2013 Conference Proceedings - University of Nevada, Las Vegas

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Our research and analysis should be considered as initial baseline data. That is, our analysisprovides a status of how teachers interpret the SMP as they begin CCSSM implementation.MethodologyTwenty-three teachers in two separate in-service experiences were surveyed for this study.The teachers were asked to first read the SMP, and then respond to two prompts per standard: 1.Name one or two things that caught your eye as you read the standard, 2. What is one way youare, or plan on being, more intentional about this standard in your teaching?In one instance, 7 in-service middle-grades (Grades 6-8) teachers were surveyed at the startof a professional development day. In a separate instance, 16 in-service Grade 1 throughcollegiate teachers were surveyed at the start of a masters-level university mathematics educationcourse. The prevailing sentiment of the respondents was that no respondent had more thanbriefly skimmed the SMP prior to the survey. Consequently, their “familiarity” with the SMPwas essentially categorized as “not read” (as defined by Perrin, 2012). Thus, all of the responsesto the survey were considered to reflect in-service teachers’ perceptions after their initial readingof each SMP.Although the teachers were instructed to read each SMP in its entirety, for brevity Table 1lists only the title of the SMP that teachers read and for which they provided their responses.Table 1Standards for Mathematical PracticesStandardTitle1 Make sense of problems and persevere in solving them2 Reason abstractly and quantitatively3 Construct viable arguments and critique the reasoning of others4 Model with mathematics5 Use appropriate tools strategically6 Attend to precision7 Look for and make use of structure8 Look for and express regularity in repeated reasoningThere is variation in the grade levels taught, but 17 of the 23 teachers teach at the middle schoolor high school level. Table 2 provides a breakdown of the grade-levels each teacher self-reportedas their primary teaching responsibility.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 95
Table 2Number of teachers per grade levelGrade LevelNumber of ParticipantsEarly Elementary (K – 2) 1Late Elementary (3 – 5) 2Middle (7 – 8) 5High School (9 – 12) 12College or University 3Each teacher’s response for each prompt related to each SMP was compiled. The responseswere qualitatively examined. An initial researcher using grounded theory principles (Strauss &Corbin, 1998) performed the primary analysis and coding by looking for emerging and crosscuttingthemes. For reliability purposes, two additional researchers conducted a secondaryanalysis of the emerging themes and codes delineated through the initial analysis. Anydiscrepancies among the three analyses were discussed and reconciled through face-to-face andelectronic communications.Due to the differences in the descriptions provided for each SMP, emerging themes andcodes for teacher responses for Prompt 1 were classified with respect to each individual SMP.On the other hand, in examining responses to Prompt 2, although the standards differ, teacherresponses were such that emerging themes allowed for categorization by a singular classificationscheme. Due to page limitations for papers in these proceedings, we share only the results forboth prompts across the first four SMP.Table 3 presents the classifications that emerged for the first four SMP, and the counts for thenumber of teachers associated with each classification. If a teacher’s response was categorizedunder two or more classifications, each was counted. Counts were not recorded as to whether ornot a response was made only one time, a response was unrelated to the standard, or if noresponse was made. Consequently, the total count is not always 23 for each standard. Forexample, of the responses analyzed for Standard 1, 26 themes emerged and were cross-cut,linked, and categorized into the four classifications. This indicates that at least one personresponded in a way that allowed for multiple classification of what he or she identified asnoteworthy in SMP 1. Alternatively, we were able to only categorize 15 themes among theresponses for Standard 4 into two classifications. This lower number of themes for SMP 4largely indicates a lack of response or responses did not address the standard.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 96
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….where the Mathematicscomes swee
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THANK YOU TO OUR REVIEWERSKeith Ado
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Table of ContentsPreservice Teacher
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Support for Students Learning Mathe
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own problem solving, which is criti
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to get started and persistence. Tea
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Posamentier, A. S., Smith, B. S., &
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conceptual understanding, applicati
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Table 1Identified Mathematical Prac
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justify their statements, included
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Finally, engagement in MP.6 was ass
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PRESERVICE TEACHERS’ EMOTIONAL EN
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“experiences that are charged wit
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Number of journals containingEmotio
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ConclusionsStruggle and frustration
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Mathematics Teacher Candidates’ U
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function and applied the vertical l
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semester, about half of the course
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They further state that “the impo
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C. Laborde (Eds.) International Han
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(SCK), or knowledge of mathematics
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level of difficulty for each partic
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MKT Measures ScoresMathematics in G
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deep rooted belief in a single way
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THE INTERVIEW PROJECTAngel Rowe Abn
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Page 53 and 54: 6+7 4+9=6+(6+1) Substitution =4+(10
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Page 61 and 62: are expected to pursue. Teacher not
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Page 65 and 66: Slovin, H., Venenciano, L., Ishihar
Page 67 and 68: The research presented in this pape
Page 69 and 70: students’ confidence. Because bel
Page 71 and 72: triangulation necessitated examinat
Page 73 and 74: their ability to teach the mathemat
Page 75 and 76: SPATIAL REASONING IN UNDERGRADUATE
Page 77 and 78: journal prompt would be given as a
Page 79 and 80: given to the 33 students on the MPI
Page 81 and 82: to advance our way of life, then sp
Page 83 and 84: STUDENT CONCEPTIONS OF “BEST” S
Page 85 and 86: students are likely to interact wit
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Page 91 and 92: APPENDIXTo use two decks of cards t
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Page 95 and 96: with the CCSSM. Teachers read and d
Page 97 and 98: teachers’ role-play of SFMP #4. A
Page 99 and 100: Durkin, D. (1978-1979). What classr
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Page 105 and 106: Table 4Classification Categories fo
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Page 111 and 112: Kindergarten Lesson FormatHow May W
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Page 115 and 116: 6. While preparing the lesson, teac
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Page 119 and 120: classroom. “I would like to know
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Page 123 and 124: THE PATH OF REFORM IN SECONDARY MAT
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Page 129 and 130: DiscussionOn part I of the survey t
Page 131 and 132: whole department of secondary mathe
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Page 135 and 136: Data collection consisted of tests,
Page 137 and 138: I've not used children's literature
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Page 151 and 152: Retrieved from http://secc.sedl.org
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furthermore, each model may result
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After instruction in the course, th
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Table 4The group’s categories and
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you choose three place values, æ 4
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APPENDIXTable 5Description of Combi
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of the presented number. Later, the
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Figure 1: Mean trajectories and MD
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Figure 2: Mean trajectories and MD
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Performance, 33, 1410-1419.Cohen Ka
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Moyer, 2007). At his or her own pac
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logged by the system and then retri
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curriculum. The nature of the onlin
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Cox, G., Carr, T., & Hall, M. (2004
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curriculum locally, within individu
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Popularity tallied whether or not a
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Amazingly, despite there being a fe
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ReferencesBlack, M. (1962). Models
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connections are connections or rela
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Table 1Instructional TasksSquareTab
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t-charts made it easier for student
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Figure 2. A Display of Student Stra
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ReferencesAnderson, J. R., Greeno,
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their parents in phenotype (observa
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student learning calls for differen
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Figure 2. (A) P3. (B). Extension of
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the usual phenotypic assessments an
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teachers is the discrepancy between
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expected to learn and the inquiry a
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his partner about his observations,
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hard for some children? The nature
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Lakoff and Nunez: specifically, tha
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Figure 5: Average hand trajectories
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Figure 6: Distributions of maximum
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ReferencesAnderson, J. R. (2005). H
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Social system perspectives view the
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urged students to think of some way
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Figure 1: The Discourse Patterns Du
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Figure 3 blow illustrates the devel
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