Education Commons^™

Paper 2: Content Knowledge And Pedagogical Content Knowledge Of Algebra Teachers And Changes In Both Types Of Knowledge As A Result Of Professional Development, Joy W. Black

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content …

Paper 3: Authentic Discovery Projects In Statistics, Dianna Spence, Robb Sinn

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

We report the activities and findings of a 3-year project, ―Authentic, Career-Specific, Discovery Learning Projects in Introductory Statistics,‖ funded by the National Science Foundation. The project scope includes: 1) development of teaching materials for using discovery learning projects to teach statistics; 2) training secondary teachers to use the materials developed; 3) evaluation of student outcomes, in both content knowledge and attitudes toward statistics; and 4) extending and refining teacher training.

With input from an interdisciplinary team of instructors, materials were developed to assist the teacher in facilitating collaborative discovery projects using linear regression techniques and comparison techniques with appropriate t-tests. …

Paper 2: The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

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 …