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Teacher Education and Professional Development
Virginia Commonwealth University
Journal of Mathematics and Science: Collaborative Explorations
- Keyword
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- Online learning (6)
- Mathematics specialist (5)
- Mathematics education (3)
- Mathematics specialists (3)
- Equity (2)
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- Mathematics teacher leaders (2)
- Online mentoring (2)
- Online professional development (2)
- Teacher education (2)
- Access (1)
- Affect (1)
- Agency (1)
- Biological sex (1)
- Catalyzing change (1)
- Collaboration (1)
- Communication (1)
- Discourse (1)
- Distance learning (1)
- Face-to-face instruction (1)
- Gender gap (1)
- High-quality mathematical tasks (1)
- Hybrid course (1)
- Job-embedded (1)
- Lesson Study (1)
- Mathematics coaching (1)
- Mathematics leadership (1)
- Mathematics supervisors (1)
- Mathematics teacher education (1)
- Middle school science (1)
- Multiple representations (1)
Articles 1 - 18 of 18
Full-Text Articles in Education
Full Issue
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Connected At A Distance: Experiences And Efforts Within A Synchronous, Online Mathematics Specialist Program, Laura E. Bitto, Pamela E. Johnson, Beth Terry
Connected At A Distance: Experiences And Efforts Within A Synchronous, Online Mathematics Specialist Program, Laura E. Bitto, Pamela E. Johnson, Beth Terry
Journal of Mathematics and Science: Collaborative Explorations
Online learning offers flexibility and convenience to students regardless of their proximity to a traditional campus. However, online programs can also feel isolating. Beth, a mathematics specialist candidate, completed a graduate program while living 7000 miles and seven time zones away from her instructor and peers. Through intentional planning by instructors, Beth found community by making personal connections, celebrating life experiences, and sharing a passion for mathematics education with her peers. Furthermore, Beth felt empowered to take academic risks and expose professional vulnerabilities in the learning community. The instructors within the program valued learning as a social construct and therefore …
Instructor Perspectives: Transitioning From Face-To-Face To An Online Or Hybrid Graduate Level Mathematics Education Course, Heather Nunnally, Toni P. Sorrell, Kristina C. Anthony
Instructor Perspectives: Transitioning From Face-To-Face To An Online Or Hybrid Graduate Level Mathematics Education Course, Heather Nunnally, Toni P. Sorrell, Kristina C. Anthony
Journal of Mathematics and Science: Collaborative Explorations
In this paper, the authors reflect on their transitions from teaching a face-to-face mathematics education course for teachers to teaching using an online or hybrid model. As three veteran educators at two different universities, we share lessons learned in constructing and implementing an online or hybrid learning environment. For us, learning to be flexible in how students completed assignments was important. Although we faced many challenges, we looked at the experience through a novice learner’s lens, and recognized that each of us grew from teaching these classes. We found that the instructors’ experiences in working with mathematics specialist candidates in …
Mathematical Representations In A Synchronous Online Mathematics Specialist Preparation Program, Theresa Wills, Deborah Crawford, Kate Roscioli, Shruti Sanghavi
Mathematical Representations In A Synchronous Online Mathematics Specialist Preparation Program, Theresa Wills, Deborah Crawford, Kate Roscioli, Shruti Sanghavi
Journal of Mathematics and Science: Collaborative Explorations
Universities are implementing more online courses (Yamagata-Lynch, 2014). However, instructors may feel a sense of trepidation in transitioning a mathematics class to a synchronous online platform because they do not want to compromise quality pedagogy (Herrington et al., 2001) for the convenience of an online environment (Wills, 2021). Some courses have successfully transitioned to a synchronous online environment while maintaining rich discussion and student collaboration (Baker & Hjalmarson, 2019); however, mathematics content courses include the additional challenge of incorporating problem solving with multiple representations. This paper focuses on how mathematical representations emerge in a synchronous online course for mathematics specialists.
Team Teaching For Discourse: Perspectives Of Instructors And A Student In An Online Probability And Statistics Course For Preparing Mathematics Specialists, V. Rani Satyam, Kristina C. Anthony, Madhumita Basu, Monica Swoyer
Team Teaching For Discourse: Perspectives Of Instructors And A Student In An Online Probability And Statistics Course For Preparing Mathematics Specialists, V. Rani Satyam, Kristina C. Anthony, Madhumita Basu, Monica Swoyer
Journal of Mathematics and Science: Collaborative Explorations
Team teaching is a form of collaborative work where teachers plan lessons and/or teach together. We discuss the strengths of discourse in the planning stage for an intensive, team-taught, three-week probability and statistics course for mathematics specialists as a way to create and sustain a sense of community and show multiple perspectives in an online course. We delve into two cases of lessons––one about stem-and-leaf plots and another on averages––to describe the interactions of and reflections from three online instructors and a preparing mathematics specialist across the phases of planning, enactment, and the resulting student learning. The conversations about our …
Equity And Access: Empowering Change Agents, Kateri Thunder, Nely Ara-Is, Ashley Carter, Francisca Fowler, April Hawkins, Holly Tate
Equity And Access: Empowering Change Agents, Kateri Thunder, Nely Ara-Is, Ashley Carter, Francisca Fowler, April Hawkins, Holly Tate
Journal of Mathematics and Science: Collaborative Explorations
All learners must have access and opportunity to engage meaningfully in the highest levels of mathematics. Mathematics specialists are uniquely situated to contribute to the creation of access and equity for all learners by addressing three target areas with their mathematics teachers and administrators. In order to catalyze change, mathematics specialists need to be prepared to target three obstacles to access and equity: beliefs and expectations, curriculum and instruction, and intervention. This preparation can take place through leadership courses intentionally created to explore the role of change agent and provide practice in negotiating the role.
Online Education: Transferring Personal Experiences To Professional Development, Tracy J. Proffitt, Erica R. Miller, Elicia M. Fleshman
Online Education: Transferring Personal Experiences To Professional Development, Tracy J. Proffitt, Erica R. Miller, Elicia M. Fleshman
Journal of Mathematics and Science: Collaborative Explorations
In this paper, we discuss how one candidate’s experience as she participated an online mathematics specialist program bolstered her confidence and ability to provide online professional development for her teachers. We include personal accounts by the mathematics specialist program instructors, the mathematics specialist candidate, and an elementary school teacher to illustrate how the experience of completing online graduate courses led to the candidate providing online learning opportunities for teachers. In particular, we highlight the importance of building relationships and using high-quality mathematical tasks in both the online preparation program and the online professional development. This case study provides evidence that …
Virtual Mentorship Of Teacher Leaders: The Ripple Effect, Joan Kernan, Joy Denoon, Eric Roberts, Tammy Sanford
Virtual Mentorship Of Teacher Leaders: The Ripple Effect, Joan Kernan, Joy Denoon, Eric Roberts, Tammy Sanford
Journal of Mathematics and Science: Collaborative Explorations
Abstract
In this paper, the authors reflect on the first completely online mathematics specialist preparation and mentoring program. Candidates across Virginia successfully completed this program and are now serving as teacher leaders, interventionists, department leaders, instructional coaches, mentors, and program specialists. They are impacting mathematics instruction across the state at all levels. As two mathematics specialists serving as mentors and two candidates, we share our thoughts and ideas as we continue to learn from our mentorship process. The goal is to provide continuous professional development as candidates share problems, successes, research, and best practices to improve mathematics teaching and learning. …
A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey
A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey
Journal of Mathematics and Science: Collaborative Explorations
How does the mathematics specialist provide a profound and lasting impact on instruction? We believe that a productive partnership between the principal and specialist, which we will call the principal-specialist relationship, is at the crux of the matter. When the principal-specialist relationship is built upon a foundation of a shared vision, clear roles, communication, and trust, both the teachers and students in the school benefit. We will explore the impact of the principal-specialist relationship on teacher success during the era of distance learning as necessitated by the COVID-19 pandemic. In order to explore how these ideas come alive in the …
An Examination Of Middle School Students’ Attitudes Toward Science, Michelle L. Schpakow, Jillian L. Wendt, Kelly Paynter
An Examination Of Middle School Students’ Attitudes Toward Science, Michelle L. Schpakow, Jillian L. Wendt, Kelly Paynter
Journal of Mathematics and Science: Collaborative Explorations
For more than 40 years, researchers have been studying the persistent underrepresentation of women in science. Today, the gender gap has narrowed in some, but not all, disciplines of science. To better understand the impetus of this continuing problem, the attitudes of middle school students toward science were examined using a causal-comparative design based on biological sex across four attitude constructs: attitudes toward school science, desire to become a scientist, value of science to society, and perceptions of scientists. A sample of 450 sixth-, seventh-, and eighth-grade science students located in suburban, central New Jersey responded to Likert-type items on …
A Case Of Misalignment Of Reasoning, Affect, And Performance In The Transition-To-Proof, V. Rani Satyam
A Case Of Misalignment Of Reasoning, Affect, And Performance In The Transition-To-Proof, V. Rani Satyam
Journal of Mathematics and Science: Collaborative Explorations
Learning how to prove is known to be difficult for undergraduate students. Understanding students’ growth in the multiple arenas that make up proving is crucial for supporting them. Across four interviews over a semester, I examine one student who showed growth in his reasoning but whose proofs were still incorrect, yet he showed high levels of positive affect including confidence throughout. Investigating this single-subject case serves as an example of the interplay between development and performance. The question of whether we can say this student is a better prover than before––fundamentally, how to weigh reasoning versus affect versus performance––motivates the …
Online Versus In-Person Mathematics Instruction: A Comparison Of Two Instructional Models, Chelsea J. Fisher, Catherine Henney, Patrick Marcolini, Allison Yoder
Online Versus In-Person Mathematics Instruction: A Comparison Of Two Instructional Models, Chelsea J. Fisher, Catherine Henney, Patrick Marcolini, Allison Yoder
Journal of Mathematics and Science: Collaborative Explorations
Our paper explores the differences between online and traditional, in-person teaching and learning modalities, looking specifically at courses preparing teachers to be mathematics teacher leaders. In the context of current research on the teaching and learning of mathematics in an online setting, we share our own experiences. We describe the preparation for and teaching of online mathematics, focusing on establishing norms and the use of technology. The changing teaching and learning opportunities of the 21st century require discussion of these vital issues. We include stories of interactions between candidates and teachers and among groups of candidates in mathematics courses, detailing …
Learning To Anticipate In An Online Class: Perspectives Of An Instructor And A Mathematics Specialist Candidate, Kristina C. Anthony, Melody O'Quinn
Learning To Anticipate In An Online Class: Perspectives Of An Instructor And A Mathematics Specialist Candidate, Kristina C. Anthony, Melody O'Quinn
Journal of Mathematics and Science: Collaborative Explorations
This paper will highlight two perspectives, a course instructor and a mathematics specialist candidate working together in an online course, on the practice of anticipating how a learner will approach a task or assignment. The candidate shares her experiences in developing an understanding of what it means to anticipate student responses and implement mathematical practice in the classroom. She also shares how learning to anticipate has impacted her teaching. The instructor reflects on her experiences (or lack thereof) in anticipating how students would engage in the online environment. From the instructor and the candidate perspectives, learning to anticipate helped to …
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Journal of Mathematics and Science: Collaborative Explorations
This paper highlights how coursework within a synchronous online mathematics specialist program enhanced candidates’ leadership knowledge and provided structures that addressed issues of equity and access. A focus on one online assignment grounded in Lesson Study played a pivotal role in developing equity-centered leadership and instructional practices. Program instructors and recent alumni illuminate how designing, implementing, and reflecting on the Lesson Study experience served as a cornerstone for advancing their mathematics instruction in the following ways: (a) as instructors designing an online leadership course, (b) as learners within an online environment, and (c) as educators within their K–8 school settings. …
Transitioning A Mathematics Specialist Preparation Program Into An Interactive Online Program: Insights From The Developer And Candidate Perspectives, Aimee J. Ellington, Allison Yoder
Transitioning A Mathematics Specialist Preparation Program Into An Interactive Online Program: Insights From The Developer And Candidate Perspectives, Aimee J. Ellington, Allison Yoder
Journal of Mathematics and Science: Collaborative Explorations
This paper will describe how the Virginia Commonwealth University mathematics specialist preparation program transitioned from a face-to-face format to a fully online format. We will describe the technology and instructional methods that are used for course meetings, activities, and assignments. We will describe the development and implementation of a mathematics activity from instructors designing the activity, participants completing the activity, and instructors providing feedback on the activity. One mathematics activity will be shared that demonstrates the process of the program model that includes independent work, small group work, and in-class discussions. We will describe one participant’s experience as she developed …
Mathematics Teacher Leadership Preparation, Mentorship, And Service: Communities Of Practice Through Online Modalities, Courtney K. Baker, Aimee J. Ellington, William Haver
Mathematics Teacher Leadership Preparation, Mentorship, And Service: Communities Of Practice Through Online Modalities, Courtney K. Baker, Aimee J. Ellington, William Haver
Journal of Mathematics and Science: Collaborative Explorations
This article is a preface to a special issue of the Journal of Mathematics and Science: Collaborative Explorations which features articles that describe (a) online components of mathematics specialist preparation and mentoring programs, (b) the mentoring and support of teachers preparing to serve as mathematics teacher leaders, and (c) the subsequent service of mathematics specialists in leadership roles. This preface describes the context within which the described online activities took place, provides a common glossary of terms that will be used consistently across all the articles, and briefly introduces each of the fourteen papers that constitute the special issue.
The Role Of A Mathematics Content-Focused Coaching Project In Preparing Mathematics Specialist Candidates To Coach, Toni P. Sorrell, Jamey Lovin
The Role Of A Mathematics Content-Focused Coaching Project In Preparing Mathematics Specialist Candidates To Coach, Toni P. Sorrell, Jamey Lovin
Journal of Mathematics and Science: Collaborative Explorations
The purpose of this paper is to reflect upon the mathematics content-focused coaching (MCFC) process from the perspective of coaches in their work with teachers, specifically, the effective strategies and techniques used by the mathematics coaches as they work with teachers and focus on mathematics and student learning. We discuss the MCFC project, assigned in many mathematics specialist preparation program leadership classes, in detail. Then we discuss the reflection the participants submitted in a course in which this project was assigned at two different universities and the ways in which these submissions can be used as a reflective activity and …
Providing Job Embedded Professional Learning For Mathematics Specialists, Ian T. Shenk, Vickie L. Inge, Candace J. Standley, Allison C. Depiro
Providing Job Embedded Professional Learning For Mathematics Specialists, Ian T. Shenk, Vickie L. Inge, Candace J. Standley, Allison C. Depiro
Journal of Mathematics and Science: Collaborative Explorations
We know that if professional learning opportunities are to be meaningful and create long-lasting and systemic change, they must be ongoing and job-embedded. One of the most beneficial aspects of having mathematics specialists in schools is that they can provide job-embedded professional learning directly to teachers. Perhaps due to the strong impact mathematics specialists have on teaching and learning, we may overlook the need to provide professional learning to support the growth of mathematics specialists themselves. Just as we provide coaching to teachers to affect their professional growth, we must identify similar opportunities to affect the growth of mathematics specialists. …