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Full-Text Articles in Education

Paper 1: Preservice Teachers’ Mapping Structures Acting On Representational Quantities, Günhan Gaglayan Jan 2007

Paper 1: Preservice Teachers’ Mapping Structures Acting On Representational Quantities, Günhan Gaglayan

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

In this article, I write about my research on five preservice secondary teachers’ (PST) understanding and sense making of representational quantities associated with magnetic color cubes and tiles. Data came from individual interviews during which I asked PST problems guided by five main tasks: prime and composite numbers, summation of counting numbers, odd numbers, even numbers, and polynomial expressions in x and y. My work drew upon an analysis framework (Behr et. al, 1994) supported by a unit coordination construct (Steffe, 1988) associated with linear and areal quantities inherent in the nature of figures produced by these PST. Linear quantities ...


Paper 5: Change And Relationships In Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, And Content Knowledge, Susan Swars, Lynn Hart, Stephanie Z. Smith, Marvin Smith Jan 2007

Paper 5: Change And Relationships In Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, And Content Knowledge, Susan Swars, Lynn Hart, Stephanie Z. Smith, Marvin Smith

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

This study investigated the mathematics beliefs and content knowledge of 103 elementary preservice teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Preservice teachers’ pedagogical beliefs became more cognitively-oriented during the teacher preparation program with these changes occurring during the two methods courses. Pedagogical beliefs remained stable during student teaching. The preservice teachers also significantly increased their personal efficacy for teaching mathematics throughout the program with these shifts occurring across both methods courses and into student teaching. Pedagogical beliefs and teaching efficacy beliefs were not related at the beginning of the program, but, in ...


Paper 6: The Kennesaw State University Mathematics Methods Model, Angela L. Teachey Jan 2007

Paper 6: The Kennesaw State University Mathematics Methods Model, Angela L. Teachey

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Kennesaw State University’s comprehensive, nine-credit-hour, methods course integrates general and mathematics-specific pedagogical training with a structured four-week field experience prior to student teaching. This course blends essential units on conceptual understanding of mathematics, lesson planning, assessment, classroom management, and diversity with mathematics-specific methods. All topics are aligned with National Council of Teachers of Mathematics standards and Georgia Performance Standards. Throughout the course, students complete a variety of assignments that require them to practice the skills highlighted in class readings and discussions, and they adapt and generalize those skills during their field experiences. Students have numerous opportunities in class and ...


Paper 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley Jan 2007

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 ...


Paper 2: The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield Jan 2007

Paper 2: The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

In the summer of 2007, a group of doctoral students at the University of Georgia gathered to discuss the mathematical preparation of secondary teachers. The group used Mathematics for High School Teachers: An Advanced Perspective by Usiskin, Peressini, Marchisotto, and Stanley (2003) as the catalyst for the discussion. Participants agreed that future teachers need opportunities to examine high school and college mathematics differently from the way they had as students, with specific emphasis on connections, representations, and history. Features of this text that were highlighted in the discussions were the attention topics with commonly held misconceptions, the historical rationales and ...


Introductory Texts, Georgia Association Of Mathematics Teacher Educators Jan 2007

Introductory Texts, Georgia Association Of Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Cover page

GAMTE Information

Table of Contents

List of Abstracts


Paper 4: Assessing Understanding Of Multiplication Through Words, Pictures, And Numbers, Marvin E. Smith, Stephanie Z. Smith Jan 2007

Paper 4: Assessing Understanding Of Multiplication Through Words, Pictures, And Numbers, Marvin E. Smith, Stephanie Z. Smith

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

The objective of this session is to engage mathematics teacher educators in a discussion of how to assess an understanding of the concept of multiplication as an operation and its relationships to other operations. The session will begin with a presentation of a previously published study assessing children’s understanding of multiplication as grouping and the relationship between multiplication and addition. The assessment asked a series of problems involving words, pictures, and numbers. The results of the study indicate that the types of problems asked were successful in providing evidence of children’s understanding of multiplication. The study also found ...