating A Peer Mentoring Culture Through Mathematics Camps, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
In this poster I will describe an exploratory evaluation study (Patton, 1987) of a mathematics teacher program at a university in Southeast Asia.
Let's Talk About Problem Solving, Jonathan Bostic, Tim Jacobbe
Let's Talk About Problem Solving, Jonathan Bostic, Tim Jacobbe
School of Teaching and Learning Faculty Publications
This session presents guidelines to promote mathematical discussion. Specific strategies will be shared to help engage all students in discussing their problem solving processes. Methods of engagement will create a learning environment that supports the development of mathematical practices in the Common Core State Standards.
Validating Two Problem-Solving Instruments For Use With Sixth-Grade Students, Jonathan Bostic, Stephen J. Pape, Tim Jacobbe
Validating Two Problem-Solving Instruments For Use With Sixth-Grade Students, Jonathan Bostic, Stephen J. Pape, Tim Jacobbe
School of Teaching and Learning Faculty Publications
No abstract provided.
Exploring The Effects Of Curricula On Fifth-Grade Students' Problem Solving, Jonathan Bostic
Exploring The Effects Of Curricula On Fifth-Grade Students' Problem Solving, Jonathan Bostic
School of Teaching and Learning Faculty Publications
How does textbook use (i.e. reform-oriented and traditional textbooks) influence fifth-grade students' problem solving?
Effective Difference Of Research Projects On Secondary Mathematics Preservice Teachers' Sense Of Efficacy, Gabriel T. Matney, Jack Jackson
Effective Difference Of Research Projects On Secondary Mathematics Preservice Teachers' Sense Of Efficacy, Gabriel T. Matney, Jack Jackson
School of Teaching and Learning Faculty Publications
The purpose of this quantitative study was to investigate the difference in teacher efficacy measures of two groups of preservice teachers who were given modified research projects and were enrolled in a secondary mathematics methods course. The participants were divided into two groups doing modified research projects related to the field of mathematics education. The modification of research projects were grounded in one of Bandura’s (1997) sources of self-efficacy: vicarious experience. Two possible vicarious experiences that inform preservice teachers’ sense of teacher efficacy are reading professional literature and watching others teach followed by discussing the results. These two contexts are …
Curriculum Clearings As Being-With-Mathematics Experiences: Authentic Learning Through A Heideggerian Lens, M. Jayne Fleener, Gabriel T. Matney
Curriculum Clearings As Being-With-Mathematics Experiences: Authentic Learning Through A Heideggerian Lens, M. Jayne Fleener, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
The article focuses on the study conducted by the authors in order to understand the nature of authentic learning experience of math students. Authentic learning experience is characterized by the ability of the student to integrate and use disciplinary concepts with real life experience. The authors note that authentic learning experience of math students is influenced by individual perception towards math and expectation on the practical benefits of math education.