2013 Conference Proceedings - University of Nevada, Las Vegas

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classroom. She has successfully incorporated technology into her lessons. She has focusedon student thinking and arranges her instruction based on the needs of her students. Herlessons are becoming more student centered, encouraging her students to solve novelproblems and share their solutions. Through this project, she has become a more reflectiveteacher, striving to improve her teaching through action research and collaboration withcolleagues.ReferencesBall, D. L., Thames, M. H., Phelps, G. (2008). Content knowledge for teaching: What makes itspecial? Journal of Teacher Education, 59, 5, 389-407.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 84, 191-215Buczyniski, S., & Hansen, C. B. (2010). Impact of professional development on teacherpractice: Uncovering connections. Teacher and Teaching Education, 26, 599-60Cantrell, Cambers, S., & Hughes H. K. ( 2008). Teacher efficacy and content literacyimplementation: An exploration of the effects of extended professional development withcoaching. Journal of Literacy Research, 40, 95-127Curcio, F. R. (2002). A User’s Guide to Japanese Lesson Study: Ideas for ImprovingMathematics Teaching. National Council Of Teachers of Mathematics Inc., Reston, VA.Desimone, L. M., (2009). Improving impact studies of teachers’ professional development:Toward better conceptualizations and measures. Educational Researcher, 38, 3, 181-199.Hill, H. C., Ball, D L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge:conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal forResearch in Mathematics Education, 39, 4, 372-400.Hunzicker, J. (2012). Effective professional development teachers: a checklist. ProfessionalDevelopment in Education. Routledge, London W1T 3JH, UK.Llewellyn, D., & Van Zee E. (2010). Action research: Expanding the role of classroomteachers to inquirers and researchers. Science Scope. September 1, 2010.MacIsaac, D. L., Sawada, D., & Falconer, K. A. (2001). Using the reform teacher observationprotocol (RTOP) as a catalyst for self-reflective change in secondary science teaching. InDeveloping and utilizing an observation instrument to define, quantify, assess and refinereformed teaching practice in K–20 science and mathematics. Peer-reviewed poster andpaper. American Education Research Association Division K.National Council of Teachers of Mathematics. Principles and Standards for SchoolMathematics. Reston, VA: NCTM, 2000.Shulman, L. S., (1986). Those who understand: Knowledge growth in teaching. EducationalResearcher, 15, 2, 4-14.Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaningand measure. Review of Educational Research, 68, 202-248.Woolfolk-Hoy, A. (2008). Changes in teacher efficacy during the early years of teaching. Paperpresented at annual meeting of the American Educations Research Association. NewOrleans, LA.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 115
THE PATH OF REFORM IN SECONDARY MATHEMATICS CLASSROOMS:SOME ISSUES AND SOME HOPEMichael MikusaKent State Universitymmikusa@kent.eduScott CourtneyKent State Universityscourtn5@kent.eduJoanne CanigliaKent State Universityjcanigl1@kent.eduIn this study an entire mathematics faculty (11 secondary mathematics teachers and 4intervention specialists) were engaged in professional development over 2 years. Theprofessional development activities were aimed at improving the learning of mathematics by allstudents at the school. The PD ranged from mathematics content for the teachers where theyengaged in solving rich problems to assessing video tapes of teachers teaching and studentslearning mathematics from a constructivist perspective. This paper focuses on some of the keyissues that kept these teachers from reforming their classroom consistent with what they werelearning during the professional development.The TIMSS data indicates that our students are not keeping up with the rest of the world intheir performance in mathematics. A video study that was completed as part of the TIMSSproject indicates that teaching in secondary schools is also in need of professionaldevelopment. In their study, Hiebert and Stigler (2004) describe the shortcomings of currentsecondary teaching in the video case studies from the 1999 TIMSS study. "Although teachers inthe United States presented problems of both types (practicing skills vs. ‘making connections’),they did something different than their international colleagues when working on the conceptualproblems with students. For these problems, they almost always stepped in and did the work forthe students or ignored the conceptual aspect of the problem when discussing it." One reason forthis type of behavior may be that secondary teachers need experience themselves in solving richproblems and building connections between and among the different topics within mathematicsbefore they can successfully help students be more engaged in this type of teaching and learning.The Mathematical Association of America (MAA), comprised of mathematicians andmathematics educators, explains in its landmark document, The Mathematical Education ofTeachers (2001), that the mathematical knowledge needed for teaching is quite different fromthat required by persons in other mathematics-related professions. Teachers need an especiallyprofound understanding of the concepts of mathematics so that they can teach it as a coherent,sense-making, reasoned activity. For this to be accomplished, MAA recommends collaborationProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 116
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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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We strongly believe that this inter
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AN INNOVATIVE APPROACH FOR SUPPORTI
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Practice throughout the investigati
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are expected to pursue. Teacher not
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students to organize their reports
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Slovin, H., Venenciano, L., Ishihar
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The research presented in this pape
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students’ confidence. Because bel
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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 and 106: Table 4Classification Categories fo
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Page 111 and 112: Kindergarten Lesson FormatHow May W
Page 113 and 114: team’s goals? As much as possible
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Page 119 and 120: classroom. “I would like to know
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Page 125 and 126: Our collaboration model was formed
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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
Page 139 and 140: could extend this inquiry to high s
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Page 143 and 144: no mathematical sense and should no
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Page 151 and 152: Retrieved from http://secc.sedl.org
Page 153 and 154: furthermore, each model may result
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Page 157 and 158: Table 4The group’s categories and
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Page 161 and 162: APPENDIXTable 5Description of Combi
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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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