2013 Conference Proceedings - University of Nevada, Las Vegas

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is articulated in relatively few sentences, when teachers read the standards, different items ofinterest are noticed. All of the responses for each SMP, except for SMP 4, were categorized intoat least four themes according to our classification scheme. With only two categories, responsesfor SMP 4 are more homogeneous and one category contained two-thirds of the responses.The authors of the standards included key elements in each standard, but teachers seeminglytook notice of certain aspects at the expense of other aspects. For example, in SMP 1,“Mathematically proficient students can explain correspondences between equations, verbaldescriptions, tables, and graphs or draw diagrams of important features and relationships, graphdata, and search for regularity or trends” (p. 6). Only 4 of the 26 (15.3%) teachers’ responses tothis standard were categorized as Explaining (ability to), the ability to “explain” in this standardspecifically pertains to proficiency language. That is, nearly 85% of the teachers’ responsesseemingly overlooked this explicit language tied to mathematical proficiency.Intentions to address SMP in instructionThe largest number of counts for each standard was in Category 4: Teacher Oriented –Pedagogical/Instructional. The focus on teacher oriented pedagogical and instructional moves isnot unexpected. Teachers likely feel most in control of their instructional and pedagogicalchoices, and as such, likely oriented their reflections towards what they feel they can mostcontrol. The second largest number of counts in SMP 2, 3, and 4 was in Category 2: StudentOriented, Need, Self-Action, Student Responsibility. Similarly, this is an aspect of teaching overwhich teachers likely feel they have some direct immediate control. In other words, inidentifying aspects of their teaching in which they can be intentional about implementing theSMP, it is not surprising that teachers focus on their practice, and what they perceive studentsneed to be doing to attain proficiency. As such, these data provide answers and insights intoResearch Question 2. That is, the data identify a certain “status” (i.e., Heck et al., 2011recommendation) of where teachers are in their thinking on implementing the SMP, and whatthey must do to be intentional implementers.SummaryImportantly, little is known about teachers’ perceptions when initially reading the SMP withregard to intentionally implementing them in their classrooms. The ideas presented in this paperprovide initial baseline data that represents a "status" of teachers as they embark on theimplementation of the SMP. The information and data from this research will be helpful to theProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 99
field so that research on the initial implementation efforts of the SMP does not get lost in thefervor attached to the assessments being constructed to align to the CCSSM.ReferencesHeck, D. J., Weiss, I. R., Pasley, J. D., Fulkerson, W. O., Smith, A. A., Thomas, S. M. (2011). Apriority research agenda for understanding the influence of the common core state standardsfor mathematics. Chapel Hill, NC: Horizon Research, Inc. Retrieved from:http://www.horizon-research.com/reports/report.php?report_id=3.LaBerge, V. B., Sons, L. R., & Zollman, A. (1999). Awareness of NCTM Standards,mathematics beliefs, and classroom practices of mathematics faculty at the collegiate level.Focus on Learning Problems in Mathematics, 21, 30-47.Markward, D. C. (1996). A study of teachers’ beliefs concerning the National Council ofTeachers of Mathematics Curriculum and Evaluation Standards for School Mathematics.Unpublished doctoral dissertation. Illinois State University, Normal, IL.Mudge, M. (1993). Beliefs and practices of Nebraska K-8 teachers as related to the NCTMProfessional Standards for Teaching Mathematics. Unpublished doctoral dissertation.University of South Dakota, Vermillion, SD.National Council of Teachers of Mathematics. (1989). Curriculum and Evaluation Standards forSchool Mathematics. Reston, VA: Author.National Council of Teachers of Mathematics. (1991). Professional Standards for TeachingMathematics. Reston, VA: Author.National Council of Teachers of Mathematics. (2000). Principles and Standards for SchoolMathematics. Reston, VA: Author.National Governors Association Center for Best Practices, Council of Chief State SchoolOfficers. (2010). Common core state standards for mathematics. Washington, DC: Author.Perrin, J. R. (2012). Middle-school mathematics teachers’ beliefs in NCTM’s vision. SchoolScience and Mathematics, 112(8), 466-475.Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Grounded theory proceduresand techniques (2nd ed.). Thousand Oaks: Sage.Zollman, A., & Mason, E. (1992). The Standards’ Belief Instrument (SBI): Teachers’ beliefsabout the NCTM Standards. School Science and Mathematics, 92(7), 359-364.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 100
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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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involving addition and subtraction:
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6+7 4+9=6+(6+1) Substitution =4+(10
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Page 67 and 68: The research presented in this pape
Page 69 and 70: students’ confidence. Because bel
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Page 73 and 74: their ability to teach the mathemat
Page 75 and 76: SPATIAL REASONING IN UNDERGRADUATE
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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
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Page 99 and 100: Durkin, D. (1978-1979). What classr
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Page 103 and 104: Table 2Number of teachers per grade
Page 105: Table 4Classification Categories fo
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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
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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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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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