Teacher Education and Professional Development Commons^™

Paper 5: Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings …

Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

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 4: The Paaps Strategy For Teaching Mathematics Content, Gregory K. Harrell

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

In the fall of 2005, I started teaching the mathematics content course Algebra and Geometry for Teachers. The majority of students in the course are pre-service middle school teachers. Instead of teaching the course by demonstrating rigorous proofs, I wanted to use teaching strategies that would build the students’ content knowledge and connect to their roles as future mathematics teachers. I chose to make problem solving a focal process standard by having students problem- solve for a majority of classroom time. In addition, the students complete a major project entitled “Provide, Attempt, and Assess Problem Solving” or PAAPS. For PAAPS, …

Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson

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

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 2-year college) who completed a graduate-level 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 co-authors of the …

Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith

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

This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings …

The Paaps Strategy For Teaching Mathematics Content, Greg Harrell

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

In the fall of 2005, I started teaching the mathematics content course Algebra and Geometry for Teachers. The majority of students in the course are pre-service middle school teachers. Instead of teaching the course by demonstrating rigorous proofs, I wanted to use teaching strategies that would build the students’ content knowledge and connect to their roles as future mathematics

teachers. I chose to make problem solving a focal process standard by having students problem- solve for a majority of classroom time. In addition, the students complete a major project entitled

“Provide, Attempt, and Assess Problem Solving” or PAAPS. For PAAPS, …

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

Introductory Texts, Georgia Association Of Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Cover page

GAMTE Information

Table of Contents

List of Abstracts

Paper 2: The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

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 …

Paper 1: Preservice Teachers’ Mapping Structures Acting On Representational Quantities, Günhan Gaglayan

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

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 …

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 …

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 …

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 …

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 …

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

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

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 …

Paper 4: Assessing Understanding Of Multiplication Through Words, Pictures, And Numbers, Marvin E. Smith, Stephanie Z. Smith

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

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 …

Paper 6: The Kennesaw State University Mathematics Methods Model, Angela L. Teachey

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

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 …

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 …

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 …

Using Multicultural Literature To Develop Empathy And Compassion In Preservice Teachers: A First Step In Preparing Culturally Responsive Teachers, Lyndall Harrison Warren

College of Graduate Studies: Theses & Dissertations

The study explored possibilities for change in the Early Childhood Teacher Education Program in the John H. Lounsbury School of Education at Georgia College & State University (GC&SU). Concern for the lack of diversity in the teaching population increased when the demographics for preservice teachers were examined. Reports by Marilyn Cochran-Smith, Danne Davis, and Kim Fries (2004) show that there is an overwhelming presence of whiteness in teacher education. These data show that, depending upon the institution and location, 80-93% of the students enrolled in collegiate education programs are white (Cochran-Smith, Davis, & Fries, 2004). These phenomena are represented in …