Teacher Education and Professional Development Commons^™

The Mathematics Specialist From A Dual Language Immersion Perspective, M. Aguilar

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

What Beliefs And Intended Actions Do Reform-Prepared Mathematics And Science Teachers Convey To The Workplace?, J. R. Mcginnis, G. Marbach-Ad

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Role Of The Mathematics Specialist In Albemarle County Public Schools, Virginia, A. Larue-Davis

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

On Becoming A Mathematics Specialist – From Unlikely Beginnings, C. Abdeljawad

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Trickle-Down Inspiration: From Mathematics Specialist To Teachers To Students, M. Paruszkiewicz

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

What Does It Mean To Be An Elementary School Mathematics Specialist?, D. Gates

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Characteristics Necessary For A Mathematics Specialist, D. Southwell

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Breaking The Cycle: Integrating The Mathematics Specialist, T. Hulen

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

A Day In The Life Of Two Mathematics Specialists: Bringing Math To The Forefront In Elementary Schools, B. Rodriguez, S. Garthwaite

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Role And Impact Of The Mathematics Specialist From The Principals' Perspectives, D. Blount, J. Singleton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Pre-Matrix Balancing Of Challenging Chemical Equations With A Simple Formula Register And Middle School Arithmetic, L. Hutchings, L. Peterson, A. Almasude

Journal of Mathematics and Science: Collaborative Explorations

This paper describes a procedure employing basic relational concepts (analogous to certain matrix algebra concepts), but structured by a simple formula register and using only middle school arithmetic to balance chemical equations ranging from easy to moderate to difficult redox reactions. This procedure allows average students and below average students to experience ready success in balancing, thus avoiding a traditional source of frustration and failure which might contribute to their losing interest in chemistry. One interesting serendipity of this procedure is how quickly it turns able pre-matrix students into extremely fast and accurate balaneers.

Into The Fray: Novice Teachers Tackle Standards-Based Mathematics, B. Schroder, S. Gningue

Journal of Mathematics and Science: Collaborative Explorations

This article tracks twenty-one graduates of a refom-based mathematics teacher education program for two years as they begin teaching mathematics in public elementary schools in New York City. Using surveys, classroom observations, and interviews, it examines the extent to which these beginning teachers were able to implement standards-based mathematics instruction in their classes. Results of the study were mixed. The novice teachers generally demonstrated an adequate understanding of the underlying mathematics principles and strong intentions of teaching mathematics for understanding.They were generally able to engage children in learning, and most performed at the “beginning stages of effective instruction” in their …

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Proceedings Of The First 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 1st Annual GAMTE Proceedings Front Matter:

• Proceedings Committee
• Officers of GAMTE
• Purposes and Goals of GAMTE
• Table of Contents
• Abstracts of Papers

Preservice Teachers’ Mapping Structures Acting On Representational Quantities, Gunhan Caglayan

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

In this article, I write about my research on five preservice secondary teachers’ (PST) understanding and sense making of representational quantities associated with magnetic color cubes and tiles. Data came from individual interviews during which I asked PST problems guided by five main tasks: prime and composite numbers, summation of counting numbers, odd numbers, even numbers, and polynomial expressions in x and y. My work drew upon an analysis framework (Behr et. al, 1994) supported by a unit coordination construct (Steffe, 1988) associated with linear and areal quantities inherent in the nature of figures produced by these PST. Linear quantities …

The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield

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

In the summer of 2007, a group of doctoral students at the University of Georgia gathered to discuss the mathematical preparation of secondary teachers. The group used Mathematics for High School Teachers: An Advanced Perspective by Usiskin, Peressini, Marchisotto, and Stanley (2003) as the catalyst for the discussion. Participants agreed that future teachers need opportunities to examine high school and college mathematics differently from the way they had as students, with specific emphasis on connections, representations, and history. Features of this text that were highlighted in the discussions were the attention topics with commonly held misconceptions, the historical rationales and …

Using Technology To Design Teaching Modules In Mathematics And Science, Ollie I. Manley

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

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 …

Assessing Understanding Of Multiplication Through Words, Pictures, And Numbers, Stephanie Z. Smith

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

The objective of this session is to engage mathematics teacher educators in a discussion of how to assess an understanding of the concept of multiplication as an operation and its relationships to other operations. The session will begin with a presentation of a previously published study assessing children’s understanding of multiplication as grouping and the relationship between multiplication and addition. The assessment asked a series of problems involving words, pictures, and numbers. The results of the study indicate that the types of problems asked were successful in providing evidence of children’s understanding of multiplication. The study also found that a …

Change And Relationships In Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, And Content Knowledge, Susan L. Swars, Lynn C. Hart , Ed., Stephanie Z. Smith, Marvin E. Smith

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

This study investigated the mathematics beliefs and content knowledge of 103 elementary preservice teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Preservice teachers’ pedagogical beliefs became more cognitively-oriented during the teacher preparation program with these changes occurring during the two methods courses. Pedagogical beliefs remained stable during student teaching. The preservice teachers also significantly increased their personal efficacy for teaching mathematics throughout the program with these shifts occurring across both methods courses and into student teaching. Pedagogical beliefs and teaching efficacy beliefs were not related at the beginning of the program, but, in …

The Kennesaw State University Mathematics Methods Model, Angela L. Teachey

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

Kennesaw State University’s comprehensive, nine-credit-hour, methods course integrates general and mathematics-specific pedagogical training with a structured four-week field experience prior to student teaching. This course blends essential units on conceptual understanding of mathematics, lesson planning, assessment, classroom management, and diversity with mathematics-specific methods. All topics are aligned with National Council of Teachers of Mathematics standards and Georgia Performance Standards. Throughout the course, students complete a variety of assignments that require them to practice the skills highlighted in class readings and discussions, and they adapt and generalize those skills during their field experiences. Students have numerous opportunities in class and in …

Inside Unlv, Cate Weeks, Brenda Griego, David Ashley, Mamie Peers, Shane Bevell, Gian Galassi

Inside UNLV

No abstract provided.

A Rough Guide To Interdisciplinarity: Graduate Student Perspectives, Jessica K. Graybill, Sarah Dooling, Vivek Shandas, John Withey, Adrienne I. Greve, Gregory L. Simon

Institute for Sustainable Solutions Publications and Presentations

A widely held belief is that only through interdisciplinarity can academics effectively address today's complex ecological problems, because these problems demand cross-disciplinary efforts and specialized knowledge from natural and social scientists. Innovative interdisciplinary research and curricula have been created to train a new generation of scientists to engage with complex issues. It seems critical that those most affected by interdisciplinary education—doctoral students—provide feedback about such innovations. Without understanding students' experiences in interdisciplinary programs, faculty will not know whether they are "getting it right" for future generations of interdisciplinarians. From our experiences as doctoral students, we provide reflections and perspectives on …

Understanding Brigham Young University's Technology Teacher Education Program's Sucess In Attracting And Retaining Female Students, Katrina M. Cox

Theses and Dissertations

The purpose of the study was to attempt to understand why Brigham Young University Technology Teacher Education program has attracted and retained a high number of females. This was done through a self-created survey composed of four forced responses, distributed among the Winter 2006 semester students. Likert-scale questions were outlined according to the five theoretical influences on women in technology, as established by Welty and Puck (2001) and two of the three relationships of academia, as established by Haynie III (1999), as well as three free response questions regarding retention and attraction within the major. Findings suggested strong positive polarity …

Math Anxiety: What It Is And How It Can Be Prevented By Elementary Classroom Teachers, Amy Christenson

Honors Capstones

Capstone submitted as a graduation requirement for the BSU Honors Program.

A Framework For Inclusive Teaching In Stem Disciplines, Lois Reddick, Wayne Jacobson, Angela Linse, Darryl Yong

All HMC Faculty Publications and Research

A wide body of literature exists recounting the ways in which inclusive teaching practices and principles benefit students and positively impact learning, student retention, and professional development across disciplines. However, STEM faculty do not readily accept the traditional approach of examining course content from multiple perspectives as relevant to their course content or useful in their teaching. In this chapter, we propose a Framework for Inclusive Teaching in STEM Disciplines that reflects the contexts of teaching in these disciplines, and extends James Banks’ Five Dimensions of Multicultural Education to the distinct needs of STEM faculty in their classes. We also …

Technology Professional Development: Long-Term Effects On Teacher Self-Efficacy, George R. Watson

Educational Foundations and Technology

The West Virginia K-12 RuralNet Project was an NSF funded program to train inservice teachers on integrating the Internet into science and mathematics curriculum. The program involved training inservice teachers through an intensive summer workshop and supplemental online courses. This study examines the effects of the project on the long-term self-efficacy of inservice teachers and their use of the Internet in the classroom. The specific research questions addressed are: Do professional development programs affect the long-term self-efficacy of inservice teachers? Did the addition of online courses and follow-up to the program affect self-efficacy levels? Finally, do certain external factors, specifically …

Using Student Generated Qualitative Ecological Models, J. Scott Blackwood, Marion Dresner, Hang-Kwang Luh

Environmental Science and Management Faculty Publications and Presentations

In this activity, students construct qualitative models of an ecosystem and use the models to gain a better understanding of direct and indirect ecological interactions. Qualitative modeling is described for use in two procedures, each with different educational goals and student backgrounds in mind. Part 1 is designed with the non-major or beginning ecology student in mind, and is intended both to improve student understanding of the ecosystem of interest and to provide a framework for the instructor to assess student learning. Part 2 is designed for more advanced students of ecology and involves the use of modeling software (POWERPLAY) …

Why Are School Districts Abandoning The Core-Plus Mathematics Curriculum, Amber Rae Richgels

Mathematics Graduate Theses

In this paper, the author establishes that high schools are abandoning the Core-Plus Mathematics curriculum and determines the need for curricular reform and the motivation to develop such standards-based programs. She discovers that although Core- Plus is a nationally recognized, exemplary mathematics curriculum, school districts are deciding to discontinue the curricular option of Core-Plus. The author reviewed literature and interviewed teachers from schools that have recently decided to abandon Core-Plus in attempt to determine factors leading to these decisions. This paper discusses those interviews, provides suggestions for the future adoption of Core-Plus, and concludes with recommendations that further study be …