Physical Sciences and Mathematics Commons^™

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

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

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 …

Change And Relationships In Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, And Content Knowledge, Susan L. Swars, Lynn C. Hart , Ed., Stephanie Z. Smith, Marvin E. Smith

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

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 …

Breaking The Cycle: Integrating The Mathematics Specialist, T. Hulen

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Elementary Mathematics Specialists – We Need Them Now! Follow Virginia's Lead!, F. Fennell

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Title Page

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Trickle-Down Inspiration: From Mathematics Specialist To Teachers To Students, M. Paruszkiewicz

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

On Becoming A Mathematics Specialist – From Unlikely Beginnings, C. Abdeljawad

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

What Does It Mean To Be An Elementary School Mathematics Specialist?, D. Gates

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Mathematics Specialist As Visionary Strategist, K. Anderson

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Beyond The Textbook: Lessons Learned From Two Years As A Mathematics Specialist, K. Race

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Role Of The Mathematics Specialist In Albemarle County Public Schools, Virginia, A. Larue-Davis

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Characteristics Necessary For A Mathematics Specialist, D. Southwell

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Approaching Mathematics Utopia?, F. Morton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Mathematics Specialist From A Dual Language Immersion Perspective, M. Aguilar

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.

Pre-Matrix Balancing Of Challenging Chemical Equations With A Simple Formula Register And Middle School Arithmetic, L. Hutchings, L. Peterson, A. Almasude

Journal of Mathematics and Science: Collaborative Explorations

This paper describes a procedure employing basic relational concepts (analogous to certain matrix algebra concepts), but structured by a simple formula register and using only middle school arithmetic to balance chemical equations ranging from easy to moderate to difficult redox reactions. This procedure allows average students and below average students to experience ready success in balancing, thus avoiding a traditional source of frustration and failure which might contribute to their losing interest in chemistry. One interesting serendipity of this procedure is how quickly it turns able pre-matrix students into extremely fast and accurate balaneers.

The Mathematics Specialist: A Personal View, E. Sinclair

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

A Day In The Life Of Two Mathematics Specialists: Bringing Math To The Forefront In Elementary Schools, B. Rodriguez, S. Garthwaite

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

What Beliefs And Intended Actions Do Reform-Prepared Mathematics And Science Teachers Convey To The Workplace?, J. R. Mcginnis, G. Marbach-Ad

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Into The Fray: Novice Teachers Tackle Standards-Based Mathematics, B. Schroder, S. Gningue

Journal of Mathematics and Science: Collaborative Explorations

This article tracks twenty-one graduates of a refom-based mathematics teacher education program for two years as they begin teaching mathematics in public elementary schools in New York City. Using surveys, classroom observations, and interviews, it examines the extent to which these beginning teachers were able to implement standards-based mathematics instruction in their classes. Results of the study were mixed. The novice teachers generally demonstrated an adequate understanding of the underlying mathematics principles and strong intentions of teaching mathematics for understanding.They were generally able to engage children in learning, and most performed at the “beginning stages of effective instruction” in their …

The Role And Impact Of The Mathematics Specialist From The Principals' Perspectives, D. Blount, J. Singleton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Proceedings Of The First Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Front Matter

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
• Abstracts of Papers

Preservice Teachers’ Mapping Structures Acting On Representational Quantities, Gunhan Caglayan

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

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 …

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

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

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 …

Using Technology To Design Teaching Modules In Mathematics And Science, Ollie I. Manley

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

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 …

Assessing Understanding Of Multiplication Through Words, Pictures, And Numbers, Stephanie Z. Smith

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

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 …