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Science and Mathematics Education
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
- Keyword
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- Mathematics education (2)
- Accelerated program (1)
- Algebra for teachers (1)
- Beliefs about mathematics (1)
- Concrete manipulatives (1)
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- Critical theory (1)
- Culturally relevant pedagogy (1)
- Education reform (1)
- Educational outcomes (1)
- Elementary preservice teachers (1)
- Geometry for teachers (1)
- Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (1)
- Georgia Performance Standards (1)
- Knowledge of mathematics (1)
- Mathematics content course (1)
- Mathematics instructional practices (1)
- Mathematics teachers (1)
- National Council of Teachers of Mathematics (1)
- Number concepts (1)
- Number relationships (1)
- PAAPS strategy (1)
- Pre-service middle grades teachers (1)
- Pre-service middle school teachers (1)
- Pre-service teachers (1)
- Pre-service teachers' dispositions (1)
- Students' learning experiences (1)
- Teaching for social justice (1)
- Virtual manipulatives (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
Introductory Texts, Georgia Association Of Mathematics Teacher Educators
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
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
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
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
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
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 …