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Teacher Education and Professional Development

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Full-Text Articles in Mathematics

Session A-3: Three-Act Math Tasks, Lindsey Herlehy Mar 2017

Session A-3: Three-Act Math Tasks, Lindsey Herlehy

Professional Learning Day

Participants will engage in a Three-Act Math task highlighting the application of properties of geometrical figures. Developed by Dan Meyer, an innovative and highly regarded mathematics instructor, Three-Act Math tasks utilize pedagogical skills that elicit student curiosity, collaboration and questioning. By posing a mathematical problem through active storytelling, this instructional approach redefines real-world mathematics and clarifies the role that a student plays in the learning process. Participants will be given multiple resources where they can access Three-Act Math tasks appropriate for upper elementary grades through Algebra and Geometry courses.

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A Study Of Fourth-Grade Students' Perceptions On Homework Environment And Academic Motivation In Mathematics, Stefanie Harmon Jan 2017

A Study Of Fourth-Grade Students' Perceptions On Homework Environment And Academic Motivation In Mathematics, Stefanie Harmon

Walden Dissertations and Doctoral Studies

The problem at an elementary school is teachers' lack of knowledge and information on the perceptions and motivation of students to complete independent mathematics homework. The purpose of this study was to identify students' perceptions regarding their homework environment and academic motivation in mathematics. The study's conceptual framework, attribution theory, supported the examination of drivers of motivation for participants related to homework completion. Guiding research questions, supported by Keller's ARCS model, focused on the identification of students' perceptions of homework attention, relevance, curiosity, satisfaction, and their preferred homework environment. This qualitative research study obtained data from semistructured interviews with 44 …

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Teac 308: Teaching Mathematics In The Elementary School–A Peer Review Of Teaching Project Benchmark Portfolio, Amanda Thomas Jan 2017

Teac 308: Teaching Mathematics In The Elementary School–A Peer Review Of Teaching Project Benchmark Portfolio, Amanda Thomas

UNL Faculty Course Portfolios

This portfolio outlines four aspects of the peer review of teaching project, which focused on TEAC 308: Teaching Mathematics in the Elementary School. The first aspect was the explicit articulation of student learning objectives drawn from the National Council of Teachers of Mathematics Principles to Actions: Ensuring Mathematical Success for All (2014). During this project, the nine objectives were aligned with instructional opportunities and assignments with those objectives. In addition to defining these objectives, the portfolio describes analysis of three components: student progress toward developing and demonstrating productive beliefs about aspects of teaching and learning mathematics, student progress across three …

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Building A Community Of Christ In A Mathematics Classroom, Robert Bonner Jan 2017

Building A Community Of Christ In A Mathematics Classroom, Robert Bonner

International Christian Community of Teacher Educators Journal

The prevalence of mathematics anxiety and math phobia is an accepted phenomenon in our culture today (Boaler, 2013; Kimball & Smith, 2013). Multiple research studies have been conducted investigating the levels of mathematics anxiety present in both preservice and in-service elementary education teachers (Bekdemir, 2010; Mizala, Martínez, & Martínez, 2015). This article describes how the creation of a learning community within a two-course sequence of mathematics content courses for elementary teachers addressed the fears and anxieties of a cohort of prospective female teachers. The learning community was founded on three perspectives: Palmer’s (1989) community of truth, Paul’s description of the …

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Collaboration And Creativity In Southern Califonia: An Offering, Gizem Karaali, Ami Radunskaya Apr 2016

Collaboration And Creativity In Southern Califonia: An Offering, Gizem Karaali, Ami Radunskaya

Pomona Faculty Publications and Research

WiMSoCal (Women in Math in Southern California) is a regional conference in its ninth incarnation. The conference is the result of the efforts of Professor Cymra Haskell (USC) to create a supportive local community for women mathematicians. At our first meeting in 2007, a confluence of Ami’s EDGE regional cluster and Cymra’s WISE group at USC, we socialized, got to know each other and brainstormed about what we, as a group, would like to see happen. It was clear that our younger colleagues wanted to meet as mathematicians, sharing intellectual ideas as well as anecdotes from the trenches.

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Session E-2: Function Fundamentals, More Than X And Y, Carlo Ordonez, Steven M. Condie Mar 2016

Session E-2: Function Fundamentals, More Than X And Y, Carlo Ordonez, Steven M. Condie

Professional Learning Day

How many of your students say that √9 = ±3? This may have to do with a lack of understanding of functions. This session will highlight some of the nuances of functions with less formal, non-formula driven examples with which students can expand their understanding.

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Session D-3: The Mathematical Wonders Of Pascal's Triangle, Donald Porzio Mar 2016

Session D-3: The Mathematical Wonders Of Pascal's Triangle, Donald Porzio

Professional Learning Day

Most mathematics teachers are aware of the some of the more straightforward connections Pascal's Triangle has to mathematics. Come explore some of the lesser known connections that can be used to peak your students' interest and entice them into exploring the mathematics behind these connections.

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Session F-1: Exploration Geometry: Hands-On Transformations, Lindsey Herlehy, David Hernandez, Karen Togliatti Mar 2016

Session F-1: Exploration Geometry: Hands-On Transformations, Lindsey Herlehy, David Hernandez, Karen Togliatti

Professional Learning Day

In this session, participants will engage in a series of hands-on, minds-on Geometry lessons designed to explore the four transformations. By completing several critical thinking challenges, teachers will use the Common Core Mathematical Practices and various manipulatives to investigate how figures rotate, dilate, translate, and reflect within a plane. Appropriate for multiple grade levels, teachers will leave the session with all instructional plans and various ways to adapt the lesson based on the needs of their students.

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Session F-4: Developing Parametric Equations Using Mathematical Modeling, Mark Kammrath Mar 2016

Session F-4: Developing Parametric Equations Using Mathematical Modeling, Mark Kammrath

Professional Learning Day

Designing project to develop student understanding of parametric equations and two modeling situations in which they are applied. No previous knowledge of parametrics is required by the students. The project requires two days of class time, with the remaining work done outside of class. This project is intended to be given three days into a unit on vectors.

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Session A-4: It’S A Wrap, Lindsey Herlehy, David Hernandez Mar 2016

Session A-4: It’S A Wrap, Lindsey Herlehy, David Hernandez

Professional Learning Day

Investigate the concepts of surface area, measurement, ratio and proportion through a visual and kinesthetic mathematical investigation. Participants will be presented with the challenge of calculating how many sheets of toilet paper it would take to wrap one of their group members using a limited selection of tools. This session will provide teachers with a wonderful hands-on, minds-on activity that could easily be implemented into any classroom!

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Session A-3: The Box Problem – An Introduction, Ruth Dover Mar 2016

Session A-3: The Box Problem – An Introduction, Ruth Dover

Professional Learning Day

Create some simple boxes with paper and scissors. Then we'll measure the height, area of the base, and the volume. Find formulas, find regressions, and graph the functions. It's a simple activity to engage students and combine many different aspects of mathematics.

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Session C-2: “It Is Easy As Pi”, Christine L. Moskalik, Carmela Jones Mar 2016

Session C-2: “It Is Easy As Pi”, Christine L. Moskalik, Carmela Jones

Professional Learning Day

Participants will work together using pi to try to open an ancient chest filled with treasure!! The chest is protected by a passcode that can only be determined through the activities within the lesson. Enjoy a progressive exposure to pi through this two-part lesson (total 110 minutes) offering a FUN storyline within the context of geometry and circles. With "pi-day" right around the corner, this hands-on, fun, inquiry-based lesson is sure to be a hit with your budding mathematicians.

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The Role Of Sequence In The Experience Of Mathematical Beauty, Leslie Dietiker Jan 2016

The Role Of Sequence In The Experience Of Mathematical Beauty, Leslie Dietiker

Journal of Humanistic Mathematics

In this article, I analyze the aesthetic dimensions of a sequence of mathematical events found in an unusual first grade lesson in order to demonstrate how sequencing may affect an individual’s experience of mathematical beauty. By approaching aesthetic as a sense or felt quality of an experience in context (Sinclair, 2001, 2011), this analysis explains how sequence can affect the way mathematical objects or actions are experienced by an individual. Thus, rather than questioning whether or in what ways a set of mathematical objects are beautiful or not, this paper addresses under what conditions is the mathematics in play beautiful. …

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Reducing Math Anxiety In The Secondary Classroom, Haley Scheldorf Jan 2016

Reducing Math Anxiety In The Secondary Classroom, Haley Scheldorf

Honors Capstones

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

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Multiple Problem-Solving Strategies Provide Insight Into Students’ Understanding Of Open-Ended Linear Programming Problems, Marla A. Sole Jan 2016

Multiple Problem-Solving Strategies Provide Insight Into Students’ Understanding Of Open-Ended Linear Programming Problems, Marla A. Sole

Publications and Research

Open-ended questions that can be solved using different strategies help students learn and integrate content, and provide teachers with greater insights into students’ unique capabilities and levels of understanding. This article provides a problem that was modified to allow for multiple approaches. Students tended to employ high-powered, complex, familiar solution strategies rather than simpler, more intuitive strategies, which suggests that students might need more experience working with informal solution methods. During the semester, by incorporating open-ended questions, I gained valuable feedback, was able to better model real-world problems, challenge students with different abilities, and strengthen students’ problem solving skills.

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Analyzing Unique-Matching Games Using Elementary Mathematics, Calvin Jongsma, Tom Clark Jan 2016

Analyzing Unique-Matching Games Using Elementary Mathematics, Calvin Jongsma, Tom Clark

Faculty Work Comprehensive List

We present here an analysis of the game of Spot It! that can be used as background information for the purpose of leading a math circle around the game. The presentation here follows the progression of solving the puzzle for simple cases first and culminating in the solution of the original game.

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Math 433: Nonlinear Optimization—A Peer Review Of Teaching Project Benchmark Portfolio, Adam Larios Jan 2016

Math 433: Nonlinear Optimization—A Peer Review Of Teaching Project Benchmark Portfolio, Adam Larios

UNL Faculty Course Portfolios

My intention in this portfolio is to highlight various approaches to teaching higher-level mathematics with a programming component that I tried in a course on nonlinear optimization. There is a particular focus on students with little or no previous programming experience. Several case studies are done using "pre- and post-course" surveys which examined items such as student confidence in programming, and particular programming skills. Sample examples and sample homeworks are presented and discussed. Also presented are several materials I designed to lead students into programming and shed light on certain problems. These Materials assume some basic mathematical reasoning and knowledge, …

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Teachers' Perceptions Of Manipulatives During Middle School Math Instruction, Angela L. Vizzi Jan 2016

Teachers' Perceptions Of Manipulatives During Middle School Math Instruction, Angela L. Vizzi

Walden Dissertations and Doctoral Studies

In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district's math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers' perceptions of PD and perceived …

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Understanding The Relationships Among Students' Goal Orientations, Self-Efficacy, Anxiety, And Accelerated Academic Success In The Redesign Of Developmental Mathematics, Kelly Ann Hogan Jan 2016

Understanding The Relationships Among Students' Goal Orientations, Self-Efficacy, Anxiety, And Accelerated Academic Success In The Redesign Of Developmental Mathematics, Kelly Ann Hogan

Walden Dissertations and Doctoral Studies

The low success rates of increasing numbers of underprepared students taking developmental mathematics classes 'often minority and economically disadvantaged' are challenging community colleges across the United States. These students, who must start in the lowest levels of precollege mathematics courses, are unlikely to pass the first course and earn a credential. Using a mastery goal orientation theoretical framework, a quantitative, survey research design was used to ascertain any correlations between students' goal orientations, self-efficacy, test anxiety, and success in a new model of learning. Survey data were used to answer 3 research questions: (a) the relationship between success and students' …

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Critical Thinking And High-Level Discourse In A 1:1 Environment, Ryan G. Zonnefeld, Valorie L. Zonnefeld Nov 2015

Critical Thinking And High-Level Discourse In A 1:1 Environment, Ryan G. Zonnefeld, Valorie L. Zonnefeld

Faculty Work Comprehensive List

Learn about our experiences co-teaching a K–8 methods course using 1:1 tablets in a high-tech lab. This innovative course included a move away from a textbook to a dynamic research-based curriculum supported by NCTM resources and CCSSM as well as integral utilization of apps, web 2.0 tools, and professional learning networks.

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Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels Sep 2015

Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels

Journal of Science Education for Students with Disabilities

Ambiguity in speech is a possible barrier to the acquisition of knowledge for students who have print disabilities (such as blindness, visual impairments, and some specific learning disabilities) and rely on auditory input for learning. Chemistry appears to have considerable potential for being spoken ambiguously and may be a barrier to accessing knowledge and to learning. Educators in chemistry may be unaware of, or have limited awareness of, potential ambiguity in speaking chemistry and may speak chemistry ambiguously to their students. One purpose of this paper is to increase awareness of potential ambiguity in speaking chemistry and other STEM fields …

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The Integration Of Kinesthetic Learning Through The Math & Movement Program: Pilot Study 2015, Benjamin Ferder Aug 2015

The Integration Of Kinesthetic Learning Through The Math & Movement Program: Pilot Study 2015, Benjamin Ferder

Master's Theses

Purpose: The primary purpose of this pilot study was to verify that the use of kinesthetic learning (Math & Movement Program) in the classroom increases retention of multiplication facts at a greater rate than traditional drill and practice. The Math & Movement Program uses a kinesthetic learning-based approach for practicing, learning, and memorizing mathematics through the incorporation of bodily movement(s). Participants: The directors of the research project for the participating school district selected the sample of convenience. The population size of this study included 213 third and fourth grade students during the second half of the 2011-2012 school years. Data …

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Designing For Mistrust, Eric Gossett May 2015

Designing For Mistrust, Eric Gossett

ACMS Conference Proceedings 2015

The 2014 ACM North Central Region programming contest contained a problem about a group of v bandits who want to use multiple locks to seal their treasure and distribute keys in such a way that no group of less than m bandits can open all the locks. The problem asks for an algorithm that will determine the number of locks needed for any set of parameters (v, m). I will present an analytic solution that produces a minimum number of locks, a recurrence relation solution, and a constructive algorithm that can print out a table showing the …

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The Mathematics Of Evolution, Steven R. Lay May 2015

The Mathematics Of Evolution, Steven R. Lay

ACMS Conference Proceedings 2015

Like many universities, Lee University has a non-major’s course for liberal arts students. The course typically includes a potpourri of topics: logical thinking, scientific notation, linear functions, estimation, and probability. At Lee, we have found a way to conclude the course that applies these varied topics to an issue designed to engage student interest and promote critical thinking. We have developed a series of three lessons on “The Mathematics of Evolution.” The first lesson is on radiometric dating. The second lesson is on the origin and progression of life. And the third lesson deals with the nature of the DNA …

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A Triune Philosophy Of Mathematics, Dusty Wilson May 2015

A Triune Philosophy Of Mathematics, Dusty Wilson

ACMS Conference Proceedings 2015

What is mathematics and is it discovered or invented? The Humanist, Platonist, and Foundationalist each provide answers. But are the options within the philosophy of mathematics so limited? Rather than viewing and describing mathematics in a mutually exclusive manner, each of these approaches includes components of truth from a greater triune philosophy of mathematics. This talk will introduce this inclusive triune paradigm through which to explore fundamental questions about mathematics.

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Software Engineering I: Teaching Challenges, Paul C. Grabow May 2015

Software Engineering I: Teaching Challenges, Paul C. Grabow

ACMS Conference Proceedings 2015

The term software engineering can be traced to the late 1960s in response to large-scale, software development problems. Since then it has evolved as a discipline, both within industry and the academy. There have been distinct educational successes: “Standard practice” has matured (and found its way into more textbooks),the ACM and IEEE Computer Society have published curriculum guidelines, computer science programs commonly offer at least one software engineering course, and software engineering degrees (undergraduate or graduate) are more common. However, software engineering still presents a challenge. The term itself has become contorted by companies (and society in general); software has …

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Mystery Of The Infinite: Developing A Mathematically Based Summer Scholars Program, Christopher Micklewright May 2015

Mystery Of The Infinite: Developing A Mathematically Based Summer Scholars Program, Christopher Micklewright

ACMS Conference Proceedings 2015

For the past two years, the Templeton Honors College, at Eastern University, has been conducting a Summer Scholars Program for high school students. The program, which has offered courses in a variety of topics, brings students to campus for an intensive residential program, coupled with pre-program and post-program work, for which students can earn college credit. In summer 2014, I helped to develop a mathematically based course, to include rigorous study of discrete mathematics, as well as a variety of lectures and extracurricular activities integrating faith and philosophy with mathematics. In this presentation, I will give an overview of the …

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The Best Religious Calendar, Andrew Simoson May 2015

The Best Religious Calendar, Andrew Simoson

ACMS Conference Proceedings 2015

Many religions have deep roots in the rhythms of the moon. And ever since at least the fifth century BC man has known that the moon repeats itself every n = 19 years. Is this integer valuen the best of all choices?Easter follows such a calendar. We briefly show that 19 is second best. And then we run time backwards, and give a rationale as to why a certain species of cicada has a life cycle of 17 years. The answer involves the moon, the Farey series, and Kepler’s laws of motion.

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Math, God And Politics—A Fight Over Geometry In 19th Century Italy, Donna Pierce May 2015

Math, God And Politics—A Fight Over Geometry In 19th Century Italy, Donna Pierce

ACMS Conference Proceedings 2015

In 1839 a polemic, reminiscent of the Renaissance public challenges over mathematical problems, was issued by the leader of the synthetic school of geometry, Vincent Flauti, to the analytical school, headed by Fortunato Padula. Three geometric problems were proposed, all carefully chosen to guarantee a victory for the synthetic school. The judges were from the Royal Academy of Sciences, men also favorable to the synthetic method. Why then did the analytics take up this challenge, and who were the real victors? This was not just a fight over the ‘correct’ way to do geometry, it was a fight over politics, …

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Experiencing A Paradigm Shift: Teaching Statistics Through Simulation-Based Inference, Dave Klanderman, Mandi Maxwell, Nathan Tintle May 2015

Experiencing A Paradigm Shift: Teaching Statistics Through Simulation-Based Inference, Dave Klanderman, Mandi Maxwell, Nathan Tintle

ACMS Conference Proceedings 2015

For decades, statistics has been taught as an application of formulas, making use of normal and other distributions, and relying heavily on algebraic skills of students, in short, emphasizing mathematical thinking. More recently, several textbook author teams have published statistics books that place an increased emphasis on simulation and randomization methods, and a corresponding decreased emphasis on the algebraic manipulation in formulas (e.g., Lock et al., 2012; Tintle et al., 2015) as a way to encourage better statistical thinking.This session describes simulation-based inference curricula more fully, reports on the necessary steps towards implementation of such an approach, and provides both …

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