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Articles 1  30 of 38
FullText Articles in Education
Science And Mathematics Teacher Communities Of Practice: Social Influences On DisciplineBased Identity And SelfEfficacy Beliefs, Samuel J. Polizzi, Yicong Zhu, Joshua W. Reid, Brandon Ofem, Sara Salisbury, Michael Beeth, Gillian Roehrig, Margaret J. MohrSchroeder, Keith Sheppard, Gregory T. Rushton
Science And Mathematics Teacher Communities Of Practice: Social Influences On DisciplineBased Identity And SelfEfficacy Beliefs, Samuel J. Polizzi, Yicong Zhu, Joshua W. Reid, Brandon Ofem, Sara Salisbury, Michael Beeth, Gillian Roehrig, Margaret J. MohrSchroeder, Keith Sheppard, Gregory T. Rushton
Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications
Background
Teacher communities of practice, identity, and selfefficacy have been proposed to influence positive teacher outcomes in retention, suggesting all three may be related constructs. Qualitative studies of communities of practice can be difficult to empirically link to identity and selfefficacy in larger samples. In this study, we operationalized teacher communities of practice as specific networks related to teaching content and/or pedagogy. This scalable approach allowed us to quantitatively describe communities of practice and explore statistical relationships with other teacher characteristics. We asked whether these community of practice networks were related to identity and selfefficacy, similar to other conceptualizations ...
Teaching Classroom Mathematics: Linking Two Pedagogical Models For Promoting Student Engagement And Conceptual Connections, Christine A. Ormond
Teaching Classroom Mathematics: Linking Two Pedagogical Models For Promoting Student Engagement And Conceptual Connections, Christine A. Ormond
Australian Journal of Teacher Education
This paper explains how an original conceptual framework model for mathematics pedagogy, the Australian Curriculum Conceptual Rubric (ACCR), has continued to be used successfully by the author in preservice and inservice teacher education programs over the past ten years or more. Now further enhanced by a deeper reflection upon Peter Sullivan’s Six Principles (2011) for the effective teaching of classroom mathematics, the ACCR is based on four preparatory “big questions” that the teachers may ask of themselves and their students. The model is also a sequenced system of conceptual “rubrics” whose aim is to encourage, in new teachers especially ...
Exceptional Mathematics Teachers: What The Learners Think, Brianna Louvier
Exceptional Mathematics Teachers: What The Learners Think, Brianna Louvier
Masters of Education in Teaching and Learning
The purpose of this study was to determine high school learners’ perceptions of what makes an exceptional mathematics teacher. The author was a preservice teacher serving her clinical teaching internship in a high school mathematics classroom in which Precalculus, PreAP Precalculus, and AP Calculus were taught. For this study, data was collected through a student survey, oneonone interviews, and focus group interviews with students. The data was analyzed using the constant comparative method. Four major themes emerged from the data, including the significance of a teacher’s attitude, the importance of a teacher’s desire to help and teach learners ...
The Gentle Man Who Taught Infinity, Sheshagiri K.M. Rao
The Gentle Man Who Taught Infinity, Sheshagiri K.M. Rao
Teacher India
Sheshagiri KM Rao describes the nonconventional teaching methods of his high school mathematics teacher Channa who helped students to discover the beauty in mathematics.
Using Number Properties To Inspire Teaching And Learning In The K12 Classrooms, Hui Fang H. Su, Farrah Bell, Denise Gates, Janice Haramis, Kristin Hjerpe, Claude Manigat, Lourivaldo Da Silva
Using Number Properties To Inspire Teaching And Learning In The K12 Classrooms, Hui Fang H. Su, Farrah Bell, Denise Gates, Janice Haramis, Kristin Hjerpe, Claude Manigat, Lourivaldo Da Silva
Transformations
Where would today’s world be without the number system? Indeed, civilization would not have come to as far as in modern times. In fact, the software this paper is being written on is run by a computer that is embedded in numerical codes and commands– something that would not be possible if it were not for the advancement of technology using the modern number system. In this paper, we study the historical development of the modernday number system. We investigate the classification of numbers and number properties for mathematical use; including standard functions, rules, and examples. As a culmination ...
Developing Mathematics Teachers’ Attention To Quantitative Reasoning In Task Design: A Modeling Approach, David Glassmeyer
Developing Mathematics Teachers’ Attention To Quantitative Reasoning In Task Design: A Modeling Approach, David Glassmeyer
Numeracy
This study examines how a modelsandmodeling perspective affected teachers' attention to quantitative reasoning in task design. A ModelEliciting Activity (MEA) was implemented with 21 teachers over four weeks, challenging teachers to design a quantitative reasoning task for their students. Teachers’ initial quantitative reasoning tasks did not incorporate quantities or quantitative relationships, two essential components of quantitative reasoning. As teachers revised their tasks through the MEA, most teachers began attending to these components. This article details how a modeling approach to teacher education provided a method to describe and support teachers to incorporate quantitative reasoning in their classroom tasks, though attending ...
A Multilevel Analysis Of The Impact Of Teachers’ Beliefs And Mathematical Knowledge For Teaching On Students’ Mathematics Achievement, Adem Ekmekci, Danya M. Corkin, Weihua Fan
A Multilevel Analysis Of The Impact Of Teachers’ Beliefs And Mathematical Knowledge For Teaching On Students’ Mathematics Achievement, Adem Ekmekci, Danya M. Corkin, Weihua Fan
Australian Journal of Teacher Education
: Teachers’ content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievementrelated outcomes. This study explores the extent to which K8 math teachers’—who teach in highpoverty urban schools—professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students’ math achievement. Hierarchical linear modeling (HLM) results indicated that although students’ prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers’ MKT and holding a bachelor’s degree in mathematics had significant positive effects on students’ math achievement. Results provide support ...
Professional Learning Interventionn In Mathematics: A Case Of Developing Portfolio Assessment, Hem Chand Dayal, Bronwen Cowie
Professional Learning Interventionn In Mathematics: A Case Of Developing Portfolio Assessment, Hem Chand Dayal, Bronwen Cowie
Australian Journal of Teacher Education
: This paper reports findings from a Fijian study that engaged secondary mathematics teachers in a twoday professional development workshop on the use of portfolios as an alternative means of assessing student learning in mathematics. Utilising an action research approach with a view to involve teachers as key stakeholders in mathematics education, the professional development prompted a small group of secondary mathematics teachers to think about the mathematics content and processes which could not be assessed using written tests, and to develop assessments that would reflect higherorder thinking in mathematics. While the majority of the teachers came up with ideas that ...
Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Dr Hilary Hollingsworth
Thinking Maths is a threeterm structured professional learning program for Years 6  9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6  9 teachers participate in five professional learning days at 4  5 week intervals over ...
Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Dr Hilary Hollingsworth
Thinking Maths is a threeterm structured professional learning program for Years 6  9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6  9 teachers participate in five professional learning days at 4  5 week intervals over ...
Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Dr Katherine Dix
Thinking Maths is a threeterm structured professional learning program for Years 6  9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6  9 teachers participate in five professional learning days at 4  5 week intervals over ...
Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Dr Katherine Dix
Thinking Maths is a threeterm structured professional learning program for Years 6  9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6  9 teachers participate in five professional learning days at 4  5 week intervals over ...
Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Literacy and Numeracy
Thinking Maths is a threeterm structured professional learning program for Years 6  9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6  9 teachers participate in five professional learning days at 4  5 week intervals over ...
Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake
Literacy and Numeracy
Thinking Maths is a threeterm structured professional learning program for Years 6  9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6  9 teachers participate in five professional learning days at 4  5 week intervals over ...
Start A Math Teacher Circle: Connect K12 Teachers With Engaging, Approachable, And Meaningful Mathematical Problems, Tom Clark, Mike Janssen, Amanda Harsy, Dave Klanderman, Mandi Maxwell, Sharon Robbert
Start A Math Teacher Circle: Connect K12 Teachers With Engaging, Approachable, And Meaningful Mathematical Problems, Tom Clark, Mike Janssen, Amanda Harsy, Dave Klanderman, Mandi Maxwell, Sharon Robbert
Faculty Work Comprehensive List
Many K12 math teachers are not ready to teach from a conceptual and inquiryoriented perspective because they have an algorithmic understanding of mathematics. One solution is to create a math teacher circle (MTC), which provides conceptual and inquirybased learning activities and builds professionalism among the teachers. In this paper, we describe the origins of two such MTCs, highlighting the process of identifying leadership team members, submitting the grant proposal for seed money, and hosting launch events, intensive summer workshops, and monthly meetings during the academic year. We also share opportunities for professional development for college and university faculty, including research ...
The Effects Of The SchoolWork Environment On Mathematics Teachers’ Motivation For Teaching: A SelfDetermination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr
The Effects Of The SchoolWork Environment On Mathematics Teachers’ Motivation For Teaching: A SelfDetermination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr
Australian Journal of Teacher Education
Guided by selfdetermination theory, this study investigated the extent to which factors of teachers’ schoolwork environments predict their selfefficacy and intrinsic value for teaching. Participants were 217 mathematics teachers working in Texas public schools. Results indicated that principals’ autonomy support positively predicted teachers’ selfefficacy and intrinsic value for teaching beyond years of teaching experience, mathematics background, and grade level taught. Moreover, the negative effects of schoolwork environments dominated by highstakes testing on teachers’ motivation for teaching were moderated by the level of autonomy support provided by the school principal.
Lifting Australian Performance In Mathematics, Sue Thomson
Lifting Australian Performance In Mathematics, Sue Thomson
2009  2019 ACER Research Conferences
One in five Australian 15yearold students was found to be failing to achieve what the OECD describes as a basic level of mathematical literacy to enable students to actively participate in 21st century life. In many cases, these students are also unmotivated and disengaged with schooling, perceive their school experience in a negative light, and have low aspirations for the future. In a disproportionate number of cases, lowachieving students come from low socioeconomic backgrounds, have an Indigenous background, and live in rural areas. This paper investigates the relationship of these and other demographic and educational background variables with being a ...
SelfPerceptions Of PreService Mathematics Teachers Completing A Graduate Diploma Of Secondary Education, Gregory S.C. Hine
SelfPerceptions Of PreService Mathematics Teachers Completing A Graduate Diploma Of Secondary Education, Gregory S.C. Hine
Gregory S.C. Hine
This qualitative research project explored the selfperceptions of preservice secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Specifically, the researcher investigated the extent to which teachers perceived their readiness to commence a secondary mathematics teaching position. The project relied principally on the use of a single, 10item, qualitative research instrument that was used repeatedly and flexibly over time. Participants were asked to complete two questionnaires; one was administered before and after their Teaching Internship Practicum. Responses from all participants indicated varying degrees of readiness to teach secondary mathematics. An analysis of participant responses suggests three key findings: preservice ...
Strengthening PreService Teachers’ Mathematical Content Knowledge, Gregory Hine
Strengthening PreService Teachers’ Mathematical Content Knowledge, Gregory Hine
Education Papers and Journal Articles
Over the past two decades there has been a growing body of literature concerning the preparation of preservice mathematics teachers. Research efforts have focused principally on approaches conducted by tertiary educators to adequately prepare preservice teachers (PST) for the mathematics classroom. In particular, such efforts have emphasised the importance of pedagogical content knowledge (PCK) (Beswick & Goos 2012; Shulman 1986; Shulman 1987) and mathematical content knowledge (MCK) (Meany & Lange 2012; Ponte & Chapman, 2008) in teacher preparation programs. Specifically, researchers have reported on ways to best support preservice primary and secondary teachers’ PCK (Aguirre, del Rosario Zavala & Katanyoutanant 2012; Kennedy, Ball & McDiarmid 1993) and MCK (Ma 1999; Stohlmann, Moore & Cramer 2013), the effects of mathematical content units on PST (Matthews, Rech & Grandgenett 2010), and the effects of mathematical pedagogy units on PST (Sowder 2007). Other research has drawn attention to PST confidence levels and attitudes towards mathematics (Hamlett 2009). Despite the extensive literature there is no consensus on how to adequately train PST of mathematics (Ball, Hill & Bass 2003; Chapman 2005). However, a growing number of scholars recommend teacher educators focus their efforts on mathematical knowledge for teaching (MKT), or teaching both for procedural understanding and mathematical fluency (Delaney ...
SelfPerceptions Of PreService Mathematics Teachers Completing A Graduate Diploma Of Secondary Education, Gregory S.C. Hine
SelfPerceptions Of PreService Mathematics Teachers Completing A Graduate Diploma Of Secondary Education, Gregory S.C. Hine
Education Papers and Journal Articles
This qualitative research project explored the selfperceptions of preservice secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Specifically, the researcher investigated the extent to which teachers perceived their readiness to commence a secondary mathematics teaching position. The project relied principally on the use of a single, 10item, qualitative research instrument that was used repeatedly and flexibly over time. Participants were asked to complete two questionnaires; one was administered before and after their Teaching Internship Practicum. Responses from all participants indicated varying degrees of readiness to teach secondary mathematics. An analysis of participant responses suggests three key findings: preservice ...
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among InService Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among InService Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Australian Journal of Teacher Education
This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematicsteaching experience was associated with teachers’ selfefficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their ...
The Development Of The Ksu Pds Model: 25 Years In The Making, M. Gail Shroyer, Sally J. Yahnke, Teresa Miller, Cindi Dunn, Nancy Y. Bridges
The Development Of The Ksu Pds Model: 25 Years In The Making, M. Gail Shroyer, Sally J. Yahnke, Teresa Miller, Cindi Dunn, Nancy Y. Bridges
Educational Considerations
Educational improvement demands continuous change, but change is not always productive. Reflecting on the past and vision setting for the future helps chart a course for a more productive change process. Historians urge learning from history to guide future actions.
Paper 6: A Mathematics Teacher’S Journey Of Identity Construction And Change, Anthony B. Stinson
Paper 6: A Mathematics Teacher’S Journey Of Identity Construction And Change, Anthony B. Stinson
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Despite some gains, improving mathematics instruction remains an area of concern in the United States. The implementation of the Common Core Standards and the challenge of teaching the 21st Century student require mathematics teachers to examine their pedagogy to determine if they need to change or improve their practices. This paper provides a personal account of my journey when determining my identity as a mathematics teacher and how constructing my identity helped in changing and improving my practices as a mathematics teacher. The study was done using autoethnography, a burgeoning research method, and identity theory. This study has the goals ...
Paper 2: The Mathematics Teacher Educator's Reflection On Edtpa: The Basics And The Complexity Of Georgia's Implementation, Woong Lim, Lynn Stallings
Paper 2: The Mathematics Teacher Educator's Reflection On Edtpa: The Basics And The Complexity Of Georgia's Implementation, Woong Lim, Lynn Stallings
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Beginning in fall 2015, Georgia will require that all teacher candidates pass the edTPA, a performancebased assessment, as a requirement for initial certification. With the potential to impact teacher preparation programs in a profound way, the questions and issues related to the implementation of edTPA merit some critical reflection. In this article, we introduce the brief history of the instrument and review the basics of edTPA with a particular interest in middle grades mathematics. Furthermore, drawing upon our experience with edTPA during a pilot program and the extensive knowledge base of edTPA rubrics and scoring process, we present issues related ...
Excavating Memories: A Retrospective Analysis Of Mathematics Teachers' Foregrounds, Nyna Amin Dr
Excavating Memories: A Retrospective Analysis Of Mathematics Teachers' Foregrounds, Nyna Amin Dr
Nyna Amin Dr
No abstract provided.
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
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. K5 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 ...
Generating A Peer Mentoring Culture Through Mathematics Camps, Gabriel T. Matney
Generating A Peer Mentoring Culture Through Mathematics Camps, Gabriel T. Matney
Teaching and Learning Faculty Publications
In this poster I will describe an exploratory evaluation study (Patton, 1987) of a mathematics teacher program at a university in Southeast Asia.
Thwing, Frederick F., 18581931 (Sc 225), Manuscripts & Folklife Archives
Thwing, Frederick F., 18581931 (Sc 225), Manuscripts & Folklife Archives
MSS Finding Aids
Finding aid and scan (Click on "additional files" below) for Manuscripts Small Collection 225. Diary, 1912, of Thwing, professor of mathematics and member of the Athletic Board of Manual Training High School, Louisville, and later at Male High School, Louisville. He comments about the weather and his activities at home, church, and school, as well as about the night class he is teaching at the Y.M.C.A. Includes a copy of his obituary and other biographical information.
Enhancing The Teaching And Learning Of Computational Estimation In Year 6, Paula Mildenhall
Enhancing The Teaching And Learning Of Computational Estimation In Year 6, Paula Mildenhall
Theses: Doctorates and Masters
There have been repeated calls for computational estimation to have a more prominent position in mathematics teaching and learning but there is still little evidence that quality time is being spent on this topic. Estimating numerical quantities is a useful skill for people to be able to use in their everyday lives in order to meet their personal needs. It is also accepted that number sense is an important component of mathematics learning (McIntosh, Reys, Reys, Bana, & Farrell, 1997; Paterson, 2004) and that computational estimation is an important part of number sense (Edwards, 1984; Markovits & Sowder, 1988; Schoen, 1994). This research hoped to contribute ...
Paper 1: Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman
Paper 1: Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2year college) who completed a graduatelevel mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study employed Freirian participatory research methodology; in fact, the participants were not only co researchers, but also coauthors of the ...