2013 Conference Proceedings - University of Nevada, Las Vegas

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meetings teachers do voice a desire to move towards students “doing more of thework”. Mirroring some grant activities, there is evidence teachers are including moreinstructional strategies to move the classroom culture towards student centered. Butwhat that entails can differ according their notation of how mathematical thinking isdefined. They tend not to be lecture-based and are looking for ways to engagestudents. What is missing is allowing students the opportunity to interact with thecontent in an authentic way (Graham, 2011).ConclusionsSecondary Mathematics teachers face a multitude of factors in how they think about, prepare,instruct, and assess their students’ mathematics. Some of these factors evolved directly frominstruments used to collect data during the grant (Survey, RTOP, and content exam) and somefrom discussions that occurred during the many PD meetings we had throughout the first twoyears of the grant. If these factors came from discussions, they were noted only if the factor wasbrought up by several different members of the faculty and at different times. That is, adiscussion issue was the concern of most of the faculty and mentioned at several differentprofessional development meetings. The primary factors that we identified were (and in noparticular order of importance): teacher’s own personal beliefs about the nature of mathematics(Survey and PD discussions), how they learned mathematics (Content Exam, PD discussions),the perception of mathematics by administrators (PD discussions), the perception of mathematicsof their students (and parents of their students) (RTOP, PD discussions), and probably leastinfluenced by their interactions with each other (PD discussions). For this group of teachers,experiencing three changes in superintendent, three different principals, and two differentcurriculum directors in the district, it is amazing they were able to maintain any focus onteaching and learning mathematics. To their credit they have been active in our professionaldevelopment and in their desire to go beyond learning about the changes being proposed fromresearch in mathematics education and the common core state standards. The next step for theseteachers is going beyond their initial attempts to implement these changes and beginning to studyhow what they do makes a difference in the learning of their students. The next phase of ourwork with these teachers is to involve them in a videotape study of their own teaching withsupport from colleagues. These classroom videotapes will provide the direction and evidence tohelp these teachers transform their teaching. We have mentioned many reasons that inhibit aProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 123
whole department of secondary mathematics teachers in making the shift toward implementingreforms suggested by current research. We are encouraged however with the willingness towork together on the video project phase of our collaboration to see how these changes can beimplemented in their own classrooms.ReferencesBall, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes itspecial? Journal of Teacher Education, 59(5), 389-407.Bol, L. & Berry III, R.Q. (2005). Secondary Mathematics Teachers’ Perceptions of theAchievement Gap. The High School Journal. 88(4), 32-45.Conference Board of the Mathematical Sciences. (2001). The mathematical education ofteachers (CBMS Issues in Mathematics Education, Vol. 11). Providence, RI andWashington, DC: American Mathematical Society and Mathematical Association ofAmerica.Ferrini-Mundy, J., Schmidt, W.H. (2005). International Comparative Studies in MathematicsEducation: Opportunities for Collaboration and Challenges for Researchers. Journal forResearch in Mathematics Education, May 2005, V 36, no. 3, pp 164-175.Graham, T. (2011). Unpublished report: Ohio Mathematics and Science Program Cross-ProjectEvaluation: RTOP Report. Columbus, OH.: Ohio Department of Education.Hiebert, J. & Stigler, J. W. (2004). A world of difference: Classrooms abroad provide lessons inteaching math and science. Journal of Staff Development. Fall 2004 Vol. 25, No. 4Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge forteaching on student achievement. American Educational Research Journal, 42(2), 371–406.Jensen, E.. (2009) Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains andWhat Schools Can Do about it. ASCD:Author, Alexandria, VA.Yale University. (2012). Yale New Haven Teachers Institute. Retrieved November 27, 2010,from http://www.yale.edu/ynhti/Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 124
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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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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
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
Page 87 and 88: opinion of the student body. This q
Page 89 and 90: At the highest level of reasoning a
Page 91 and 92: APPENDIXTo use two decks of cards t
Page 93 and 94: isolated and often occur in tandem
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
Page 101 and 102: as well as the alignment between th
Page 103 and 104: Table 2Number of teachers per grade
Page 105 and 106: Table 4Classification Categories fo
Page 107 and 108: field so that research on the initi
Page 109 and 110: dynamic approach to learning conten
Page 111 and 112: Kindergarten Lesson FormatHow May W
Page 113 and 114: team’s goals? As much as possible
Page 115 and 116: 6. While preparing the lesson, teac
Page 117 and 118: active learning and collective part
Page 119 and 120: classroom. “I would like to know
Page 121 and 122: I had never been brave enough to tr
Page 123 and 124: THE PATH OF REFORM IN SECONDARY MAT
Page 125 and 126: Our collaboration model was formed
Page 127 and 128: internal evaluator) were analyzed.
Page 129: DiscussionOn part I of the survey t
Page 133 and 134: discussion. Many texts include wild
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
Page 141 and 142: course titled Calculus with Busines
Page 143 and 144: no mathematical sense and should no
Page 145 and 146: Adopts the “111” (a term coined
Page 147 and 148: Specifically, clicking the “Click
Page 149 and 150: algebraic expression is carried out
Page 151 and 152: Retrieved from http://secc.sedl.org
Page 153 and 154: furthermore, each model may result
Page 155 and 156: After instruction in the course, th
Page 157 and 158: Table 4The group’s categories and
Page 159 and 160: you choose three place values, æ 4
Page 161 and 162: APPENDIXTable 5Description of Combi
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Page 165 and 166: Figure 1: Mean trajectories and MD
Page 167 and 168: Figure 2: Mean trajectories and MD
Page 169 and 170: Performance, 33, 1410-1419.Cohen Ka
Page 171 and 172: Moyer, 2007). At his or her own pac
Page 173 and 174: logged by the system and then retri
Page 175 and 176: curriculum. The nature of the onlin
Page 177 and 178: Cox, G., Carr, T., & Hall, M. (2004
Page 179 and 180: 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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