2013 Conference Proceedings - University of Nevada, Las Vegas

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One teacher said when he had time to work with one student individually he found greatimprovement in the student’s problem-solving skills. Individual student attention is important toimproving student learning (Foote, 2009; Himley & Carini, 2000). Future research shouldexamine the impact of increased individualized attention on problem solving.Strong problem-solving abilities and skills are essential not just in mathematics, but in othersubject areas and life in general. It is important that teacher educators be aware of their pre- andin-service teachers’ problem solving perceptions both for the students and the pre- and in-serviceteachers themselves. This is especially true for the many teachers who come to the professionthrough alternative pathways who increasingly teach in high-need urban schools. It is importantthat the students in high-needs schools receive the critical thinking and problem-solvingpreparation that they need for success in life.ReferencesArslan, C., & Altun, M. (2007). Learning to solve non-routine mathematical problems.Elementary Education Online, 6(1), 50-61.Asman, D., & Markovits, Z. (2009). Elementary school teachers’ knowledge and beliefsregarding non-routine problems. Asia Pacific Journal of Education, 29(2), 229-249.Capraro, M. M., An, S. A., Ma, T., Rangel-Chavez, A. F., Harbaugh, A. (2012). An investigationof preservice teachers’ use of guess and check in solving a semi open-ended mathematicsproblem. Journal of Mathematical Behavior, 31(1), 105-116.Charles, R. I., & Lester, F. K., Jr. (1982). Teaching problem solving: What, why, & how.Palo Alto, CA: Seymour.Clark, D. M. (1997). The changing role of the mathematics teacher. Journal for Research inMathematics Education, 28(3), 278-308.Foote, M. (2009). Stepping out of the classroom: Building teacher knowledge for developingclassroom practice. Teacher Education Quarterly, 36(3), 39-53.Himley, M. (Ed.), & Carini, P. F. (2000). From another angle: Children’s strengths and schoolstandards. New York, NY: Teachers College Press.Hobbs, R. M. (2012). Improving problem-solving techniques for students in low-performingschools (Doctoral dissertation). Temple University, Philadelphia, PA.Krulik, S., & Rudnick, J. A. (1989). Problem solving. Boston, MA: Allyn and Bacon.Nathan, M. J., & Koedinger, K. R. (2000). Teachers’ and researchers’ beliefs about thedevelopment of algebraic reasoning. Journal for Research in Mathematics Education, 31(2),168-190.National Council of Supervisors of Mathematics. (1978). Position paper on basic mathematicalskills. Mathematics Teacher, 71(2), 147-152.National Council of Teachers of Mathematics. (2000). Principles and standards for schoolmathematics. Reston, VA: National Council of Teachers of Mathematics.Polya, G. (1945). How to solve it. Princeton, NJ: Princeton University Press.Posamentier, A. S., & Krulik, S. (2008). Problem-solving strategies for efficient and elegantsolutions grades 6-12. Thousand Oakes, CA: Corwin Press.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 5
Posamentier, A. S., Smith, B. S., & Stepelman, J. (2008) Teaching secondary mathematics:Teaching and enrichment units (8th ed.). Boston, MA: Allyn & Bacon.Rosales, J., Santiago, V., Chamoso, J. M., Munez, D., & Orrantia, J. (2012). Teacher-studentinteraction in joint word problem solving: The role of situational and mathematicalknowledge in mainstream classrooms. Teaching and Teacher Education, 28(8), 1185-1195.Schoenfeld, A. (1985). Mathematical problem solving. New York, NY: Academic Press.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 6
Page 1 and 2: ….where the Mathematicscomes swee
Page 3 and 4: THANK YOU TO OUR REVIEWERSKeith Ado
Page 5 and 6: Table of ContentsPreservice Teacher
Page 7 and 8: Support for Students Learning Mathe
Page 9 and 10: own problem solving, which is criti
Page 11: to get started and persistence. Tea
Page 15 and 16: conceptual understanding, applicati
Page 17 and 18: Table 1Identified Mathematical Prac
Page 19 and 20: justify their statements, included
Page 21 and 22: Finally, engagement in MP.6 was ass
Page 23 and 24: PRESERVICE TEACHERS’ EMOTIONAL EN
Page 25 and 26: “experiences that are charged wit
Page 27 and 28: Number of journals containingEmotio
Page 29 and 30: ConclusionsStruggle and frustration
Page 31 and 32: Mathematics Teacher Candidates’ U
Page 33 and 34: function and applied the vertical l
Page 35 and 36: semester, about half of the course
Page 37 and 38: They further state that “the impo
Page 39 and 40: C. Laborde (Eds.) International Han
Page 41 and 42: (SCK), or knowledge of mathematics
Page 43 and 44: level of difficulty for each partic
Page 45 and 46: MKT Measures ScoresMathematics in G
Page 47 and 48: deep rooted belief in a single way
Page 49 and 50: THE INTERVIEW PROJECTAngel Rowe Abn
Page 51 and 52: involving addition and subtraction:
Page 53 and 54: 6+7 4+9=6+(6+1) Substitution =4+(10
Page 55 and 56: We strongly believe that this inter
Page 57 and 58: AN INNOVATIVE APPROACH FOR SUPPORTI
Page 59 and 60: Practice throughout the investigati
Page 61 and 62: 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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triangulation necessitated examinat
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their ability to teach the mathemat
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SPATIAL REASONING IN UNDERGRADUATE
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journal prompt would be given as a
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given to the 33 students on the MPI
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to advance our way of life, then sp
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STUDENT CONCEPTIONS OF “BEST” S
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students are likely to interact wit
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opinion of the student body. This q
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At the highest level of reasoning a
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APPENDIXTo use two decks of cards t
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isolated and often occur in tandem
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with the CCSSM. Teachers read and d
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teachers’ role-play of SFMP #4. A
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Durkin, D. (1978-1979). What classr
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as well as the alignment between th
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Table 2Number of teachers per grade
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Table 4Classification Categories fo
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field so that research on the initi
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dynamic approach to learning conten
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Kindergarten Lesson FormatHow May W
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team’s goals? As much as possible
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6. While preparing the lesson, teac
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active learning and collective part
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classroom. “I would like to know
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I had never been brave enough to tr
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THE PATH OF REFORM IN SECONDARY MAT
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Our collaboration model was formed
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internal evaluator) were analyzed.
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DiscussionOn part I of the survey t
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whole department of secondary mathe
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discussion. Many texts include wild
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Data collection consisted of tests,
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I've not used children's literature
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could extend this inquiry to high s
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course titled Calculus with Busines
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no mathematical sense and should no
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Adopts the “111” (a term coined
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Specifically, clicking the “Click
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algebraic expression is carried out
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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
Page 227 and 228:
Figure 3 blow illustrates the devel
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