2013 Conference Proceedings - University of Nevada, Las Vegas

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factorials, permutations and combinations. My colleagues and I enjoy using as muchliterature in our classroom as we can.Even veteran teachers expressed the importance of children’s literature in the classroom.Heather, a 6th grade teacher for 26 years, was an advocate of literature and described the impactthe grant class has made to her beliefs about literature.I have seen several different books here [during the class]. I have also read the MathCurse (Scieszka, 1995) to my students, but I have not searched out other books that I canuse. Now, I know of several.Besides discussing ways in which they currently use literature, four teachers remarked onhow they might utilize literature in the future as impacted by the class. Brianna, a teacher for 3years, specifically discussed how the researcher used a book in a unique way that inspired her.I feel children's Math Literature will impact their [my students’] understanding byshowing examples and pictures that ties in with the lesson that is given to them. Forexample the story you read was giving us context clues in knowing what we were findingand looking for in the story. Also, this gives the student a chance to figure out the endingof a story line and make a sound judgment on how to approach the problem. I will usemore literature in my classes next year to get points across in a more than one way ofshowing an example.Despite the positive reactions to literature activities in the course, teachers did expressconcerns about implementing literature in their teaching. These included lack of experienceusing literature in the classroom, questions on implementation, and lack of time. For example,Heather candidly discussed her frustrations in a daily reflection:I really want to use them [children’s books] more this year. Sometimes, I feel like all ourtime is used up for us by the district. We are given everything to do and we "supplement"on our own but then when they do the tests, it is all over the activities that they gave us. Itkind of takes the joy out of it sometimes. I think it stifles teachers. I just shut my door anddo my thing! :-)..... I like to make math come alive for the kids.In addition to exposing four teachers for the first time to fictional literature in themathematics classroom, five other teachers planned to use children’s books more in their ownmathematics classes in the future. Rachel, a teacher of 6 years, discussed how she might includereading during the school day.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 129
I've not used children's literature to teach math, but I have used books before with my 6thgraders, and I agree with others in the class that this is a fantastic way to get studentsexcited about a topic. My students would sit (or lay) on the floor while we read andlooked at the pictures -- wonderful! I am thinking of doing the type of activity we didtoday using the Sir Cumference (Neuschwander, 1999) book during our "Tiger Time,"which is a half-hour period used for various subjects.Another indication of the impact of children’s literature with the participants comes from theteachers' choice of professional articles to read during the course. For an assignment, participantswere to select a geometry related article (from June 2010-present) to read and critique fromNCTM’s Mathematics Teaching in the Middle School. Three teachers of the 18 participantschose Geometry Sleuthing in Literature (Wallace, Evans, & Stein, 2011), where the authorsdescribe ways in which to incorporate multiple works of fiction into lessons. Brianna’scomments in her review summed up how the use of literature in the grant class has changed heropinion about literature in the mathematics classroom.My thoughts after reading this article made me realize the importance of literature inMath. It also showed me another way to reach my students when introducing Geometryconcepts to them. This topic was also displayed on Friday in my current math class by theteacher reading to the class and having the students to work out the problem of the story.This was very exciting to me…I will implement more reading of literature involvingmath concepts and terms to build a better vocabulary and perspective of math…Theseliteratures will be used and discussed in my future classes when Geometry is beingtaught.DiscussionThe findings from daily reflections and journal article reviews suggest utilizing children’sliterature in a professional development geometry class positively impacted inservice teachers’beliefs about the importance of fiction in their mathematics classrooms. This open-mindedattitude towards reading across the curriculum could be due to the fact that almost all teachersdeclared in background surveys their standards-based teaching philosophies that included the useof cooperative learning groups and manipulatives in the classroom. Also, a majority of theteachers already had used children’s literature as a means of teaching, which could have played arole in their opinions about literature use.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 130
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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
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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
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 and 130: DiscussionOn part I of the survey t
Page 131 and 132: whole department of secondary mathe
Page 133 and 134: discussion. Many texts include wild
Page 135: Data collection consisted of tests,
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
Page 163 and 164: of the presented number. Later, the
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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Page 183 and 184: Amazingly, despite there being a fe
Page 185 and 186: 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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