2013 Conference Proceedings - University of Nevada, Las Vegas

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school were composed of completing exercises and engaging with the teacher in an IRE format.These four themes provide insight into teachers’ perceptions of the SFMP and also point tofeatures that mathematics teacher educators should consider when enacting PD focused on theSFMP.ImplicationsThis PD activity and its results ought to impact how teacher educators design andimplement professional development. One issue is that teachers have not personally experiencedmathematics learning behaviors like those described in the SFMP. The SFMP do not dictatecurriculum or teaching but they do provide ideas for the types of behaviors that mathematicallyproficient students ought to exhibit during classroom instruction. If teachers are expected toencourage these behaviors in their students then they may need to experience mathematicsinstruction that allows them to engage in these behaviors. PD may help mathematics teachers atall grade levels make sense of mathematics instruction that supports students’ appropriatemathematical behaviors.LimitationsThis study has some limitations that impact the results and conclusions. First, theintrepretivist approach to analyzing data was selected because it allowed the coders to makesense of the data and draw logical conclusions. It is possible that another coder or set of codersmight draw different conclusions. Qualitative approaches allow researchers to draw on theirlenses and frames of reference to make sense of experiences in the world. The results offeredhere are not generalizable to all teachers and are particular to this set of teachers. A secondlimitation is the sample of teachers. These teachers volunteered to participate in mathematicsprofessional development, which is an indicator of motivation to improve oneself. Our themesmight differ if the sample included teachers who were less motivated to do PD. Furthermore,teachers with different prior (i.e., mathematics and mathematics content) knowledge andexperiences teaching in other contexts (e.g., metropolitan districts) might lead to different results.ReferencesBostic, J., & Matney, G. (in press). Overcoming a Common Storm: Designing PD for TeachersImplementing the Common Core. Ohio Journal of School Mathematics.Burns, M. (1991). Math by all means: Multiplication grade 3. Sausalito, CA: Math Solutions.Council of Chief State School Officers. (2010). Common core standards for mathematics.Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdfProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 91
Durkin, D. (1978-1979). What classroom observations reveal about reading comprehensioninstruction. Reading Research Quarterly, 4, 481-533.Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. What makes professionaldevelopment effective? Results from a national sample of teachers. American EducationalResearch Journal, 28, 915-945.Guskey, T., & Yoon. (2009, March) What works in professional development? Phi DeltaKappan, 90, 495-500.Hatch, A. (2002). Doing qualitative research in education settings. Albany, NY: State Universityof New York Press.Hiebert, J., Stigler, J., Jacobs, J., Givvin, K., Garnier, H., Smith, M.,…, & Gallimore, R. (2005).Mathematics teaching in the United States today (and tomorrow): Results from the TIMSS1999 Video Study. Educational Evaluation and Policy Analysis, 27, 111-132.Hirsch, S. (2012, January 31). Common-core work must include teacher development. EducationWeek, 31(19), 22-24.Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learnmathematics. Washington, DC: National Academy Press.National Council of Teachers of Mathematics. (2010). Making it happen: A guide to interpretingand implementing the Common Core State Standards for mathematics. Reston, VA:Author.National Council of Teachers of Mathematics. (2007). Mathematics teaching today: Improvingpractice. In T. Martin (Ed.), Improving student learning (2 nd ed.). Reston, VA: NationalCouncil of Teachers of Mathematics.National Council of Teachers of Mathematics. (2000). Principles and standards for schoolmathematics. Reston, VA: Author.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 92
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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
Page 47 and 48: deep rooted belief in a single way
Page 49 and 50: THE INTERVIEW PROJECTAngel Rowe Abn
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Page 53 and 54: 6+7 4+9=6+(6+1) Substitution =4+(10
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Page 61 and 62: are expected to pursue. Teacher not
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Page 67 and 68: The research presented in this pape
Page 69 and 70: students’ confidence. Because bel
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Page 73 and 74: their ability to teach the mathemat
Page 75 and 76: SPATIAL REASONING IN UNDERGRADUATE
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Page 83 and 84: STUDENT CONCEPTIONS OF “BEST” S
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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 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
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Page 115 and 116: 6. While preparing the lesson, teac
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Page 119 and 120: classroom. “I would like to know
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Page 123 and 124: THE PATH OF REFORM IN SECONDARY MAT
Page 125 and 126: Our collaboration model was formed
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Page 129 and 130: DiscussionOn part I of the survey t
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Page 135 and 136: Data collection consisted of tests,
Page 137 and 138: I've not used children's literature
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Page 141 and 142: course titled Calculus with Busines
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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
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Figure 3 blow illustrates the devel
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