Teacher Education and Professional Development Commons^™

What Is So Negative About Negative Exponents?, Geoffrey D. Dietz

Journal of Humanistic Mathematics

While teaching college-level mathematics (from College Algebra to Calculus to Abstract Algebra), I have observed that students are often uncomfortable using negative exponents in calculations. I believe the fault partially lies in the manner in which negative exponents are taught in Algebra 1 or Algebra 2 courses, especially in rigid instructions always to write answers using only positive exponents. After reviewing a sample of algebra texts used in the United States over the last two centuries, it appears that while attitudes toward negative exponents have varied from author to author over time, the current trend is to declare explicitly that …

Liberal Arts Inspired Mathematics: A Report Or How To Bring Cultural And Humanistic Aspects Of Mathematics To The Classroom As Effective Teaching And Learning Tools, Anders K H Bengtsson

Journal of Humanistic Mathematics

This is the report of a project on ways of teaching university-level mathematics in a humanistic way. The main part of the project recounted here involved a journey to the United States during the fall term of 2012 to visit several liberal arts colleges in order to study and discuss mathematics teaching. Several themes that came up during my conversations at these colleges are discussed in the text: the invisibility of mathematics in everyday life, the role of calculus in American mathematics curricula, the "is algebra necessary?'' discussion, teaching mathematics as a language, the transfer problem in learning, and the …

Caep, Nctm, And Secondary Mathematics Program Revisions, Dianna J. Spence

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Eight assessments were developed for CAEP (formerly NCATE) and NCTM recognition of our secondary mathematics program. These assessments include internship work samples, field evaluations, and candidate portfolios addressing content knowledge, pedagogical methods, and mathematics technology. Based on data collected from these assessments, alongside ongoing evaluation of the program, several curriculum and program revisions were implemented, including: 1) development of mathematics content-specific courses in classroom management, assessment, and secondary curriculum; 2) restructuring of a senior seminar course in mathematics education; and 3) an increased content focus in probability and statistics. The adoption of new NCTM standards in the CAEP review process …

A Mathematics Teacher’S Journey Of Identity Construction And Change, Anthony B. Stinson

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Despite some gains, improving mathematics instruction remains an area of concern in the United States. The implementation of the Common Core Standards and the challenge of teaching the 21st Century student require mathematics teachers to examine their pedagogy to determine if they need to change or improve their practices. This paper provides a personal account of my journey when determining my identity as a mathematics teacher and how constructing my identity helped in changing and improving my practices as a mathematics teacher. The study was done using autoethnography, a burgeoning research method, and identity theory. This study has the goals …

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Principals Partnering To Build A Vision For School Mathematics, V. Inge, V. Hodges, P. Robertson

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Learning Together: Using Action Research To Design Professional Development, M. Alger, R. White

Journal of Mathematics and Science: Collaborative Explorations

After being part of a week-long math institute, both the principal and the Mathematics Specialist from an urban school district partnered to develop a professional development plan. It incorporated a Lesson Study Model that supported collaborative learning teams, focused on the instructional process, and incorporated reflection and feedback. Although the faculty had engaged in other forms of professional development, the lesson study process was seen as a powerful vehicle that invited a level of coaching and cross-collaboration. This article focuses on the shared viewpoints of the principal and the Mathematics Specialist who worked together to build a mechanism for professional …

Partnering With Principals Through Formal And Informal Professional Development, V. Bohidar

Journal of Mathematics and Science: Collaborative Explorations

Mathematics Specialists and administrators need to define what they should see students and teachers doing in classrooms that promote proficiency and understanding in mathematics. Formal, divisionwide professional development on this topic can quickly guide and inform a large group of administrators in one setting. However, potentially more powerful professional development can occur on a small scale one building at a time through mathematics department learning walks.

A Collaborative Approach: Two Perspectives, B. Chong, M. Farrelly

Journal of Mathematics and Science: Collaborative Explorations

This article is a story of collaboration between a principal, Baek Chong, and the mathematics coach, Megan Farrelly. This article shows both perspectives: Baek's thoughts are written in regular typeface, whereas Megan's perspective is italicized. Both educators work at Mark Twain Middle School in Fairfax County Public Schools in Virginia which has nearly 900 seventh- and eighth-grade students. Twain Middle School serves a diverse population, of which about 35% of the students arc on free or reduced lunch, 15% receive special education services, 14% receive English language services, and 40% of the students are in the advanced academics program.

The Greater Sum Of Collaboration: Adding Value To Mathematics Education Through Teamwork, J. Deinhart, T. Hulen, B. Butler, D. Kerr

Journal of Mathematics and Science: Collaborative Explorations

The role of a Mathematics Specialist can vary from pre-K through grade 8 schools. One of the most distinguishing factors involves the relationship between the Mathematics Specialists, administrators, and teachers. In this article, we share our experiences in a school culture that supports common language, collective commitments, trust, and transparency. Using this model, we have experienced high levels of teacher professionalism and student success. As lifelong learners, we continually reflect upon our practices and look for ways to meet the needs of our students. This occurs by implementing purposeful meeting structures that allow us to facilitate discussions around mathematics content, …

Developing A New Partnership, T. Martino, S. Chuang

Journal of Mathematics and Science: Collaborative Explorations

Many factors contribute to the success and impact of a Mathematics Resource Teacher on K-5 mathematics instruction. Developing a strong partnership with stakeholders and sharing a common vision for quality mathematics instruction are key factors in the successful implementation of the Mathematics Resource Teacher program. In this article, we share the experience of elementary school principal, Timothy Martino, as he prepared to open a new elementary school in August 2012. Frederick Douglass Elementary opened with a full-time, school-embedded Mathematics Resource Teacher, Mrs. Cindy Brady. Timothy Martino and Mrs. Brady developed a partnership with division-level central office staff and with the …

Cluster-Grouping, Co-Teaching, And Professional Learning Communities Focused On Mathematics Instruction Lead To Improved Engagement And Achievement In Mathematics For Students, K. Schaffner, L. West, A. Miknis, R. Ward, A. Foreman

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Title Page

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Principal And Mathematics Coaches' Journey To Improve Mathematics Learning, R. Cox

Journal of Mathematics and Science: Collaborative Explorations

My educational career path began as an elementary school teacher, then as an assistant principal, and now as a principal. With the educational experiences that I had at each level of my career, I was certain I would be able to handle an increase in the mathematical rigor presented to our students through the new Mathematics Standards of Learning for Virginia Public Schools (SOL) [1]. I found that, yes, I was able to understand the rigor. However, I found the challenge was providing the needed assistance to bring about results that would ultimately help our teachers and students be successful. …

Collaborative Professional Development: Designing Your Own, B. Williams

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

A Tale Of Two First-Year Mathematics Specialists, D. Floyd, M. Perez, J. Lovin, J. Cavanaugh

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Collaboration Of A Principal And A Mathematics Specialist, S. Garthwaite, P. Granada

Journal of Mathematics and Science: Collaborative Explorations

This article describes the importance of the collaboration between the principal, Patty Granada, and the Mathematics Specialist, Susan Garthwaite, in fostering a highly functioning mathematics program. While many aspects of the collaboration as facilitators for a mathematics program are logical, the "messy" aspects provide greater challenges. Through continued collaboration, they have come to embrace the "messiness" which has contributed to an awareness of similar belief systems in their roles. These beliefs include openness to learning and a sincere commitment to bringing out the best in students and teachers. The principal and the Mathematics Specialist share their continued journey in this …

Math Speak And Students' Justifications Promote Deeper Understanding Of Mathematics Concepts, J. Svoboda, C. Glassbrenner, S. Vance, P. Hollins

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Recruitment, Retention, And Replacement Of Partner School Divisions, J. Singleton, D. Blount

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Proceedings Of The Eighth Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Introductory Texts

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

• GAMTE 2014 Officers
• GAMTE 2014 Conference Committee
• GAMTE 2014 Proceedings Committee
• Purposes and Goals of GAMTE
• Letter from the President

Design Considerations For Visually-Aided Discussion Prompts: Emphasizing Mathematical Reasoning In Teacher Education, Anne Marie S. Marshall, Kadian M. Callahan

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

The availability and familiarity of online discussion tools create new instructional options that teacher educators can use to foster prospective teachers’ understanding of mathematics. In particular, online discussion blogs provide an avenue through which teacher educators can press prospective teachers to explore mathematical concepts and share their mathematical reasoning with peers. Furthermore, by incorporating visual stimulations as a design component of these discussion blogs, prospective teachers can make sense of and respond to others’ ideas about mathematical concepts with greater clarity. This paper shares preliminary findings of a research study that examined the extent to which the design of a …

Differences In Beliefs Across A Series Of Four Mathematics Content Courses, Susanna Molitoris Miller, Caitlin Walkey

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

College students often ask questions such as, “Why do I have to take this class? Is there a point to it?” For Early Childhood Education (ECE) majors these questions may often take on a slightly different form, wondering, “How can I incorporate this information into my classroom?” or “Do I understand this well enough to teach this to my students?” It is especially important for pre- service teachers to feel confident working with the mathematical content that they are learning and for them to believe that they can successfully teach that same information to a group of students. Swackhamer, Koellner, …

A Proposed Pedagogical Approach For Preparing Teacher Candidates To Incorporate (Academic) Language, Woong Lim, Lynn Stallings

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

The edTPA is a performance-based assessment that aims to measure teacher candidates’ readiness for teaching. Beginning in the fall of 2015, this assessment will be a mandatory requirement for those seeking certification in Georgia. General agreement exists in the field of education about the basic knowledge and skills essential for beginning teachers to demonstrate in classroom teaching. Does edTPA measure the knowledge and skills essential for beginning mathematics teachers in particular? Assuming that edTPA can successfully measure that knowledge and skills for beginning teachers, the use of the assessment could be valuable.

One of the critical components of edTPA is …

Do You See What I See? Deepening Teachers’ Understanding Of Linear Equations Through Student Interviews, Tamara Pearson, Kelli L. Nipper, Catherine Matos

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Many teachers have trouble transitioning their students between natural recursive thinking about the data and algebraic notation for representing linear functions (Zazkis & Liljedahl, 2002).

In this study, we interviewed eighteen middle school students to see how they used prior instruction to think about a geometric pattern and construct its corresponding linear equation. All students

were given the same task to complete and were questioned about their thinking during the interview.

We found that the recording of pattern recognition plays a substantial part in helping students recognize and write explicit patterns. By having students decompose the total perimeter into how …