2013 Conference Proceedings - University of Nevada, Las Vegas

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The researcher also found numerous advantages and disadvantages to using children’s fictionto supplement the geometry content. One benefit included getting teachers excited about readingin their mathematics classrooms. One teacher brought in an additional text she loved using in hermathematics classroom, which she shared with others. During the academic portion of the grant,another teacher commented on how she decided to use books in her mathematics classes thissemester and how surprised and excited the students were to be given the opportunity to learnmathematics in this way.Even though there are many advantages to utilizing literature in the classroom, one cannotneglect to mention the drawbacks. Some difficulties consisted of having to eliminate otheractivities to include story time in the agenda, as well as trying to find engaging hands-onmathematics lessons to tie the books into the lessons. The researcher only chose books whichcould be connected directly to activities conducted in class. This type of daily routine took muchtime and reflection on the researcher’s part, which she felt was well worth the effort.Based on the findings, college instructors can see the influence of including children’sliterature in their mathematics instruction to middle school inservice teachers, which in turn canimpact the way children learn in middle schools. There are many helpful tricks the researcherfound for utilizing children’s literature for inservice mathematics teachers. For example, modelhow to read and how to connect the literature to the concepts. There are numerous online lessonswritten for specific books available for teacher use, which teachers may be unfamiliar of theirexistence. Besides online lessons, authors, such as Thiessen (2004), have published books thatcontain classroom-ready lessons with teacher notes that span many grades and explore numerousbook titles. If you do not include such a critical step in the learning process, teachers will oftennot know how to implement reading into their curriculum. Also, select books that integrate wellwith course goals and curriculum. This can be a time consuming, but beneficial, part of thepreparation time for the class. Another tip is give a list of books to teachers so they can referenceany text used in class. Finally, encourage active discussion about the pedagogical features of theliterature. This could consist of pausing during certain portions of the book to elicit groupdiscussion or to lead into hands-on activities.Since this study consisted of only one class of middle school teachers, the findings arelimited, but other studies could be conducted in comparable courses. In addition, researchersProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 131
could extend this inquiry to high school teachers, where the use of children’s literature is evenless widely accepted and practiced.ReferencesAnno, M. & Anno, M. (1999). Anno's mysterious multiplying jar. USA: Penguin Books.Burns, M. (1994). The greedy triangle. New York: Scholastic.Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Los Angeles: Sage.Cutler, K. M., Gilkerson, D., Parrott, S., & Bowne M. T. (2003). Developing math games basedon children’s literature. Young Children. 58(1), pp. 22-27.Furner, J. M., Yahya, N., & Duffy M. L. (2005). Teach mathematics: Strategies to reach allstudents. Intervention in School and Clinic. 41(1), pp. 16-23.Merriam, S. (1998). Qualitative research and case study applications in education. SanFrancisco, CA: Jossey-Bass.Neuschwander, C. (2001). Sir Cumference and the knights of Angleland. USA: Charlesbridge.Neuschwander, C. (1999). Sir Cumference and the dragon of Pi. USA: Charlesbridge.Neuschwander, C. (1997). Sir Cumference and the first round table. USA: Charlesbridge.Principles and standards for school mathematics. (2000). National council of teachers ofmathematics. Retrieved November 27, 2006, from National Council of Teachers ofMathematics database: http://my.nctm.org/standards/document/index.htm.Roth-McDuffie, A. M. (2003). Promoting mathematical discourse through children’s literature.Teaching Children Mathematics. 9(7), pp. 385-389.Scieszka, J. (1995). Math curse. New York: Penguin Books.Sundby, S. (2000). Cut down to size at high noon: A math adventure. USA: Charlesbridge.Thiessen, D. (2004). Exploring mathematics through literature. Reston, VA: NCTM.Wallace, F. H., Evans, M. A., & Stein, M. (2011). Geometry Sleuthing in Literature.Mathematics Teaching in the Middle School. 17(3), pp. 155-159.Whitin, D. J., & Whitin, P. (2004). New visions for linking literature and mathematics. Urbana,Illinois: NCTE.Wilbourne, J. M., & Napoli, M. (2008). Connecting mathematics and literature: An analysis ofpre-service elementary school teachers’ changing beliefs and knowledge. Issues in theUndergraduate Mathematics Preparation of School Teachers, 2, pp. 1-10.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 132
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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
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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 and 136: Data collection consisted of tests,
Page 137: I've not used children's literature
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
Page 181 and 182: Popularity tallied whether or not a
Page 183 and 184: Amazingly, despite there being a fe
Page 185 and 186: ReferencesBlack, M. (1962). Models
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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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