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Deepening Teachers’ Understandings Of Mathematical And Pedagogical Connectedness, Gabriel T. Matney
Deepening Teachers’ Understandings Of Mathematical And Pedagogical Connectedness, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
In this paper, I will describe the findings and perspectives of one group of teachers who recently completed the Walk-Across task and share my views on the implications of these findings for those who lead professional developments focused on the CCSSM.
Preparing K-10 Teachers Through Common Core For Reasoning And Sense Making, Jonathan Bostic, Gabriel T. Matney
Preparing K-10 Teachers Through Common Core For Reasoning And Sense Making, Jonathan Bostic, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
There looms an uncertainty about the Common Core State Standards for mathematics for many teachers. Teachers have indicated that they want professional development (PD) focused on learning about the new standards (Bostic & Matney, in press). This manuscript describes PD programs for K-10 mathematics teachers and offers results from one activity aimed to help teachers unpack the Standards for Mathematical Practice (SFMP). Four major themes arose from interpretive analysis of teachers’ perceptions of the SFMP. These findings suggest (1) the PD supported teachers to make sense of the SFMP and (2) teachers may have misperceptions about the SFMP that require …
Overcoming A Common Storm: Designing The Pd Teachers Need For Successful Common Core Implementation, Gabriel T. Matney, Jonathan Bostic, Daniel Brahier
Overcoming A Common Storm: Designing The Pd Teachers Need For Successful Common Core Implementation, Gabriel T. Matney, Jonathan Bostic, Daniel Brahier
School of Teaching and Learning Faculty Publications
Classroom implementation of the Common Core State Standards (CCSS) requires significant professional development that is sustained over time, develops teachers understanding of the Standards for Mathematical Practice, and begins with the content and professional needs of the teachers it serves. This study examines elementary and middle school teachers’ perceived content needs related to the CCSS mathematics content domains, their perceived professional needs, and the connection between these perceptions and statewide assessment data. K-5 teachers indicated a great need in Operations and Algebraic Thinking and Numbers and Operations on Fractions. Middle school teachers expressed a major need in better understanding modeling, …