# Education Commons™

Teacher Education and Professional Development

Mathematics education

Georgia Southern University

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Articles 1 - 7 of 7

## Full-Text Articles in Education

Conceptualizing And Interpreting Mean And Median With Future Teachers, Eryn M. Stehr, Ha Nguyen, Gregory Chamblee, Sharon Taylor Jan 2019

#### Conceptualizing And Interpreting Mean And Median With Future Teachers, Eryn M. Stehr, Ha Nguyen, Gregory Chamblee, Sharon Taylor

##### Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Mathematical Education of Teachers II (METII), echoed by the American Statistical Association publication, Statistical Education of Teachers, recommended teacher preparation programs support future teachers in developing deep understandings of mean and median, such that middle grades teachers may use them to “summarize, describe, and compare distributions” (Conference Board of Mathematical Sciences, 2012, p. 44; Franklin et al., 2015). Georgia Standards of Excellence require statistical reasoning from students beginning as early as 6-7 years old, including interpretation of measures of center and statistical reasoning about best measures of center (Georgia Department of Education, 2015). This level of understanding and interpretation of …

Paper 3: Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence Jan 2010

#### Paper 3: Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence

##### Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

When learning to represent mathematics with manipulatives, many pre-service K-8 teachers rely on memorized rote procedures to perform the associated mathematical tasks; then they arrange the manipulatives to match their result, often with minimal understanding of underlying mathematical connections. In a Number and Operations course for K-8 pre-service teachers, a portion of the class was conducted in alternate bases: Base 6 and Base 8 Blocks were used to model operations with integers to facilitate deeper understanding of the number systems and arithmetic processes being represented. Fractions and decimals were later covered only in Base 10. On midterm and final exams, …

Paper 5: Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez, Marian Fox Jan 2010

#### 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: 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 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 Jan 2008

#### 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 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley Jan 2007

#### Paper 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley

##### Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Technology is changing the way in which mathematics and science are taught, and this radical transformation in teaching is causing teachers to take a closer look at how lessons are designed. In an effort to demonstrate how to design instructional modules using technology, this paper will include the following: 1)A review of the National Educational Technology Standards for teachers to establish a framework for the development of the teaching modules; 2)instructional designs and techniques with special emphasis on multiple intelligence and critical thinking skills; 3) strategies and techniques for infusing technology into a standard based curriculum; and 4) an analysis …