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Articles 1 - 7 of 7
Full-Text Articles in Education
“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.