Other Mathematics Commons^™

An Analysis Of Preservice Elementary Teachers’ Professional Noticing Skills In A Mathematics Education Setting, Liza Bondurant, Lisa Poling, Diana Moss

Journal of Practitioner Research

Prospective elementary mathematics teachers (PTs) were asked to analyze 28 videos of cognitive interviews. The purpose of this study was to determine if experiences analyzing videos would lead to improvements in PTs’ professional noticing skills. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs’ use and understanding of a noticing framework to be analyzed. Findings indicate that experiences analyzing videos leads to improvements in PTs’ professional noticing skills.

Ethnomathematics: Art, Culture, And Social Justice, John R. Jungck

Annual Symposium on Biomathematics and Ecology Education and Research

No abstract provided.

Decision Making On Teachers’ Adaptation To Cybergogy In Saturated Interval- Valued Refined Neutrosophic Overset /Underset /Offset Environment, Florentin Smarandache, Nivetha Martin, Priya R.

Branch Mathematics and Statistics Faculty and Staff Publications

Neutrosophic overset, neutrosophic underset and neutrosophic offset introduced by Smarandache are the special kinds of neutrosophic sets with values beyond the range [0,1] and these sets are pragmatic in nature as it represents the real life situations. This paper introduces the concept of saturated refined neutrosophic sets and extends the same to the special kinds of neutrosophic sets. The proposed concept is applied in decision making on Teacher’s adaptation to cybergogy. The decision making environment is characterized by different types of teachers, online teaching skills and various training methods. Fuzzy relation is used to match the most suitable method to …

Introductory Calculus: Through The Lenses Of Covariation And Approximation, Caleb Huber

Graduate Student Portfolios, Professional Papers, and Capstone Projects

Over the course of a year, I investigated reformative approaches to the teaching of calculus. My research revealed the substantial findings of two educators, Michael Oehrtman and Pat Thompson, and inspired me to design a course based upon two key ideas, covariation and approximation metaphors. Over a period of six weeks, I taught a course tailored around these ideas and documented student responses to both classroom activities and quizzes. Responses were organized intonarratives, covariation, rates of change, limits, and delta notation. Covariation with respect to rates of change was found to be incredibly complex, and students would often see it …

Exploring Pedagogical Empathy Of Mathematics Graduate Student Instructors, Karina Uhing

Department of Mathematics: Dissertations, Theses, and Student Research

Interpersonal relationships are central to the teaching and learning of mathematics. One way that teachers relate to their students is by empathizing with them. In this study, I examined the phenomenon of pedagogical empathy, which is defined as empathy that influences teaching practices. Specifically, I studied how mathematics graduate student instructors conceptualize pedagogical empathy and analyzed how pedagogical empathy might influence their teaching decisions. To address my research questions, I designed a qualitative phenomenological study in which I conducted observations and interviews with 11 mathematics graduate student instructors who were teaching precalculus courses at the University of Nebraska—Lincoln.

In the …

Teaching And Learning Of Fluid Mechanics, Ashwin Vaidya

Department of Mathematics Facuty Scholarship and Creative Works

Fluid mechanics occupies a privileged position in the sciences; it is taught in various science departments including physics, mathematics, environmental sciences and mechanical, chemical and civil engineering, with each highlighting a different aspect or interpretation of the foundation and applications of fluids. Doll’s fluid analogy [5] for this idea is especially relevant to this issue: “Emergence of creativity from complex flow of knowledge—example of Benard convection pattern as an analogy—dissipation or dispersal of knowledge (complex knowledge) results in emergent structures, i.e., creativity which in the context of education should be thought of as a unique way to arrange information so …

Written Reflections And Discussion Forums-- Math For Elementary School Teachers (Q2s-Ep: Math 301aqbr And Math 301bqbr ), Stephanie Creswell

Q2S Enhancing Pedagogy

Preparing for the transition from quarters to semesters, instructors of the mathematics sequence for future elementary teachers (Math 301ABC, Math 308 and their semester equivalents 3011, 3012 and 3013) applied research about best practices for online learning in mathematics to the quarter bridge courses Math 301AQBR and 301BQBR that each include 0.5 units of online activities. Successful activities piloted in the quarter bridge courses may be implemented in the 3011-3012-3013 semester sequence and their associated lab courses 3011L-3012L-3013L. This paper focuses on written reflections and group discussion forums associated with the class textbook Powerful Problem Solving by Max Ray.

Development And Assessment Of A Continuing Education Unit In Quantitative Literacy For High School Stem Teachers, Craig P. Mcclure

Numeracy

Influencing the teaching of quantitative literacy at all levels of education can be difficult due to the many demands placed on educators. In a continuing education course, public high school science teachers participated in a pilot study of a program on quantitative literacy, involving defining quantitative literacy, how it is beneficial to students, examples of quantitative literacy education, and how it may be supported in the science classroom. Surveys administered before and after the unit indicate an improvement in the teachers’ understanding of quantitative literacy, and a follow-up survey indicates that the unit impacted classroom practice. Results support the conclusion …

Teacher Support Of Co- And Socially-Shared Regulation Of Learning In Middle School Mathematics Classrooms, Melissa Quackenbush, Linda Bol

Educational Leadership & Workforce Development Faculty Publications

Social influences on classroom learning have a long research tradition and are critical components of self-regulated learning theories. More recently, researchers have explored the social influences of self-regulated learning in cooperative learning contexts. In these settings, co-regulation of learning and socially-shared regulation of learning strategies have been aligned with self-regulated learning theory. However, without specific training or structure, teachers are not likely to explicitly integrate SRL strategies into their teaching. We use case studies to better understand how Zimmerman's theory of self-regulated learning (2008) and Hadwin's conceptual framework of socially-shared regulation of learning (2018) emerge from teachers' support of student-centered …