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Articles 121 - 150 of 426
Full-Text Articles in Mathematics
If You Really Want To Get Ahead, Get A Bunch Of Theories… And Data To Test Them, Alan H. Schoenfeld
If You Really Want To Get Ahead, Get A Bunch Of Theories… And Data To Test Them, Alan H. Schoenfeld
The Mathematics Enthusiast
This paper addresses questions of mathematics teachers’ professional development. My goal is not to provide “answers,” although I have worked for some years to enhance teachers’ capacity to create rich learning environments for their students. Rather, my goal is to problematize the issue, to ask: How do we frame questions of professional development in ways that are theoretically grounded? What theories do you need to know, in order do a good job of professional development? In the light of this kind of theoretical framing, I will discuss two related attempts at supporting teachers in their work.
The Teachers Institute Approach To Professional Development, Roger Howe
The Teachers Institute Approach To Professional Development, Roger Howe
The Mathematics Enthusiast
The Yale New Haven Teachers Institute (YNHTI) provides a distinctive, perhaps nearly unique, approach to professional development. It originated in the 1978 as an outreach activity of Yale University to the New Haven Public Schools. For 20 years, it operated almost exclusively in New Haven. In 1998, under the leadership of its founder, James Vivian, YNHTI conducted a National Demonstration Project, and since 2004 has promoted a National Initiative, to spread the Teachers Institute model to other cities, with a focus on school districts with low income demographics. Currently there is a League of Teachers Institutes with Institutes operating in …
Teachers As Stakeholders In Mathematics Education Research, Konrad Krainer
Teachers As Stakeholders In Mathematics Education Research, Konrad Krainer
The Mathematics Enthusiast
This paper states three claims dealing with the relationship between mathematics education researchers and mathematics teachers: (1) Mathematics education research is a highly diverse field; (2) Teachers have various roles as stakeholders in mathematics education research; (3) Regarding teachers as stakeholders in mathematics education research affords reflecting some (fruitful) „cultural differences”. The paper claims the necessity to regard researchers as key stakeholders in practice, and teachers as key stakeholders in research.
Teaching And Learning Mathematics With Math Fair, Lesson Study And Classroom Mentorship, Sharon Friesen, Krista Francis-Poscente
Teaching And Learning Mathematics With Math Fair, Lesson Study And Classroom Mentorship, Sharon Friesen, Krista Francis-Poscente
The Mathematics Enthusiast
For more than a decade, researchers, math educators and professional developers from the Galileo Educational Network (Galileo) in the Faculty of Education at the University of Calgary, to which the two of us are associated, have worked to improve the teaching of mathematics. Our focus has always been twofold: to improve teacher knowledge of mathematics and the pedagogy of teaching mathematics. We report on the extensive work we have conducted with teachers with lesson study, classroom mentorships and math fairs.
What Teachers’ Want: Identifying Mathematics Teachers’ Professional Learning Needs, Kim Beswick
What Teachers’ Want: Identifying Mathematics Teachers’ Professional Learning Needs, Kim Beswick
The Mathematics Enthusiast
This paper reports on three differing approaches to ascertaining the professional learning (PL) needs of teachers of mathematics that were used in three PL projects. In each case the approach used was constrained to some extent by the project brief, practical considerations, and stakeholders’ preferences and abilities to contribute to determining the most useful focus of the PL. Nevertheless, there were consistent efforts to heed the advice in the literature about effective PL focusing on teachers’ needs in their particular contexts. The results of each approach are described and lessons about effective ways to identify mathematics teachers’ PL needs, and …
Teachers As Stakeholders In Mathematics Education Research, Michael Jarry-Shore, Sandra Mcneil
Teachers As Stakeholders In Mathematics Education Research, Michael Jarry-Shore, Sandra Mcneil
The Mathematics Enthusiast
In this paper, we report on our experiences with professional development at the Calgary Girls School in Alberta, Canada. In particular we reflect on factors such as mentoring and teacher coaching that contribute to higher student achievement as well as a culture of cooperation and collaboration in the context of the Alberta Initiative for School Improvement (AISI).
The Others’ Voice: Availing Other Disciplines’ Knowledge About Sustainable Impact Of Professional Development Programmes, Stefan Zehetmeier
The Others’ Voice: Availing Other Disciplines’ Knowledge About Sustainable Impact Of Professional Development Programmes, Stefan Zehetmeier
The Mathematics Enthusiast
This paper deals with the sustainable impact of innovations and professional development programmes. While research on this issue is rather scarce in educational disciplines (and in particular in mathematics teacher education), some other domains like health care or development aid are well grounded in research results regarding this topic. This article gives an insight into the other disciplines’ knowledge concerning the impact of innovations and professional development programmes and the respective fostering and hindering factors. Moreover, possible implications for (mathematics) teacher education are discussed.
Approaching Professional Learning: What Teachers Want, Peter Liljedahl
Approaching Professional Learning: What Teachers Want, Peter Liljedahl
The Mathematics Enthusiast
Teachers do not come to professional learning opportunities as blank slates. Instead, they come to these settings with a complex collection of wants and needs. The research presented here takes a closer look at these wants across five different professional learning settings distilling form the data a taxonomy of five categories of wants that teachers may approach professional learning with. The resultant taxonomy, as well as teachers behaviours vis-à-vis this taxonomy indicate that we need to rethink our role as facilitators within these settings as well as the role that single workshops can play in the professional learning of teachers.
Facilitating Stakeholders: Experiences From The Austrian Imst Project, Gertraud Benke, Angelika Kittner, Konrad Krainer
Facilitating Stakeholders: Experiences From The Austrian Imst Project, Gertraud Benke, Angelika Kittner, Konrad Krainer
The Mathematics Enthusiast
In this paper, we will present an elaborate example of what can happen, if you give educational stakeholders a chance to participate and even more instigate change processes in a supportive environment. We report on experiences from the Austrian IMST (Innovations Make Schools Top) project.
Professional Development: Possibilities And Restrictions For Mathematics Teachers In Lower Secondary School In Iceland, Guðný Helga Gunnarsdóttir
Professional Development: Possibilities And Restrictions For Mathematics Teachers In Lower Secondary School In Iceland, Guðný Helga Gunnarsdóttir
The Mathematics Enthusiast
Mathematics teachers in many parts of the world have been facing many challenges in recent years. In Iceland teachers in lower secondary school have been implementing a new reform oriented curriculum. Many researchers claim teachers need considerable support if they are to meet the demands of the current reforms in mathematics education. This paper explores whether mathematics teachers at lower secondary level in Iceland are given good opportunities to develop professionally during the last five years and if not what can possibly be done to improve the situation. My conclusion is that the opportunities given are limited and do not …
Nsf's Math-Science Partnership Projects- Measuring The Trickle-Down Effect Of American Tax Dollars, Bharath Sriraman
Nsf's Math-Science Partnership Projects- Measuring The Trickle-Down Effect Of American Tax Dollars, Bharath Sriraman
The Mathematics Enthusiast
No abstract provided.
Developing Effective Mathematics Teachers Through National Science Foundation Funded Math And Science Partnership Grants, Ruth M. Heaton, Wendy M. Smith
Developing Effective Mathematics Teachers Through National Science Foundation Funded Math And Science Partnership Grants, Ruth M. Heaton, Wendy M. Smith
The Mathematics Enthusiast
Every year the National Science Foundation (NSF) gathers together leadership teams of funded Math and Science Partnership programs (MSP) at a Learning Network Conference in Washington, D.C. The purpose of the annual conference is to bring together teams of MSP leaders who represent institution higher education (IHE) faculty from STEM disciplines, IHE education faculty, school partners, and project evaluators, to give them an opportunity to learn across projects, and provide opportunities for individual projects to reflect on their progress. For the last two years, 2011 and 2012, we were part of the conference’s organizing committee. During the two‐day conference, project …
Integrating Disciplinary Perspectives: The Poincaré Institute For Mathematics Education, Montserrat Teixidor-I-Bigas, Analúcia D. Schliemann, David W. Carraher
Integrating Disciplinary Perspectives: The Poincaré Institute For Mathematics Education, Montserrat Teixidor-I-Bigas, Analúcia D. Schliemann, David W. Carraher
The Mathematics Enthusiast
We describe the development of the Poincaré Institute, an NSF‐MSP supported program developed through Tufts University Departments of Mathematics, Education, and Physics and by TERC, in partnership with nine school districts in Massachusetts, New Hampshire, and Maine. We focus on the challenges of developing an inter‐disciplinary program aimed at improving the teaching and learning of mathematics from grades 5 to 9, the choice of mathematical and educational content of the program, the course structure, and the progress of the first cohort of participant teachers. We also outline the changes we are implementing for future cohorts.
Teacher Learning In Lesson Study, Jennifer M. Lewis, Davida Fischman, Iris Riggs, Kelli Wasserman
Teacher Learning In Lesson Study, Jennifer M. Lewis, Davida Fischman, Iris Riggs, Kelli Wasserman
The Mathematics Enthusiast
This article documents teacher learning through participation in lesson study, a form of professional development that originated in Japan and is currently practiced widely in the US. Specifically, the paper shows how teachers in three different lesson study teams 1) expanded their mathematical content knowledge, 2) grew more skillful at eliciting and analyzing student thinking, 3) became more curious about mathematics and about student thinking, 4) emphasized students’ autonomous problem‐solving, and 5) increasingly used multiple representations for solving mathematics problems. These outcomes were common across three lesson study teams, despite significant differences among the teams’ composition, leadership, and content foci.
Developing Effective Mathematics Teaching: Assessing Content And Pedagogical Knowledge, Student-Centered Teaching, And Student Engagement, Serigne M. Gningue, Roger Peach, Barbara Schroder
Developing Effective Mathematics Teaching: Assessing Content And Pedagogical Knowledge, Student-Centered Teaching, And Student Engagement, Serigne M. Gningue, Roger Peach, Barbara Schroder
The Mathematics Enthusiast
The Mathematics Teacher Transformation Institutes (MTTI) program attempts to develop math teacher leaders in part by providing content, inquiry and leadership courses aimed at making them more effective teachers. We assessed progress by observing teacher leaders’ teaching practices, and encouraging them to introduce or extend studentcentered pedagogy in their classrooms. We found there was little relationship between our measures of mathematics content knowledge and student‐centered pedagogy. But teachers who employed student‐centered pedagogy tended to have more highly‐engaged math students in their classrooms.
Supporting Middle School Mathematics Specialists’ Work: A Case For Learning And Changing Teachers’ Perspectives, Joy W. Whitenack, Aimee J. Ellington
Supporting Middle School Mathematics Specialists’ Work: A Case For Learning And Changing Teachers’ Perspectives, Joy W. Whitenack, Aimee J. Ellington
The Mathematics Enthusiast
In this paper, we highlight one whole‐class discussion that took place in a middle school mathematics Rational Number and Proportional Reasoning course, one of the six mathematics courses teachers take to complete our state‐wide middle school mathematics specialist program. Statistical measures indicate that teachers made gains in their understanding of concepts and substantial gains in their views of teaching and preparedness. We provide a microanalysis of one of the lessons, to explain, in part, how they might have made this progress. To develop our argument, we coordinate a social analysis with an analysis of the types of specialized mathematical knowledge …
A Partnership's Effort To Improve The Teaching Of K-12 Mathematics In Rapid City, South Dakota, Ben Sayler, June Apaza, Vicki Kapust, Susan Roth, Becky Carroll, Pam Tambe, Mark St. John
A Partnership's Effort To Improve The Teaching Of K-12 Mathematics In Rapid City, South Dakota, Ben Sayler, June Apaza, Vicki Kapust, Susan Roth, Becky Carroll, Pam Tambe, Mark St. John
The Mathematics Enthusiast
Over the span of ten years, a National Science Foundation‐funded partnership effort has collected and analyzed multiple forms of evidence, both direct and indirect, about improved teaching of mathematics within Rapid City Area Schools. This article describes the project's impact on K‐12 teaching and factors contributing to that impact. The authors argue that improvements in teaching are attributable largely to a robust infrastructure established to support teacher growth. Direct evidence includes classroom observations conducted by the project's external evaluation team. Indirect evidence exists in the form of data on student outcomes: achievement on the state's multiple‐choice accountability measure and achievement …
Making Explicit The Commonalities Of Msp Projects: Learning From Doing, Marilyn Strutchens, W. Gary Martin
Making Explicit The Commonalities Of Msp Projects: Learning From Doing, Marilyn Strutchens, W. Gary Martin
The Mathematics Enthusiast
The seven projects discussed in the preceding articles are funded by the National Science Foundation (NSF) Math and Science Partnership (MSP) program (Hamos et al., 2009), which began in 2002. One of the main goals of the MSP program is to build capacity and integrate the work of higher education, especially its STEM disciplinary faculty, with that of K‐12 to strengthen and reform mathematics and science education (Hamos et al., 2009). Thus, the MSP program brought together three sets of people (disciplinary faculty, teacher educators, and school system personnel) who do not usually work together to reform the mathematics and …
Mathematical Habits Of Mind For Teaching: Using Language In Algebra Classrooms, Ryota Matsuura, Sarah Sword, Mary Beth Piecham, Glenn Stevens, Al Cuoco
Mathematical Habits Of Mind For Teaching: Using Language In Algebra Classrooms, Ryota Matsuura, Sarah Sword, Mary Beth Piecham, Glenn Stevens, Al Cuoco
The Mathematics Enthusiast
The notion of mathematical knowledge for teaching has been studied by many researchers, especially at the elementary grades. Our understandings of this notion parallel much of what we have read in the literature, but are based on our particular experiences over the past 20 years, as mathematicians engaged in doing mathematics with secondary teachers. As part of the work of Focus on Mathematics, Phase II MSP, we are developing, in collaboration with others in the field, a research program with the ultimate goal of understanding the connections between secondary teachers’ mathematical knowledge for teaching and secondary students’ mathematical understanding and …
Feedback To Support Learning In The Leadership Institute For Teachers, Cathy Kinzer, Janice Bradley, Patrick Morandi
Feedback To Support Learning In The Leadership Institute For Teachers, Cathy Kinzer, Janice Bradley, Patrick Morandi
The Mathematics Enthusiast
Feedback is a type of formative assessment used to inform instruction and advance learning. Feedback serves as a mechanism to connect teaching and learning at the student level. Learners receive feedback, formally or informally, as they engage in learning experiences. Within the Leadership Institute for Teachers, a National Science Foundation funded research project, we are exploring feedback as a research‐informed process to support learning and improvement for individuals, teams, and university courses. There is an explicit focus on creating a culture of critical thinking and reasoning, taking ownership for learning both individually and collectively, and understanding how to improve teaching …
Mathematical Problem Solving In Training Elementary Teachers From A Semiotic Logical Approach, Martín Socas, Josefa Hernández
Mathematical Problem Solving In Training Elementary Teachers From A Semiotic Logical Approach, Martín Socas, Josefa Hernández
The Mathematics Enthusiast
The aim of this article is to consider the professional knowledge and competences of mathematics teachers in compulsory education, and to propose basic tasks and activities in an initial training programme in the framework of a global proposal for “Immersion” in the curriculum of the educational phase which the trainee teacher would go on to work in. Problem-solving, in this context, is considered as being an inherent part of mathematics and this is described in terms of problem-solving, establishing connections between concepts, operations and implicit processes in the mathematical activity (conceptual field) and their relationships problem-solving; and it is assumed …
Proof And Problem Solving At University Level, Annie Selden, John Selden
Proof And Problem Solving At University Level, Annie Selden, John Selden
The Mathematics Enthusiast
This paper will be concerned with undergraduate and graduate students’ problem solving as they encounter it in attempting to prove theorems, mainly to satisfy their professors in their courses, but also as they conduct original research for theses and dissertations. We take Schoenfeld’s (1985) view of problem, namely, a mathematical task is a problem for an individual if that person does not already know a method of solution for that task. Thus, a given task may be a problem for one individual, who does not already know a solution method for that task, or it may be an exercise for …
A Proposal For A Problem-Driven Mathematics Curriculum Framework, Judith S. Zawojewski, Marta T. Magiera, Richard Lesh
A Proposal For A Problem-Driven Mathematics Curriculum Framework, Judith S. Zawojewski, Marta T. Magiera, Richard Lesh
The Mathematics Enthusiast
A framework for a problem-driven mathematics curriculum is proposed, grounded in the assumption that students learn mathematics while engaged in complex problem-solving activity. The framework is envisioned as a dynamic technologicallydriven multi-dimensional representation that can highlight the nature of the curriculum (e.g., revealing the relationship among modeling, conceptual, and procedural knowledge), can be used for programmatic, classroom and individual assessment, and can be easily revised to reflect ongoing changes in disciplinary knowledge development and important applications of mathematics. The discussion prompts ideas and questions for future development of the envisioned software needed to enact such a framework.
Prospective Teachers’ Interactive Visualization And Affect In Mathematical Problem-Solving, Inés Mª Gómez-Chacón
Prospective Teachers’ Interactive Visualization And Affect In Mathematical Problem-Solving, Inés Mª Gómez-Chacón
The Mathematics Enthusiast
Research on technology-assisted teaching and learning has identified several families of factors that contribute to the effective integration of such tools. Focusing on one such family, affective factors, this article reports on a qualitative study of 30 prospective secondary school mathematics teachers designed to acquire insight into the affect associated with the visualization of geometric loci using GeoGebra. Affect as a representational system was the approach adopted to gain insight into how the use of dynamic geometry applications impacted students’ affective pathways. The data suggests that affect is related to motivation through goals and self-concept. Basic instrumental knowledge and the …
Editorial: (Why) Yet Another Issue On Problem Solving?, Bharath Sriraman
Editorial: (Why) Yet Another Issue On Problem Solving?, Bharath Sriraman
The Mathematics Enthusiast
No abstract provided.
Developing Problem Solving Experiences In Practical Action Projects, François Pluvinage
Developing Problem Solving Experiences In Practical Action Projects, François Pluvinage
The Mathematics Enthusiast
Problem solving doubtless is an essential element of mathematical learning, so that mathematics educators often are satisfied when finding situations that lead their students to such activity. But in many cases, the chosen situations and the ways to guide students' works are not sufficiently analyzed from a didactic point of view. Our goal in the present analysis is to underline the possible ways for managing the situations, and to exhibit the parameters that educators have at their disposition within their role as mediator between students and mathematical knowledge and know-how.
Cognition And Affect In Mathematics Problem Solving With Prospective Teachers, Lorenzo J. Blanco, Eloisa Guerrero Barona, Ann Caballero Carrasco
Cognition And Affect In Mathematics Problem Solving With Prospective Teachers, Lorenzo J. Blanco, Eloisa Guerrero Barona, Ann Caballero Carrasco
The Mathematics Enthusiast
Recent studies relating the affective domain with the teaching and learning of mathematics, and more specifically with mathematics problem solving, have focused on teacher education. The authors of these studies have been ever more insistently pointing to the need to design educational programs that take an integrated cognitive and affective approach to mathematics education. Given this context, we have designed and implemented a program of intervention on mathematics problem solving for prospective primary teachers. We here describe some results of that program.
Becoming Aware Of Mathematical Gaps In New Curricular Materials: A Resource-Based Analysis Of Teaching Practice, José Guzman, Carolyn Kieran
Becoming Aware Of Mathematical Gaps In New Curricular Materials: A Resource-Based Analysis Of Teaching Practice, José Guzman, Carolyn Kieran
The Mathematics Enthusiast
The study featured in this article, with its central focus on resources-in-use, draws upon salient aspects of the documentational approach of didactics. It includes an a priori analysis of the curricular resources being used by a teacher for the first time, followed by detailed in situ observations of the unfolding of her teaching practice involving these resources. The central mathematical problem of the lesson being analyzed deals with families of polynomial functions. The analysis highlights the teacher’s growing awareness of the mathematical gaps in the resources she is using, which we conjecture to be a first step for her in …