Science and Mathematics Education Commons^™

Introductory Texts, Georgia Association For Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Cover page

GAMTE Information

Table of Contents

Paper 1: Analysis Of Achievement For Understanding Geometry, Linda Nash, Annita Hunt, Denise Huddlestun, Kelli Nipper

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

The purpose of this study was to investigate the effectiveness of a mathematics professional development course. More specifically, in this study we examine whether geometric experiences have an impact on level of performance in mathematics. The van Hiele (Fuys, D., Geddes, D., & Tischler, R., 1988) model of geometric understanding provided a research framework from which to view geometric understanding. This model suggests five levels of understanding that should be taken into consideration when examining levels of geometric thinking: Visual, Descriptive/Analytic, Abstract/Relational, Formal Deduction/Proof, and Rigor.

The sample under study was three cohorts of practicing elementary teachers and mathematics coaches …

Paper 3: Authentic Discovery Projects In Statistics, Dianna Spence, Robb Sinn

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

We report the activities and findings of a 3-year project, ―Authentic, Career-Specific, Discovery Learning Projects in Introductory Statistics,‖ funded by the National Science Foundation. The project scope includes: 1) development of teaching materials for using discovery learning projects to teach statistics; 2) training secondary teachers to use the materials developed; 3) evaluation of student outcomes, in both content knowledge and attitudes toward statistics; and 4) extending and refining teacher training.

With input from an interdisciplinary team of instructors, materials were developed to assist the teacher in facilitating collaborative discovery projects using linear regression techniques and comparison techniques with appropriate t-tests. …

Introductory Texts, Georgia Association Of Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Cover page

GAMTE Information

Letter from the President

Table of Contents

Paper 1: Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study employed Freirian participatory research methodology; in fact, the participants were not only co- researchers, but also co-authors of the …

Paper 2: Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Are virtual manipulatives as effective as concrete (hands-on) manipulatives to build conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University’s preservice middle grades teachers has proven to be a very effective way to build conceptual understanding of a variety of mathematical topics. This paper presents an argument for the need for research into the usefulness of virtual manipulatives for enhancing mathematics teacher education and their potential to supplement (or replace?) concrete manipulatives.

Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …

Paper 4: The Paaps Strategy For Teaching Mathematics Content, Gregory K. Harrell

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

In the fall of 2005, I started teaching the mathematics content course Algebra and Geometry for Teachers. The majority of students in the course are pre-service middle school teachers. Instead of teaching the course by demonstrating rigorous proofs, I wanted to use teaching strategies that would build the students’ content knowledge and connect to their roles as future mathematics teachers. I chose to make problem solving a focal process standard by having students problem- solve for a majority of classroom time. In addition, the students complete a major project entitled “Provide, Attempt, and Assess Problem Solving” or PAAPS. For PAAPS, …

Paper 5: Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings …

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 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) an analysis …

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 that a …

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 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 …

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 in …