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Teacher Education and Professional Development
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
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Full-Text Articles in Physical Sciences and Mathematics
Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez
Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Abstract: In 2005, three Kennesaw State University mathematics education faculty members began a series of workshops titled “Implementing the Georgia Performance Standards [GPS]: Embracing the Vision.” This workshop series has been underwritten by Georgia’s Teacher Quality Higher Education Program. The first series of workshops began with 6th grade teachers the first year the GPS was implemented and the project has been funded each subsequent year since its inception. Currently, we are working with Math III teachers as they implement the course for the first time. The initial focus for the project was on conceptual understanding versus procedural understanding, writing tasks …
Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary
Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Researchers from the University of Georgia interviewed 27 Mathematics 1 teachers about their experiences during the first year of the high school implementation of the Georgia Performance Standards (GPS). We report our findings about teachers’ experiences with Mathematics 1 professional development and describe features of professional development that teachers identified as most beneficial. Some teachers offered suggestions for professional development that differed from the professional development they had experienced. In addition, we found that many teachers used collaborative strategies to meet the demands of the new curriculum and the perceived inadequacies of resources and training. We discuss the various models …
Proceedings Of The Fourth 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
Contents of 1st Annual GAMTE Proceedings Front Matter:
- Proceedings Committee
- Officers of GAMTE
- Purposes and Goals of GAMTE
- Table of Contents
Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence
Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
When learning to represent mathematics with manipulatives, many pre-service K-8 teachers rely on memorized rote procedures to perform the associated mathematical tasks; then they arrange the manipulatives to match their result, often with minimal understanding of underlying mathematical connections. In a Number and Operations course for K-8 pre-service teachers, a portion of the class was conducted in alternate bases: Base 6 and Base 8 Blocks were used to model operations with integers to facilitate deeper understanding of the number systems and arithmetic processes being represented. Fractions and decimals were later covered only in Base 10. On midterm and final exams, …
Investigating Mathematical Literacy Through Teacher Language, Alyson Lischka
Investigating Mathematical Literacy Through Teacher Language, Alyson Lischka
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Communication about mathematical concepts using appropriate terminology is a standard established by the National Council of Teachers of Mathematics. However, international test results show that United States’ students are lagging in mathematical literacy. This case study analyzes the ways in which instructors use language to help students move toward conceptual understanding of mathematical vocabulary. Three mathematics education professors at a mid-size four year institution were observed teaching math classes to students enrolled in elementary or secondary certification programs. Collected data included: audio-recorded observations and field notes, lesson artifacts such as quizzes and handouts, and audio-recorded interviews with each participant. Findings …
Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye
Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Math 2008 is an Area F course for early childhood majors in the University System of Georgia. The course covers basic skills that pre-service teachers will most likely be teaching in their career. At Georgia Southern University, many students in the course do not possess or have forgotten these basic skills. In Fall 2009, a basic skills test was implemented for Math 2008. Students must earn a score of 90 or higher on the test in order to pass the course. The test not only serves to let students know their areas of weakness, but also informs the instructor’s teaching. …