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- GAMTE 2015 (2)
- Georgia Association of Mathematics Teacher Educators Annual Conference (2)
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Articles 1 - 30 of 42
Full-Text Articles in Teacher Education and Professional Development
K-2 Mathematicians & Writers: Professional Learning Communities For Developing Conceptual Understanding, Doris Santarone, Angel R. Abney, Sandra M. Webb
K-2 Mathematicians & Writers: Professional Learning Communities For Developing Conceptual Understanding, Doris Santarone, Angel R. Abney, Sandra M. Webb
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
National Council of Teachers of Mathematics (NCTM) has long supported the use of children’s literature, writing, and manipulatives to improve conceptual understanding of mathematics (2000). In a professional learning community for K-2 teachers, professional development was designed and implemented on ways to incorporate literacy and manipulatives into a mathematics lesson. The teachers were charged with collaboratively planning lessons that included multiple components: the standard(s), a mathematics activity, manipulatives, a writing task, and children’s literature. As the data were analyzed, it became apparent that while most of the lessons were well connected, this did not happen for all of the lessons. …
Proceedings Of Thirteenth Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Front Matter
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Contents of 13th Annual GAMTE Proceedings Front Matter:
- Officers of GAMTE
- Reviewers
- Copyright & Licensing Terms
- Purposes and Goals of GAMTE
- Conference Schedule
- Dedication
- Table of Contents
Creative Writing In The Mathematics Classroom, William Lacefield, Laura Markert
Creative Writing In The Mathematics Classroom, William Lacefield, Laura Markert
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Creative writing in the mathematics classroom promotes mathematical applications in the real world, constructivist learning, embodied learning, transfer of mathematical ideas, and student engagement. When students are allowed to write about mathematical concepts creatively, they are able to take concepts that they have learned and put them into their world or even create a situation where the mathematical concept applies. Applying mathematical concepts to other environments helps learners transfer mathematical concepts. Learners are able to take the mathematics content and contextualize it outside of the classroom. Writing in mathematics also is a way for students to embody learning. Because writing …
An Alternative Approach To The Traditional Internship, Basil M. Conway, David Erikson, Christopher Parrish, Marilyn Strutchens, Jennifer Whitfield
An Alternative Approach To The Traditional Internship, Basil M. Conway, David Erikson, Christopher Parrish, Marilyn Strutchens, Jennifer Whitfield
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
This paper reports the benefits and challenges of incorporating a paired-placement model at four different post-secondary teacher preparation programs in secondary mathematics education. The paired-placement model places two secondary mathematics clinical teachers with one mentor (or cooperating) teacher during their internship experience. Benefits exhibited were increased collaboration, more knowledgeable cooperating teachers, increased sense of community, teaming, pedagogical risk-taking, increased reflective practice, established natural professional learning communities, Plan-Do-Study-Act Cycle (PDSA), and increased accountability. Challenges found through the PDSA cycle include personnel issues, number of days teaching, perceived classroom management preparation, preparing university supervisors, mentors, and teacher candidates, and support for collaboration …
Preparing Pre-Service Teachers To Present At A State Conference, Heidi Eisenreich
Preparing Pre-Service Teachers To Present At A State Conference, Heidi Eisenreich
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
As mathematics teacher educators, we have a responsibility to prepare as many people as we can, to teach mathematics in ways that foster a deeper understanding of the content. We do this by teaching current and future teachers in college programs and providing professional development to in-service teachers. A less explored way is to prepare these “students” to present ideas they have learned to colleagues at their school, other schools in their district, and conferences. In this paper, I share my experience of helping students go through the process of preparing to present over the last two years at our …
Conceptualizing And Interpreting Mean And Median With Future Teachers, Eryn M. Stehr, Ha Nguyen, Gregory Chamblee, Sharon Taylor
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 …
Introductory Texts
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
- GAMTE 2015 Officers
- GAMTE 2015 Conference Committee
- GAMTE 2015 Proceeding Committee
- Purposes and Goals of GAMTE
- Letter from the President
- Table of Contents
Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone
Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.
Using Ti-Nspire To Engage Preservice Mathematics Teachers In An Exploratory Geometry Module, Alesia D. Mickle, Pier A. Junor Clarke
Using Ti-Nspire To Engage Preservice Mathematics Teachers In An Exploratory Geometry Module, Alesia D. Mickle, Pier A. Junor Clarke
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
In the mathematics classroom, most preservice mathematics teachers possess basic skills to use technology as an instructional strategy in communicating content standards. However, today’s demands for preservice teachers to engage in a variety of “best teaching practices” in their preservice teaching and edTPA requirements can oftentimes place the acquisition of technical skills and integration of new technology in content curriculum far from the forefront of their minds. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) acknowledged preservice teachers’ desires to gain the adequate technical skills necessary to use technology in teachers’ daily tasks of facilitating and managing their classrooms. They …
Proceedings Of The Eighth Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Introductory Texts
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
- GAMTE 2014 Officers
- GAMTE 2014 Conference Committee
- GAMTE 2014 Proceedings Committee
- Purposes and Goals of GAMTE
- Letter from the President
Differences In Beliefs Across A Series Of Four Mathematics Content Courses, Susanna Molitoris Miller, Caitlin Walkey
Differences In Beliefs Across A Series Of Four Mathematics Content Courses, Susanna Molitoris Miller, Caitlin Walkey
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
College students often ask questions such as, “Why do I have to take this class? Is there a point to it?” For Early Childhood Education (ECE) majors these questions may often take on a slightly different form, wondering, “How can I incorporate this information into my classroom?” or “Do I understand this well enough to teach this to my students?” It is especially important for pre- service teachers to feel confident working with the mathematical content that they are learning and for them to believe that they can successfully teach that same information to a group of students. Swackhamer, Koellner, …
A Proposed Pedagogical Approach For Preparing Teacher Candidates To Incorporate (Academic) Language, Woong Lim, Lynn Stallings
A Proposed Pedagogical Approach For Preparing Teacher Candidates To Incorporate (Academic) Language, Woong Lim, Lynn Stallings
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
The edTPA is a performance-based assessment that aims to measure teacher candidates’ readiness for teaching. Beginning in the fall of 2015, this assessment will be a mandatory requirement for those seeking certification in Georgia. General agreement exists in the field of education about the basic knowledge and skills essential for beginning teachers to demonstrate in classroom teaching. Does edTPA measure the knowledge and skills essential for beginning mathematics teachers in particular? Assuming that edTPA can successfully measure that knowledge and skills for beginning teachers, the use of the assessment could be valuable.
One of the critical components of edTPA is …
A Mathematics Teacher’S Journey Of Identity Construction And Change, Anthony B. Stinson
A Mathematics Teacher’S Journey Of Identity Construction And Change, Anthony B. Stinson
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
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 …
Do You See What I See? Deepening Teachers’ Understanding Of Linear Equations Through Student Interviews, Tamara Pearson, Kelli L. Nipper, Catherine Matos
Do You See What I See? Deepening Teachers’ Understanding Of Linear Equations Through Student Interviews, Tamara Pearson, Kelli L. Nipper, Catherine Matos
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Many teachers have trouble transitioning their students between natural recursive thinking about the data and algebraic notation for representing linear functions (Zazkis & Liljedahl, 2002).
In this study, we interviewed eighteen middle school students to see how they used prior instruction to think about a geometric pattern and construct its corresponding linear equation. All students
were given the same task to complete and were questioned about their thinking during the interview.
We found that the recording of pattern recognition plays a substantial part in helping students recognize and write explicit patterns. By having students decompose the total perimeter into how …
Design Considerations For Visually-Aided Discussion Prompts: Emphasizing Mathematical Reasoning In Teacher Education, Anne Marie S. Marshall, Kadian M. Callahan
Design Considerations For Visually-Aided Discussion Prompts: Emphasizing Mathematical Reasoning In Teacher Education, Anne Marie S. Marshall, Kadian M. Callahan
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
The availability and familiarity of online discussion tools create new instructional options that teacher educators can use to foster prospective teachers’ understanding of mathematics. In particular, online discussion blogs provide an avenue through which teacher educators can press prospective teachers to explore mathematical concepts and share their mathematical reasoning with peers. Furthermore, by incorporating visual stimulations as a design component of these discussion blogs, prospective teachers can make sense of and respond to others’ ideas about mathematical concepts with greater clarity. This paper shares preliminary findings of a research study that examined the extent to which the design of a …
Caep, Nctm, And Secondary Mathematics Program Revisions, Dianna J. Spence
Caep, Nctm, And Secondary Mathematics Program Revisions, Dianna J. Spence
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Eight assessments were developed for CAEP (formerly NCATE) and NCTM recognition of our secondary mathematics program. These assessments include internship work samples, field evaluations, and candidate portfolios addressing content knowledge, pedagogical methods, and mathematics technology. Based on data collected from these assessments, alongside ongoing evaluation of the program, several curriculum and program revisions were implemented, including: 1) development of mathematics content-specific courses in classroom management, assessment, and secondary curriculum; 2) restructuring of a senior seminar course in mathematics education; and 3) an increased content focus in probability and statistics. The adoption of new NCTM standards in the CAEP review process …
Proceedings Of The Seventh Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Introductory Texts
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Contents of 7th Annual GAMTE Proceedings Front Matter:
- Proceedings Committee
- Officers of GAMTE
- Purposes and Goals of GAMTE
- Table of Contents
- Letter from President
How Differing Interpretations Of Making Mathematics Fun Influence Teaching Practice, Amanda Sawyer
How Differing Interpretations Of Making Mathematics Fun Influence Teaching Practice, Amanda Sawyer
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
I investigated an experienced teacher and a beginning teacher who held similar beliefs about making mathematics learning fun yet held different interpretations of implementation. I found when a teacher equated fun with problem solving, her classroom practice included activities with higher-level thinking skills. In contrast, a teacher who defined fun as students’ enjoyment layered manipulatives and group work on top of procedures. Therefore, teachers need opportunities to reflect on the nature of student understanding as a precursor to shaping their views of fun.
Negative phrases and attitudes toward mathematics have become commonplace in popular culture. Perhaps in response to this …
The Mathematics Teacher Educator’S Reflection On Edtpa: The Basics And The Complexity Of Georgia’S Implementation, Lynn Stallings, Woong Lim
The Mathematics Teacher Educator’S Reflection On Edtpa: The Basics And The Complexity Of Georgia’S Implementation, Lynn Stallings, Woong Lim
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Beginning in fall 2015, Georgia will require that all teacher candidates pass the edTPA, a performance-based 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 …
Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez
Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Abstract: 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 …
Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary
Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Researchers from the University of Georgia interviewed 27 Mathematics 1 teachers about their experiences during the first year of the high school implementation of the Georgia Performance Standards (GPS). We report our findings about teachers’ experiences with Mathematics 1 professional development and describe features of professional development that teachers identified as most beneficial. Some teachers offered suggestions for professional development that differed from the professional development they had experienced. In addition, we found that many teachers used collaborative strategies to meet the demands of the new curriculum and the perceived inadequacies of resources and training. We discuss the various models …
Proceedings Of The Fourth Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Introductory Texts
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Contents of 1st Annual GAMTE Proceedings Front Matter:
- Proceedings Committee
- Officers of GAMTE
- Purposes and Goals of GAMTE
- Table of Contents
Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye
Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Math 2008 is an Area F course for early childhood majors in the University System of Georgia. The course covers basic skills that pre-service teachers will most likely be teaching in their career. At Georgia Southern University, many students in the course do not possess or have forgotten these basic skills. In Fall 2009, a basic skills test was implemented for Math 2008. Students must earn a score of 90 or higher on the test in order to pass the course. The test not only serves to let students know their areas of weakness, but also informs the instructor’s teaching. …
Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence
Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
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, …
Investigating Mathematical Literacy Through Teacher Language, Alyson Lischka
Investigating Mathematical Literacy Through Teacher Language, Alyson Lischka
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Communication about mathematical concepts using appropriate terminology is a standard established by the National Council of Teachers of Mathematics. However, international test results show that United States’ students are lagging in mathematical literacy. This case study analyzes the ways in which instructors use language to help students move toward conceptual understanding of mathematical vocabulary. Three mathematics education professors at a mid-size four year institution were observed teaching math classes to students enrolled in elementary or secondary certification programs. Collected data included: audio-recorded observations and field notes, lesson artifacts such as quizzes and handouts, and audio-recorded interviews with each participant. Findings …
Authentic Discovery Projects In Statistics, Dianna J. Spence, Robb Sinn
Authentic Discovery Projects In Statistics, Dianna J. Spence, Robb Sinn
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
We report the activities and findings of a 3-year project, ―Authentic, Career-Specific, Discovery Learning Projects in Introductory Statistics,‖ funded by the National Science Foundation. The project scope includes: 1) development of teaching materials for using discovery learning projects to teach statistics; 2) training secondary teachers to use the materials developed; 3) evaluation of student outcomes, in both content knowledge and attitudes toward statistics; and 4) extending and refining teacher training. With input from an interdisciplinary team of instructors, materials were developed to assist the teacher in facilitating collaborative discovery projects using linear regression techniques and comparison techniques with appropriate t-tests. …
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
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
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 …
Analysis Of Achievement For Understanding Geometry, Annita W. Hunt
Analysis Of Achievement For Understanding Geometry, Annita W. Hunt
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
The purpose of this study was to investigate the effectiveness of a mathematics professional development course. More specifically, in this study we examine whether geometric experiences have an impact on level of performance in mathematics. The van Hiele (Fuys, D., Geddes, D., & Tischler, R., 1988) model of geometric understanding provided a research framework from which to view geometric understanding. This model suggests five levels of understanding that should be taken into consideration when examining levels of geometric thinking: Visual, Descriptive/Analytic, Abstract/Relational, Formal Deduction/Proof, and Rigor. The sample under study was three cohorts of practicing elementary teachers and mathematics coaches …
Proceedings Of The Third Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Front Matter
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Contents of 3rd Annual GAMTE Proceedings Front Matter:
- Proceedings Committee
- Officers of GAMTE
- Purposes and Goals of GAMTE
- Table of Contents
- Letter from President
Proceedings Of The Second Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Front Matter
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Contents of 2nd Annual GAMTE Proceedings Front Matter:
- Proceedings Committee
- Officers of GAMTE
- Purposes and Goals of GAMTE
- Table of Contents
- Letter from President