Search

This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these tools do not attend to issues of equity, humanizing pedagogy, and thus, social justice. We report on the development of two observation rubrics--secondary math and science--that embody the aims and values of our teacher education program, specifically, equity and humanizing pedagogy, and the results of our examination of the reliability of ratings of teaching practice generated using these rubrics. We discuss the various sources of measurement error and the implications for further developing and using the observation rubric in our program. Keywords assessment, preservice teacher education, social justice, urban teacher education, professional vision, Context and Theoretical Framework The University of California, Los Angeles (UCLA) Teacher Education Program aims to prepare social justice educators to teach students who have been historically marginalized socially, economically, [...]

This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in perceptions of engineering, and recognized appropriateness of engineering as a career option for their students. They transferred content learning and perceptions to students, through experiential narratives and instructional activities. Teachers reported that their secondary math and science students demonstrated observable change in knowledge, skill and beliefs about engineering, subject area score and skill improvement, class engagement, and engineering-related career aspirations., Introduction According to the U.S. Department of Education (2015), 'only 16 percent of American high school seniors are proficient in math and interested in a STEM career.' The United States [...]

Although video cases and video clubs have become popular forms of teacher professional development, there have been few systematic investigations of designs for such programs. Programs may vary according to (a) whether teachers watch videos of their own/their peers' instruction, or whether teachers watch stock video of unknown teachers; and (b) whether discussions are led by trained facilitators or by participants themselves. Using a factorial design, we defined four treatment conditions based on these possibilities, then assigned three groups of teachers to each condition. Teachers watched, scored, and discussed mathematics instruction according to each treatment condition's protocol. Evidence from groups' conversations and teachers' video analyses and lesson reflections suggest that the teacher-led, own-video condition is slightly superior to the other conditions. Keywords mathematics teacher education, professional development, video analysis, Research into professional development has reached a turning point. A consensus achieved over the past decade about features that maximize the effectiveness of professional development (e.g., Borko, 2004; Desimone, 2009; [...]

Video is being used more widely in professional development to help teachers learn to notice and systematically analyze teaching practice. Video captures the authenticity and complexity of teaching and can promote the examination of classroom interactions in a deliberate and focused way. However, simply viewing video does not ensure teacher learning. An important question concerns how to facilitate substantive analysis of teaching practice with video so that it becomes a productive learning tool for teachers. In this study, we examine the in-the-moment moves facilitators make in two different video-based professional development programs to offer a framework for facilitation with video. We then examine patterns in facilitation across both contexts and identify practices that are unique to the goals of each setting. The findings from this study have implications for the design of video-based professional development and for developing a knowledge base for professional education. Keywords teacher learning, facilitation, video analysis, professional development, The use of artifacts to support teacher learning has increased significantly in the last decade or so. A number of professional development environments, particularly in mathematics education, have been designed [...]

In this article, we draw on survey data to investigate associations between Chinese elementary teaching candidates' mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. In our study, we found that (a) Chinese teaching candidates' completion of courses in number theory and mathematical reasoning, (b) their exposure to certain topics and learning experiences in mathematics methods courses and general pedagogy courses, and (c) the extent to which candidates had full instructional responsibility during student teaching were associated with significantly higher levels of MKT in number and operations (N&O).At the same time, our analyses also revealed that candidates' MKT was not affected by the overall number of university-level mathematics courses that they had completed or the overall length of their student teaching (including weeks when they did not have full responsibility for instruction). Keywords elementary education, mathematics teacher education, teacher knowledge, student teaching, preservice education, Results from the 2009 Programme for International Student Assessment (PISA) indicate that Chinese elementary students perform at significantly higher levels in mathematics than international peers who took the same PISA [...]

This study examines the construct validity of a new teacher interview designed to assess teachers' pedagogical content knowledge (PCK) for preschool mathematics. PCK describes the subject matter knowledge a teacher [...]

This article describes and analyzes a program of work in elementary mathematics teacher education at the University of Michigan that has, for a decade, been a site for the development of approaches to preparing beginning K-8 mathematics teachers that are both aimed at practice and centered in content. Among the products of this work are video records, instructional tasks, and assessments, as well as structures for collective work on our courses. These materials and ways of working comprise a collection of resources for both the systematic improvement of the knowledge base for teacher education and the professional development of teacher educators. This practice-based approach to the development of both our courses and their instructors has enabled us to improve professional instruction and to build knowledge that is useful beyond a particular course or the individuals who work in it. We begin by discussing 2 central problems of teacher education that our group has tried to address and then describe the types of materials and ways of working that we have developed. We analyze the features of the professional curriculum produced from this work, relate them to the problems, and consider issues about transferability to contexts beyond our own.

In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building efforts. First, learning goals should be targeted; they must be sufficiently well specified to suggest interventions for supporting learners in achieving them and to indicate the types of evidence needed to determine if the goals have been achieved. Second, learning goals should be shared; they must be mutually understood and committed to by all participants in the knowledge-building process. By drawing on our experience in our local efforts to develop knowledge for preparing prospective elementary mathematics teachers, we illustrate how targeted and shared learning goals support efforts to build a knowledge base for teacher education. We then propose the use of learning progressions for supporting knowledge-building endeavors across sites.

The article discusses the different ways in which teachers' awareness of the difference between procedural knowledge and conceptual understanding can be heightened. By allowing teachers to work with mathematical ideas, teachers become learners and are thus able to impart learning with understanding.

The author uses the method of problem solving learnt from Cognitively Guided Instruction (CGI) training on students. This instructional program helps in building new mathematical knowledge, adapt strategies and monitor on process of problem solving.

In the Fall of 2003, Florida's public school student population shifted from majority white to majority nonwhite. This paper examines the implications of this demographic shift for the teaching of [...]

Abstract This paper describes an activity involving pre-service elementary teachers. The exercise explored in this activity required pre-service teachers to reflect upon their own K-12 mathematics experiences and to determine [...]

Training is conducted to establish kids who are confident, critical, trying to ask questions and who recognize when something doesn't make sense. Some of the ways in which the second-grade teachers support the mathematics learning of the diverse group of students in their class is explored.

Teaching is an important part of the jobs of statistics professors and graduate students, but most of us receive little training for teaching in general or statistics teaching in particular. We have developed a course for statistics graduate teaching assistants that combines practice in statistics demonstrations and drills, discussion of teaching strategies, and feedback on classroom teaching. The goal is to get our graduate students to be more comfortable with engaging their students in active learning. KEY WORDS: Active learning; Demonstrations; Drills; Graduate training; Statistics education., 1. THE PROBLEM Our students do a lot of teaching during their four or five years in the Ph.D. program, typically first as graders, then teaching assistants, and finally sometimes [...]

Abstract As more and more teachers endeavor to improve and add skills to their repertoires of professional pedagogical knowledge, they usually come upon the conclusion that knowing more mathematics is [...]

This case study illustrates the results of instruction in a mathematical modeling course for high school mathematics teachers. In this course the teachers were introduced to the process of mathematical […]

Origami or the art of paper folding receives substantial endorsement from current reform initiatives in mathematics education. Particularly, at the elementary school level, the National Council of Teachers of Mathematics […]

'Teachers are the key to academic achievement for students.' This statement is widely accepted, but professional development in early childhood mathematics education faces a number of barriers. What are those [...]

The two preceding papers reported on the complexity of reforming mathematics education in one Midwestern state K-A elementary school. This paper focuses on teacher preparation for mathematics teaching and follows […]

Ways in which school principals can help improve students' learning processes are explored at the proceeding of the Third International Mathematical and Science Study. Particular attention is given to ways in which school principals can participate in teaching and learning activities.

Issues concerning colleges and universities, and especially the mathematics departments within them, are examined, focusing on how mathematics departments must plan to meet the needs of the future. Topics include societal changes that affect universities, the influence of corporate management on college administration, corporate dependency on a highly educated workforce, college accountability for use of public funds, changing demographics, emphasis on undergraduate education, mathematics research agenda, and rewarding college faculty for accomplishment in their area of expertise, be it research, teaching, or curriculum development.

Byline: Josephine D. Wallace (1), Catherine R. Nesbit (1), Anne-Courtney S. Miller (1) Author Affiliation: (1) Mathematics and Science Education, The University of North Carolina at Charlotte, Charlotte, North Carolina, 28223-0001, USA Article History: Registration Date: 14/10/2004

Byline: Teresa M. McDevitt (1), April L. Gardner (2), Janie M. Shaklee (1), Michele M. Bertholf (2), Rod Troyer (1) Author Affiliation: (1) Department of Educational Psychology, University of Northern Colorado, Greley, Colorado, 80639, USA (2) Department of Biological Sciences, University of Northern Colorado, Greeley, Colorado, 80639, USA Article History: Registration Date: 29/09/2004

The professional development of teachers of mathematics can be significantly enhanced by involving them in worthwhile and interesting mathematical tasks such as the computation of effective tax rates. Workshops are held where teachers participate in solving mathematical problems and discussing solutions. In this activity, teachers share strategies and assess the validity of various approaches to solving problems. It also allows teachers to make a connection between their personal experiences as problem solvers and their actions and beliefs as mathematics teachers.

Byline: DeAnn Huinker (1), Sandra K. Madison (2) Author Affiliation: (1) Center for Mathematics and Science Education Research, University of Wisconsin-Milwaukee, 265 Enderis Hall, Milwaukee, Wisconsin, 53201-0413, USA (2) Department of Mathematics and Computer Science, University of Wisconsin-Stevens Point, Stevens Point, Wisconsin, 54481, USA Article History: Registration Date: 24/09/2004

Educational Development Center, Incorporated, organized a professional development program for elementary, middle and high school mathematics teachers, with algebraic thinking as the main theme. Integrated learning enabled teachers to assess and analyze the themes that enhance algebraic thinking across all grade levels. Describing patterns, functions and algebraic structures, and generating adequate pedagogy were identified as some of the factors fostering algebraic thinking. Problem activities that helped teachers to evaluate algebraic thinking in detail are described.

Efficient development of mathematical pedagogy necessitates providing adequate support to teachers' learning at all phases of the teaching process, and encouraging them to use new pedagogical tools and practices. Teachers use their knowledge in planning instructional activities, implementing the plans and reflecting on the classroom experiences. Support activities such as workshops, planning periods, lesson modeling, feedback and critical reflection help teachers to practice effective pedagogical methods. Such support activities help to enhance professional development.

I believe portfolios are very worthwhile. In fact, even though they are significantly more work, the benefits far outweigh any final exam, any day. The benefits include self-reflecting, re-examining activities, [...]

The MGMP staff-development project suggests that an instruction-level model for problem-centered curriculum, alternative academic skills, and an intensive coaching can develop a professional mathematics teacher. Time spent by the teacher on learning, and the quality of mentoring available will help the teachers in implementing the curriculum. The professional achievements of two teachers associated with the MGMP project are presented.

The National Council of Teachers of Mathematics (NCTM) plans to improve mathematics education by developing a cordial relationship with students, teachers, and parents. NCTM lays emphasis on the connections between mathematics and the real world, and is working wholeheartedly to provide adequate professional-development opportunities for mathematics teachers. NCTM is working towards providing mathematical problems that do not just revolve around performing simple arithmetic operations. The council is also trying to remove the unfounded fears of parents about fuzzy mathematics.

An in-service program on alternative assessment uses portfolios and open-ended questions to make mathematics classes exciting, both for students and teachers alike. The emphasis on journal writing and projects enables students to communicate mathematically, while providing an opportunity to teachers to revise and redirect their teaching. Analysis of the program's performance reveals five important issues agitating the minds of teachers, namely, loss of predictability in the classroom, content coverage, increased demands on time, and teacher-parent communication.

Linking universities and public schools and thus theory with practice is a major current reform effort of teacher education. From this reform effort have come the Professional Development Schools (PDSs). The Holmes Group (1990) defines a professional development school as a school for the development of novice professionals, for continuing development of experienced professionals, and for the research and development of the teaching profession (p. 16). The Holmes Group (1990) plan for PDSs requires changes in pedagogy in the public schools and universities, a shift from teacher-directed instruction to a conceptually based approach (Winitzky, Stoddart, & O'Keefe, 1992). Public schools and universities have different organizational structures of teaching and learning, and this plan proposes radical changes in these structures.

The newly introduced Interactive Mathematics Program (IMP) for high school students changes the traditional teaching techniques by using calculators and computers for better understanding of the students. The objective of the IMP program is to motivate students to solve problems of mathematics by themselves. The teachers also have to modify their teaching processes according to the IMP curriculum. A long term study to find the results of IMP shows that the students associated with the program have a long time association with mathematics compared to the traditional students.

The National Council of Teacher's of Mathematic's Curriculum and Evaluation Standards for School Mathematics advocates enhanced usage of modern computing technologies in bestowing students with better understanding of mathematical phenomena, thereby aiding their growth in stature as real-world problem-solvers. Empowering teachers with the nuances of modern techniques and upgrading the quality of instructional materials are the initial strides toward effective classroom usage of advanced computing technologies.

The Boston University faculty, in attempting to reform the public schools of Chelsea, MA, realized the need for educating Chelsea's school mathematics teachers about the latest technological developments and their utility in educational instruction.. The Classroom Centered Teacher Development Mathematics Project, devised to provide professional training to teachers, brought about a major change in the teaching-learning process, allowing teachers to break free of the lecture-only method of teaching math. The model will be regularly revised to meet future needs.

Mathematics education in elementary and secondary levels requires programs that will teach students to apply mathematical concepts in their daily activities. This can be possible only if mathematicians also participate in programs that train teachers for this purpose. This should be supplemented with a change in attitude toward class environment and grading of students. The changes cannot be implemented easily, and require much planning and perseverence., In this article, H. Van Engen goes directly to the bottom line and places the responsibility for the problem that exists in elementary mathematics on elementary, secondary, and college teachers. [...]

Quantitative or mathematics literacy is important in an increasingly technical and competitive world. However, mathematics should be taught well enough for its own merits and not just to be used in the workplace. Deaf students should be given special training in mathematics since they may not verbalize the concepts fluently. The National Council of Teachers of Mathematics has come up with 'Standards,' a book for teaching math. Moreover, journals such as the Mathematics Teacher and Arithmetic Teacher are also useful.

One of the biggest challenges in teacher preparation programs is fostering teachers' abilities to build relationships with students while simultaneously cultivating students' academic potential. This is specifically vital in the [...]

A key component in improving elementary mathematics instruction is the professional development of mathematics teachers. To produce the necessary highly efficient mathematics teachers, teaching subject specialization must be implemented. With adequate funding and moral support, practicing elementary school teachers may freely choose to become subject teaching specialists who can implement the goals of the current mathematics curriculum.

In recent years many national bodies concerned with American education have recommended integrating topics from probability, statistics, and data analysis into the K-12 mathematics curriculum. A variety of efforts are under way to carry out these recommendations, including the ASA's Quantitative Literacy Project. This report describes another such effort. A statistician and a mathematics educator offered current high school teachers a one-semester course that would give them a background knowledge of statistics to help them implement the recommendations. In designing the course, we unearthed some resources that might be of use to others. In offering the course, we experienced a variety of successes and failures that may be of interest to anyone else considering a similar course. These experiences led us to rethink how we would teach such a course in the future and to consider alternative approaches to teacher (re)training. We describe our experience and provide a list of suggestions we hope might aid in implementing the new curriculum recommendations.