Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 8 of 8
Full-Text Articles in Education
Arts-Based Interdisciplinary Music And Mathematics Tasks: Exploring Conceptualizations Of Equitable Creative Learning In Teacher Education, Alesia Mickle Moldavan, Graham Johnson
Arts-Based Interdisciplinary Music And Mathematics Tasks: Exploring Conceptualizations Of Equitable Creative Learning In Teacher Education, Alesia Mickle Moldavan, Graham Johnson
Georgia Educational Researcher
Preservice teachers need opportunities in teacher education courses to explore arts-based interdisciplinary learning that can inspire connections between communities of practice and allow learners to integrate concepts and imagine creative possibilities. This study reports on preservice teachers engaged in a workshop on arts-based interdisciplinary music and mathematics tasks. Data included surveys, task-related artifacts, and participant observations to examine how preservice teachers conceptualize and engage in such tasks. Three resonating themes were identified, revealing that preservice teachers generally thought (a) music and mathematics are more engaging and relatable in interdisciplinary contexts than when taught alone, (b) interdisciplinary music and mathematics tasks …
Providing Virtual Mathematics Feedback: Connecting Research To Practice, David Glassmeyer, Mary Colclasure, Laura Alevy
Providing Virtual Mathematics Feedback: Connecting Research To Practice, David Glassmeyer, Mary Colclasure, Laura Alevy
Georgia Educational Researcher
Feedback is an essential form of communication between the student and teacher. Research has documented the importance of feedback in advancing student mathematical and critical thinking, with renewed recommendations to provide and use feedback in mathematical instruction during the era of COVID-19. Giving personalized feedback in an online environment can be a challenge – especially in a mathematics class. This article summarizes five core principles of feedback, associated strategies for mathematics teachers to provide students virtual feedback, and notes on how we have implemented these strategies in middle school mathematics classes.
The Interview Project: A Way Of Bridging Theory And Practice In Early Childhood Mathematics Preservice Teacher Education, Doris Santarone
The Interview Project: A Way Of Bridging Theory And Practice In Early Childhood Mathematics Preservice Teacher Education, Doris Santarone
Georgia Educational Researcher
Twenty-nine early childhood preservice teachers (PSTs) participated in an Interview Project. The project’s goals were for the PSTs to apply their knowledge of research on children’s mathematics in their interactions with a child and to learn to listen to and learn from children. The purpose of the study was to evaluate the project and determine whether it met these goals. Pre and post data were collected, and I found that the PSTs showed a significant improvement in their ability to describe and analyze a child’s mathematics and to use their listening to make appropriate instructional decisions. In addition, I found …
The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas
The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas
Georgia Educational Researcher
This study examined whether students were reaching automaticity with single digit multiplication facts. A fourteen question interview was used to collect data. The first three questions asked the student basic information about themselves and their current math teacher. The next seven questions were math facts. The math facts chosen for the interview were a range of difficulty, starting with a simple problem like 1 x 9 and increasing in difficulty to 6 x 9. The last four questions were open-ended with the intent of gaining insight into whether the students were using strategies to complete the problems or if they …
Possibilities And Challenges Of Teaching Integrated Math And Social Studies For Social Justice: Two Teacher Educators' Collaborative Self-Study, Paula P. Guerra, Sohyun An
Possibilities And Challenges Of Teaching Integrated Math And Social Studies For Social Justice: Two Teacher Educators' Collaborative Self-Study, Paula P. Guerra, Sohyun An
Georgia Educational Researcher
In this paper, we—one mathematics teacher educator and one social studies teacher educator—describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. We encountered varied challenges in our efforts to prepare teacher candidates for social-justice-oriented lessons. These challenges included teacher candidates’ perception of authority/credibility of their professors who were foreign females from the “Third World”, teacher candidates’ deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to move forward in …
Analyzing Mathematics And Ap Statistics Assessment Items In Terms Of The Levels Of Thinking Skills They Assess, Shadreck S. Chitsonga
Analyzing Mathematics And Ap Statistics Assessment Items In Terms Of The Levels Of Thinking Skills They Assess, Shadreck S. Chitsonga
Georgia Educational Researcher
This study is a part of a large study that investigated the Assessment Practices of Mathematics Teachers who also teach AP Statistics. In this paper I investigate the thinking skills that assessment items used mathematics and AP Statistics classroom assess. Two teachers who were teaching mathematics and AP Statistics participated in this study. Each teacher was observed 12 times in class. Artifacts were also collected from each teacher, mainly oral questions and written questions. A mathematics taxonomy framework was used to analyze the characteristics of the assessment items. The results of the study indicated that assessment questions (oral and written) …
Beliefs Of Efficacy And Elementary Teachers’ Computational Skills, Vanessa Hinton, Margaret Flores, Kate Simmons
Beliefs Of Efficacy And Elementary Teachers’ Computational Skills, Vanessa Hinton, Margaret Flores, Kate Simmons
Georgia Educational Researcher
Early mathematics content that is taught in elementary school lays the foundation for students’ advanced mathematics performance. Thus, researchers show it is important that pre-service elementary teachers build a strong background in numbers and operations, as well as efficacy beliefs in mathematics instruction. This study expands the literature in the investigation of pre-service teachers’ efficacy beliefs and mathematical knowledge by making comparisons of pre-service elementary teachers’ views of efficacy to their overall ability in computation skills. Results show that elementary pre-service teachers who demonstrated lower scores in efficacy beliefs also had significantly lower computation scores. Implications for teacher preparation are …
Math Island At Brewer Elementary School: A Learner-Centered Model For Education, Vikki K. Collins, H. Marguerite Yates
Math Island At Brewer Elementary School: A Learner-Centered Model For Education, Vikki K. Collins, H. Marguerite Yates
Georgia Educational Researcher
This paper examines a learner-centered model for the teaching of elementary mathematics established at an urban Georgia school that serves a highly mobile, diverse population of approximately 475 students. The school was on its state’s list of schools needing improvement because students continued to perform poorly on standardized tests. Math Island, a support center for students designed to facilitate the conceptual understanding of mathematics, was created, and professional development programs were implemented to assist teachers in developing their pedagogical and content expertise in the teaching of mathematics. The school made substantial progress after these initiatives were employed and was removed …