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Collaboration In Mathematics Teacher Education: The What, How, And Why Of Mathematical Modeling, Aubrey Neihaus, Amy Bennett
Collaboration In Mathematics Teacher Education: The What, How, And Why Of Mathematical Modeling, Aubrey Neihaus, Amy Bennett
The Advocate
In this paper, we share our collaboration across the disciplines of mathematics and mathematics education to develop and implement a mathematical modeling task for prospective secondary mathematics teachers. Through this collaboration, we identified three key components of mathematical modeling: the what, how, and why. In this paper, we outline these components from the literature and how each framed our development and implementation of the Sprinkler Task in our mathematics content and mathematics methods courses for secondary teachers. These three components show that mathematical modeling is a particularly fruitful space for collaboration between the disciplines of mathematics and …
Supporting High Quality Teacher Preparation: Results From A Mentoring Program For Special Education Faculty - Two Years Later, Harriet J. Bessette, Katie Bennett
Supporting High Quality Teacher Preparation: Results From A Mentoring Program For Special Education Faculty - Two Years Later, Harriet J. Bessette, Katie Bennett
The Advocate
Two years ago, we presented a newly formalized process for systematically inculcating new faculty into our department, which up to that point had relied solely on the generosity of the department chair, seasoned faculty, and other new faculty for advice, support, and the sharing of ideas, resources, and knowledge about the specifics of the university, college, department, and academe in general. The mission of our mentoring program was envisaged as providing visible and consistent support for new and early career faculty development. The program that was established was conceived as a reciprocal learning relationship characterized by trust, respect, and commitment …
Rural Field Experiences: Promising Practices, Janet K. Stramel, Paul Adams
Rural Field Experiences: Promising Practices, Janet K. Stramel, Paul Adams
The Advocate
A Rural Field Experience, in which pre-service teachers are totally immersed in the rural school setting and rural life, has been successful in attracting and retaining mathematics and science teachers in rural schools. The week-long Rural Field Experience is having a lasting effect on recruiting and retaining teachers. Responses from teacher education candidates indicate that successful strategies for building partnerships support this program and approach. Funded by an NSF Robert Noyce Scholarship grant, this program includes unique courses focused on issues related to teaching in a rural community.