Mathematics Commons^™

Using Teacher Noticing And Video-Mediated Professional Learning To Develop Preservice Teachers’ Knowledge For Teaching The Derivative, Alfred M. Limbere

Theses, Dissertations and Culminating Projects

This study investigated how problem-solving videos can be used in video-mediated professional learning to support secondary preservice mathematics teachers (PMTs) in developing teacher knowledge for noticing student thinking in the context of the derivative concept in calculus. A model of the trajectory of PMTs’ noticing was constructed as six PMTs viewed and analyzed videos of students’ problem solving. At the same time, the nature of video-mediated interactions that were found to be productive in supporting this knowledge development was examined. A design experiment was used as the research methodology. Data was collected from video recordings of eight semi-structured teaching episodes …

Secondary Teachers’ Noticing Of Students’ Mathematical Thinking As They Participate In A Professional Development Program Centered On Task-Based Student Interviews, Gurkan Kose

Theses, Dissertations and Culminating Projects

Teacher’s noticing of students’ mathematical thinking has been an important focus of research in the past two decades (e.g., Jacobs et al., 2010; Sherin et al., 2011). Noticing matters, but it is not an end in itself (Schoenfeld, 2011). It is operationalized within the context of teachers’ dispositions and knowledge which shape decisions teachers make while responding to student thinking and planning the next instructional steps. In order for teachers to adapt productive beliefs about how children learn and shift to student-centered instruction, they need to acknowledge the importance of understanding students' existing conceptions of mathematical ideas (Carpenter & Lehrer, …

Ready To Engage? Urban Middle School Teachers’ Responsiveness To Targeted Engagement Interventions On Their Virtual Instructional Practices: An Action Research Study, Svetlana Nikic

Dissertations

Teachers’ effectiveness is associated with their instructional practices and is ultimately linked to students’ learning outcomes. In order to impact teachers’ effectiveness, schools focus substantial effort and resources on professional development led by an assumption that teachers’ classroom practices can be improved through targeted interventions. Even if this premise is correct, little information is available about how much a teacher’s practice may change through interventions, or which aspects of instructional practice are more receptive to improving teacher effectiveness (Garret et al., 2019).

This study took place at an urban middle school and examined teachers’ responsiveness to targeted engagement intervention in …

Fostering Mathematical Creativity Among Middle School Mathematics Teachers, Ceire H. Monahan

Theses, Dissertations and Culminating Projects

The purpose of this research was to understand in-service teachers’ experiences with and ideas about mathematical creativity after participating in a targeted professional development program. The professional development program encouraged participants to think creatively and foster students’ creativity. In this study I present the results from the main unit of analysis, 12 participants in a professional development program, along with a deep analysis of three exemplar teachers from each of the identified groups, adherence to traditional teaching practices (traditional), appreciation for teaching for creativity (creative but hesitant), and teaching for creativity (creative). The findings of this study highlight the combination …

Video Case Materials And The Development Of Collective Professional Knowledge, Victoria D. Bonaccorso

Theses, Dissertations and Culminating Projects

The dynamic nature of teaching means that teachers are making in-the-moment decisions on a daily basis. Video case study professional development can be used as a way to provide teachers an opportunity to analyze real teaching scenarios to prepare to make these decisions in practice. While work has been done to reveal the effectiveness of using case studies as a teaching tool, there has not been research conducted to determine if video case studies can be used to foster the development of collective professional knowledge. This study utilizes a particular professional development model using video case studies grounded in the …

Mathamigos: A Community Mathematics Initiative, James C. Taylor, Delara Sharma, Shannon Rogers

Journal of Math Circles

We present a broad, and we think novel, community mathematics initiative in its early stages in Santa Fe, New Mexico. At every level, the program embraces community-wide collaboration—from the leadership team, to the elements of the mathematics being implemented (primarily math circles and the Global Math Project’s Exploding Dots), to the funding model. Our MathAmigos program falls within two categories of math circle-related programs: outreach and professional development (PD). In outreach, we work with the Santa Fe Public School district (administration, teachers, students, and parents) and the City of Santa Fe government (our funders via a two-year contract) in …

K-2 Mathematicians & Writers: Professional Learning Communities For Developing Conceptual Understanding, Doris Santarone, Angel R. Abney, Sandra M. Webb

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

National Council of Teachers of Mathematics (NCTM) has long supported the use of children’s literature, writing, and manipulatives to improve conceptual understanding of mathematics (2000). In a professional learning community for K-2 teachers, professional development was designed and implemented on ways to incorporate literacy and manipulatives into a mathematics lesson. The teachers were charged with collaboratively planning lessons that included multiple components: the standard(s), a mathematics activity, manipulatives, a writing task, and children’s literature. As the data were analyzed, it became apparent that while most of the lessons were well connected, this did not happen for all of the lessons. …

Teacher Perceptions Of Professional Learning Communities' Impact On Math Critical Thinking Pedagogy, Elizabeth Ann Daly

Walden Dissertations and Doctoral Studies

U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improving teacher pedagogy. Research questions addressed in this study were designed to explore …

The Effects Of Different Teaching Methods On Student Attitude And Achievement In Calculus Recitations, Jocelyn Noelle Rios

Mathematics & Statistics ETDs

Many universities offer recitation sections in their calculus sequences; however, little research has been conducted on TA best practices in the recitations.This study first aimed to observe the different teaching methods that TAs employed in their recitations and then measure their efficacy in improving student course attitudes and achievement, focusing on student-centered and concept-based instruction. In addition, this study aimed to assess the quality of professional development offered to recitation leaders. Using a quantitative-dominant mixed methods design, 12 TAs were observed throughout the semester and TAs and calculus students were surveyed. This study found that student-centered instruction was positively correlated …

The Basic Competencies Of Biological Experimentation: Concept-Skill Statements, Nancy Pelaez, Trevor Anderson, Stephanie M. Gardner, Yue Yin, Joel K. Abraham, Edward Bartlett, Cara Gormally, Jeffrey P. Hill, Mildren Hoover, Carol Hurney, Tammy Long, Dina L. Newman, Karen Sirum, Michael Stevens

PIBERG Instructional Innovation Materials

This biological experimentation competencies map is a model created by members of the ACE-Bio Network of seven areas a competent biologist calls in when doing experimentation in biology. Each competency is represented by a summary word on a uniquely colored segment of the model. For presentation convenience, the seven major areas within experimentation in biology are mapped onto tables in a linear manner. However, this is not meant to convey a particular order that one must follow during experimentation. The areas are given equal weight and flexible order of their use throughout the process of experimentation. This work is meant …

Junior High School Teachers' Perceptions Of Math Instruction For African American Students, Sandra Denise Richardson

Walden Dissertations and Doctoral Studies

A mathematics achievement gap exists between 8th grade African American students and other ethnic groups. Guided by the conceptual framework of constructivism, the purpose of this case study was to examine 8, Grade 8 math teachers' perceptions of factors contributing to mathematical performance gap in their African American students and what instructional strategies can be used to help reduce the achievement gap in southwest Georgia. Data were obtained through interviews and classroom observations and were coded and analyzed using typological analysis, followed by inductive analysis. The results of the data revealed teachers perceived recruiting and retaining African American teachers and …

Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone

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

A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.

A Primer For Mathematical Modeling, Marla A. Sole

Publications and Research

With the implementation of the National Council of Teachers of Mathematics recommendations and the adoption of the Common Core State Standards for Mathematics, modeling has moved to the forefront of K-12 education. Modeling activities not only reinforce purposeful problem-solving skills, they also connect the mathematics students learn in school with the mathematics they will use outside of school. Instructors have found mathematical modeling difficult to teach. To successfully incorporate modeling activities I believe that curricular changes should be accompanied by professional development for curriculum developers, classroom teachers, and higher education professionals. This article serves as an introduction to modeling by …

Creating A Masters In Numeracy Program, Eric Gaze

Numeracy

The Master of Science in Numeracy program at Alfred University received full approval from the New York State Education Department (NYSED) in May of 2007. This first-of-its-kind program seeks to provide teachers at all levels, from across the curriculum, the skills, and more importantly the confidence, to introduce relevant quantitative concepts in their own disciplines. Created to be a complement of the MS Ed. in Literacy, the 30-hour MS in Numeracy program consists of four required core courses (Teaching Numeracy, Teaching with Data, Assessment and Learning Theories in Numeracy, and Doing Science and Numeracy), five electives from a list of …