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Full-Text Articles in Education
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina Garza-Kling
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina Garza-Kling
Faculty and Research Publications
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed.
Spreadsheets Across The Curriculum, 1: The Idea And The Resource, H L Vacher, Emily Lardner
Spreadsheets Across The Curriculum, 1: The Idea And The Resource, H L Vacher, Emily Lardner
Numeracy
This paper introduces Spreadsheets Across the Curriculum, a workshop-based educational materials development project to build a resource to facilitate connecting mathematics and context in undergraduate college courses where mathematical problem solving is relevant. The central idea is “spreadsheet modules,” which, in essence, are elaborate word problems in the form of short PowerPoint presentations with embedded Excel spreadsheets. Students work through the presentations on their own, making and/or completing the spreadsheets displayed on the slides in order to perform calculations or draw graphs that address the issue (context) posed in the word problem. The end result of the project is the …
Professional Development In College Science Teaching, Aimee Kathryn Thomas
Professional Development In College Science Teaching, Aimee Kathryn Thomas
Dissertations
Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, …