Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Paper 5: Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez, Marian Fox
Paper 5: Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez, Marian Fox
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
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 that …
Paper 2: Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary
Paper 2: Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
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 …
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 6: The Kennesaw State University Mathematics Methods Model, Angela L. Teachey
Paper 6: The Kennesaw State University Mathematics Methods Model, Angela L. Teachey
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
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 …