DOCSLIB.ORG

An Exploratory Study of Preschool Teachers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Exploratory Study of Preschool Teachers AN EXPLORATORY STUDY OF PRESCHOOL TEACHERS’ PERCEIVED KNOWLEDGE, BEHAVIORS AND ATTITUDES/BELIEFS REGARDING THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) PROCESS STANDARDS A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Julia A. Stoll May 2015 © Copyright, 2015 by Julia A. Stoll All Rights Reserved ii A dissertation written by Julia A. Stoll B.S., Bowling Green State University, 1993 M.A., Kent State University, 2000 Ph.D., Kent State University, 2015 Approved by _________________________, Director, Doctoral Dissertation Committee Anne Reynolds _________________________, Member, Doctoral Dissertation Committee Karl W. Kosko _________________________, Member, Doctoral Dissertation Committee Karen L. Kritzer Accepted by _________________________, Director, School of Teaching, Learning and Curriculum Alexa L. Sandmann Studies _________________________, Dean, College of Education, Health and Human Services Daniel F. Mahony iii STOLL, JULIA A., Ph.D., May 2015 Teaching, Learning and Curriculum Studies AN EXPLORATORY STUDY OF PRESCHOOL TEACHERS’ PERCEIVED KNOWLEDGE, BEHAVIORS AND ATTITUDES/BELIEFS REGARDING THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) PROCESS STANDARDS (249 pp.) Director of Dissertation: Anne Reynolds, Ph.D. The purpose of this study was to find out what preschool teachers know about the NCTM Process Standards. A 56 item survey instrument was designed to assess, a) teachers’ perceived content and pedagogical content knowledge, b) teachers’ reported behaviors, and c) teachers’ attitudes and beliefs, all regarding the value and importance of the mathematics processes in preschool settings. The recommendation in the literature is that quality mathematics instruction is important in preschool and should include a focus on these processes. There were 217 preschool teachers in the state of Ohio that completed the online survey. Data analysis revealed areas where teachers would benefit from more professional development opportunities. Teachers have some knowledge of the mathematics processes but not a strong knowledge base. They had the most knowledge of mathematical connections and least knowledge of problem solving. A look at reported behaviors revealed that teachers promote representation of mathematical ideas the least, and for attitudes/beliefs teachers are least confident with reasoning & proof and representation. There was a meaningfully significant correlation between teachers’ reported behaviors and attitudes/beliefs. Further analyses indicated that teachers with a state teaching license had more knowledge of the processes, particularly for reasoning & proof and representation. Also, work setting did have an affect on teacher behaviors with significant differences found between teachers who work in Head Start programs and teachers in public school settings, with Head Start teachers reporting more frequent behaviors that promote the mathematics processes. ACKNOWLEDGMENTS I would like to thank my family, friends, professors, and especially the wonderful people on my dissertation committee. With the extra few years it took me to complete this work I can’t thank my dissertation committee director, Anne Reynolds, Ph.D., enough for hanging in there with me. Also, on my committee I want to thank Karen Kritzer, Ph.D. and Karl Kosko, Ph.D. for their time, feedback, and words of encouragement. Thank you Dr. Kosko for the personal knowledge and resources that helped in my analysis of the survey data. I thank my parents for ongoing “check-ins” and for the many times they took care of my darling, four-year old son, Finley, so I had time to write and my sister Marcia for the statistics talks that were ever so helpful in my understanding of the data. Also, I never would have completed this work without the entire Hutchins family: Pam, Tom, Emily, Eva, and Trey. Since Finley was born they have graciously provided him a home away from home where he feels like one of their family. I wish to thank Debbie Shama-Davis, Ph.D. from the KSU Research & Evaluation Bureau for the initial input provided in the design of my survey instrument. Also, I would like to thank Eddie Bolden, evaluator for the bureau, who provided an abundance of support with the SPSS program analyses and reports. Who I was as both a teacher and a learner was transformed during my master’s program at KSU where I had the opportunity to engage in critical conversations with my professors, Carol Bersani, Genevieve Davis, Nancy Barbour, Beverly Timmons, Rich iv Ambrose. Thank you to all of them, especially Genevieve Davis, for inspiring me to continue my graduate work. Last but certainly not least, I want to thank all of my colleagues at the KSU Child Development Center. I would have never finished the program without their support, encouragement, and help in many ways from offering feedback on the survey to numerous cheers of “You can do it!” They are my family and have supported me as any family would by going above and beyond what anyone would have expected. v TABLE OF CONTENTS ACKNOWLEDGMENTS ................................................................................................. iv LIST OF TABLES ............................................................................................................. x CHAPTER Page I INTRODUCTION ......................................................................................................1 Statement of the Problem ............................................................................................1 Significance of the Study ..........................................................................................11 Research Goals and Objectives .................................................................................15 II LITERATURE REVIEW .........................................................................................18 Introduction ...............................................................................................................18 Reform Mathematics Curriculum .............................................................................20 Mathematics Education: An Historical Lens ...................................................20 Learning with Understanding ..........................................................................23 NCTM Mathematics Process Standards Defined ............................................26 Problem solving ......................................................................................26 Reasoning and proof ...............................................................................28 Communication .......................................................................................30 Connections.............................................................................................31 Representation.........................................................................................33 The State of Mathematics in Early Education ..........................................................34 Children’s Informal and Formal Mathematics Knowledge .............................40 The Vital Role of the Preschool Teacher .........................................................44 Measures of Mathematics Instruction in Early Education ...............................47 Developmentally Appropriate Practice in Early Education .............................53 Teacher Knowledge, Behaviors, and Attitudes/Beliefs ...................................56 Teacher Knowledge Defined ..................................................................57 Teacher Attitudes and Beliefs Defined ...................................................61 Relationships Between Teacher Knowledge, Attitudes/Beliefs and Behaviors................................................................................................62 Conclusion ................................................................................................................65 III METHOD AND PROCEDURES .............................................................................67 Introduction ...............................................................................................................67 Research Objectives ........................................................................................67 Research Questions ..........................................................................................68 vi Research Design........................................................................................................71 Dependent Variables ........................................................................................71 Independent Variables .....................................................................................72 Population and Sampling Plan .........................................................................73 Validity and Reliability ....................................................................................74 Face validity and content validity ..........................................................75 Reliability ................................................................................................76 Development of the Instrument: Teaching Mathematics Processes in Preschool Survey (TMPPS) ...................................................................................76 Survey Design .........................................................................................79
Load more

Recommended publications
  • A Landscape Paper Science Reform a Survey of Mathematics in the Southeast AND
    A Survey OF Mathematics AND Science Reform IN THE Southeast A Landscape Paper A Survey OF Mathematics AND Science Reform IN THE Southeast: A Landscape Paper SERC @ SERVE Dr. Francena D. Cummings, Director 1203 Governors Square Boulevard, Suite 400 • Tallahassee, FL 32301 • 800-854-0476 Proprietary Document—Written permission required for duplication or use. Associated with the School of Education University of North Carolina at Greensboro First Printing, 2003 Edited by Donna Nalley, SERVE Publications Director Karen DeMeester, SERVE Senior Program Specialist Designed by Tracy Hamilton, SERVE Art Director Photography by This document was produced Shelley Call, Barbara Davis, Donna Nalley, and Tracy Hamilton with funding from the Dwight D. Eisenhower National Programs from Mathematics and Science Select photographs used in this magazine are from Comstock Klips, Corbis, Creatas, Regional Consortia Program, EyeWire Images, Image 100, and/or PhotoDisc. Institute for Education Sciences, U.S. Department of Education, under contact no. R319A000011. Additional photographs provided by Penny Gilmer and classroom teachers (masters and doctoral students at Florida State University). The content of this publication does not necessarily reflect Photographs may not be reproduced without written permission from the photographer or the views or policies of the Institute of Education Sciences, the stock photography company. U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S.
    [Show full text]
  • Navigating Reform in Mathematics Teacher Education
    Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Dissertations Department of Middle and Secondary Education 5-11-2018 Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives Alesia Mickle Moldavan Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/mse_diss Recommended Citation Moldavan, Alesia Mickle, "Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives." Dissertation, Georgia State University, 2018. https://scholarworks.gsu.edu/mse_diss/59 This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, NAVIGATING REFORM IN MATHEMATICS TEACHER EDUCATION: TEACHER EDUCATORS’ RESPONSES TO EDTPA AND PROFESSIONAL ORGANIZATIONS’ INITIATIVES, by ALESIA MICKLE MOLDAVAN, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ David W. Stinson, Ph.D. Committee Chair _________________________________ _________________________________ Janice B. Fournillier, Ph.D. Pier A. Junor Clarke, Ph.D. Committee Member Committee Member _________________________________ Joyce E.
    [Show full text]
  • How to Teach Mathematics Third Edition Steven G
    How to Teach Mathematics Third Edition Steven G. Krantz How to Teach Mathematics Third Edition http://dx.doi.org/10.1090/mbk/089 How to Teach Mathematics Third Edition Steven G. Krantz Providence, Rhode Island 2010 Mathematics Subject Classification. Primary 97D40, 97Q60, 97U20, 97U50, 97U70. Cover 4 author photograph courtesy of Steven G. Krantz. For additional information and updates on this book, visit www.ams.org/bookpages/mbk-89 Library of Congress Cataloging-in-Publication Data Krantz, Steven G. (Steven George), 1951- How to teach mathematics / Steven G. Krantz. –Third edition. pages cm. Includes bibliographical references and index. ISBN 978-1-4704-2552-4 (alk. paper) 1. Mathematics–Study and teaching. I. Title. QA11.K776 2015 510.711—dc23 2015021663 Copying and reprinting. Individual readers of this publication, and nonprofit libraries acting for them, are permitted to make fair use of the material, such as to copy select pages for use in teaching or research. Permission is granted to quote brief passages from this publication in reviews, provided the customary acknowledgment of the source is given. Republication, systematic copying, or multiple reproduction of any material in this publication is permitted only under license from the American Mathematical Society. Permissions to reuse portions of AMS publication content are handled by Copyright Clearance Center’s RightsLink service. For more information, please visit: http://www.ams.org/rightslink. Send requests for translation rights and licensed reprints to [email protected]. Excluded from these provisions is material for which the author holds copyright. In such cases, requests for permission to reuse or reprint material should be addressed directly to the author(s).
    [Show full text]
  • Mathematics Coaching to Improve Teaching Practice: the Experiences of Mathematics Teachers and Coaches
    MATHEMATICS COACHING TO IMPROVE TEACHING PRACTICE: THE EXPERIENCES OF MATHEMATICS TEACHERS AND COACHES by Priscilla Bengo A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto © Copyright by Priscilla Bengo 2013 MATHEMATICS COACHING TO IMPROVE TEACHING PRACTICE: THE EXPERIENCES OF MATHEMATICS TEACHERS AND COACHES Doctor of Philosophy Degree, 2013 Priscilla Bengo Department of Curriculum, Teaching and Learning University of Toronto Abstract The purpose of the study is to determine how coaching can be used effectively to improve instruction and student achievement while exploring teachers’ specific emotions during mathematics education reform initiatives that challenge the teacher’s beliefs about teaching and learning in mathematics. It also examines how teachers incorporate the reform changes into their practice in order for the new instructional practices to have the expected effect. I explored teacher learning which refers to the correct use of reform strategies by mathematics teachers so that they have the intended effects on student achievement with the support of a coach during reform initiatives. Through questionnaires, interviews, observations and archival material, the study determines the relationship between teachers’ specific emotions, teacher learning and teacher coaching in secondary school mathematics classrooms. As a result, the study highlights the issues associated with the implementation of mathematics education reform initiatives and implications. The findings show that mathematics education reforms produce emotional responses that can be described as both negative and positive. For example, some ii emotions include pride, joy, fear, feeling drained and ineffective.
    [Show full text]
  • A Study of Teacher Transitions to a Reform-Based Mathematics Curriculum in an Urban School: the Interaction of Beliefs, Knowledge, and Classroom Practices
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Carolina Digital Repository A STUDY OF TEACHER TRANSITIONS TO A REFORM-BASED MATHEMATICS CURRICULUM IN AN URBAN SCHOOL: THE INTERACTION OF BELIEFS, KNOWLEDGE, AND CLASSROOM PRACTICES Wendy S. Bray A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Culture, Curriculum, and Change). Chapel Hill 2007 Approved by Advisor: Mary Ruth Coleman Reader: Juli Dixon Reader: Susan Friel Reader: Judith Meece Reader: Dwight Rogers @2007 Wendy S. Bray ALL RIGHTS RESERVED ii ABSTRACT Wendy S. Bray: A Study of Teacher Transitions to a Reform-Based Mathematics Curriculum in an Urban School: The Interaction of Beliefs, Knowledge, and Classroom Practices (Under the direction of Mary Ruth Coleman) This collective case study examines how four third-grade teachers’ beliefs and knowledge influenced their ways of supporting and limiting student thinking in their first year using a reform-based mathematics curriculum at an urban school. Of focus is the role teachers’ beliefs and knowledge play in supporting and limiting student thinking when student difficulties arise during instruction on multiplication and division. Situated in the growing body of research associated with current reforms in mathematics education, this study is also informed by general education research on urban schools, teacher beliefs, teacher knowledge, and teacher change. Data sources for case studies on individual teachers include classroom observations, pre-/post-observation interviews, beginning/end-of-year measures of teacher beliefs and knowledge, records of an on-going mathematics professional development project, and student achievement data.
    [Show full text]
  • The Effects of Changing from a Traditional Mathematics Curriculum to an Integrated Mathematics Curriculum on Student Mathematics Learning in Georgia
    The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2011 The Effects of Changing from a Traditional Mathematics Curriculum to an Integrated Mathematics Curriculum on Student Mathematics Learning in Georgia Catherine Lynn Mallanda University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, and the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Mallanda, Catherine Lynn, "The Effects of Changing from a Traditional Mathematics Curriculum to an Integrated Mathematics Curriculum on Student Mathematics Learning in Georgia" (2011). Dissertations. 485. https://aquila.usm.edu/dissertations/485 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi THE EFFECTS OF CHANGING FROM A TRADITIONAL MATHEMATICS CURRICULUM TO AN INTEGRATED MATHEMATICS CURRICULUM ON STUDENT MATHEMATICS LEARNING IN GEORGIA by Catherine Lynn Mallanda Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2011 ABSTRACT THE EFFECTS OF CHANGING FROM A TRADITIONAL MATHEMATICS CURRICULUM TO AN INTEGRATED MATHEMATICS CURRICULUM ON STUDENT MATHEMATICS LEARNING IN GEORGIA by Catherine Lynn Mallanda December 2011 In 2005, the state of Georgia adopted a new integrated mathematics curriculum, the Georgia Performance Standards (GPS), which included a task-based approach for instruction.
    [Show full text]
  • Math Wars: the Politics of Curriculum
    University of Northern Iowa UNI ScholarWorks Presidential Scholars Theses (1990 – 2006) Honors Program 1999 Math wars: The politics of curriculum Raymond Johnson University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©1999 Raymond Johnson Follow this and additional works at: https://scholarworks.uni.edu/pst Part of the Curriculum and Instruction Commons, and the Science and Mathematics Education Commons Recommended Citation Johnson, Raymond, "Math wars: The politics of curriculum" (1999). Presidential Scholars Theses (1990 – 2006). 89. https://scholarworks.uni.edu/pst/89 This Open Access Presidential Scholars Thesis is brought to you for free and open access by the Honors Program at UNI ScholarWorks. It has been accepted for inclusion in Presidential Scholars Theses (1990 – 2006) by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. MATH WARS The Politics of Curriculum Presidential Scholars Senior Thesis by Raymond Johnson Under the advisement of Dr. Edward Rathmell December 9, 1999 Johnson 2 Introduction There is an ongoing battle in mathematics education, a battle sometimes so fierce that some people call it the "math wars". Americans have seen many changes and proposed changes in their educational system in the last fifty years, but few have stirred such debate, publicity, and criticism as have the changes in mathematics education. We will first look at the history of the math wars and take time to examine previous attempts to change mathematics education in America. Second, we will assess the more recent efforts in mathematics education reform . Lastly, we will make some predictions for the future of the math wars and the new directions mathematics education may take.
    [Show full text]
  • What Students Notice As Different Between Reform and Traditional Mathematics Programs
    Journal for Research in Mathematics Education 2008, Vol. 39, No. 1, 9–32 What Students Notice as Different Between Reform and Traditional Mathematics Programs Jon R. Star Harvard University John P. Smith III Michigan State University Amanda Jansen University of Delaware Research on the impact of Standards-based mathematics and reform calculus curricula has largely focused on changes in achievement and attitudes, generally ignoring how students experience these new programs. This study was designed to address that deficit. As part of a larger effort to characterize students’ transitions into and out of reform programs, we analyzed how 93 high school and college students perceived Standards-based and reform calculus programs as different from traditional ones. Results show considerable diversity across and even within sites. Nearly all students reported differences, but high-impact differences, like Content, were not always related to curriculum type (reform or traditional). Students’ perceptions aligned moderately well with those of reform curriculum authors, e.g., concerning Typical Problems. These results show that students’ responses to reform programs can be quite diverse and only partially aligned with adults’ views. Key words: College/university; Curriculum; High school (9–12); Integrated curriculum; Learners (characteristics of); Qualitative methods; Reform in mathematics education; Social factors One inevitable outcome of the development of new curricula in any field, but perhaps particularly in mathematics, is to provoke discussion and debate about what content can and should be taught in schools and universities. The recent cycle of The entire Mathematical Transitions Project team played a vital role in the work reported here. In addition to the authors, the other members of this team were, in alphabetical order, Dawn Berk, Carol Burdell, Beth Herbel-Eisenmann, Gary Lewis, and Violeta Rosca-Yurita.
    [Show full text]
  • Student Centered Mathematics in an Isolated Skill Environment- Constructivist Methods in Mathematics
    Student Centered Mathematics in an Isolated Skill Environment- Constructivist Methods in Mathematics by Amy Katherine Sorensen A Research Paper Submitted to the Faculty of the DEPARTMENT OF MATHEMATICS In Partial Fulfillment of the Requirements For the Degree of MASTER OF SCIENCE IN ELEMENTARY AND MIDDLE MATHEMATICS EDUCATION BEMIDJI STATE UNIVERSITY Bemidji, Minnesota, USA April 2013 Constructivist Methods in Mathematics 2 STATEMENT BY AUTHOR Brief quotations from this research paper are allowable without special permission, provided accurate acknowledgement of the source is indicated. Requests for permission to use extended quotations or reproduce the manuscript in whole or in part may be granted by Department of Mathematical Studies, School of Graduate Studies when the proposed purpose is in the interest of scholarship. In all other instances, however, permission must be obtained from the author. Signed: APPROVAL BY RESEARCH PAPER ADVISOR THIS RESEARCH PAPER HAS BEEN APPROVED ON THE DATE SHOWN BELOW: Dr. Glen Richgels Date Committee Chair Professor of Mathematics Dr. Derek Webb Date Professor of Mathematics Dr. Todd Frauenholtz Date Professor of Mathematics Dr. Patricia L. Rogers Dean, School of Graduate Studies Date Constructivist Methods in Mathematics 3 THE IMPORTANCE OF CONSTRUCTIVISM IN A MATHEMATICS CLASSROOM Amy Katherine Sorensen Write a brief statement (not necessary for the proposal) describing what you did and what you found. Consider that some people will read only your abstract so it should represent exactly what your paper is about. One paragraph (perhaps two) is all that should be included here. Approved by Dr. Glen Richgels Date Committee Chair Dr. Derek Webb Date Committee Member Dr.
    [Show full text]
  • Distributed Leadership for Equity and Excellence in Mathematics: an Elementary School Case Study Comfort Enono Akwaji-Anderson Iowa State University
    Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2017 Distributed leadership for equity and excellence in mathematics: An elementary school case study Comfort Enono Akwaji-Anderson Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Educational Administration and Supervision Commons, and the Science and Mathematics Education Commons Recommended Citation Akwaji-Anderson, Comfort Enono, "Distributed leadership for equity and excellence in mathematics: An elementary school case study" (2017). Graduate Theses and Dissertations. 16304. https://lib.dr.iastate.edu/etd/16304 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Distributed leadership for equity and excellence in mathematics: An elementary school case study by Comfort Akwaji-Anderson A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education Program of Study Committee: Linda Hagedorn, Major Professor Corey Drake, Major Professor Daniel Spikes Lorenzo Baber Alejandro Andreotti The student author, whose presentation of the scholarship herein was approved by the program of study committee, is solely responsible for the content of this dissertation. The Graduate College will ensure this dissertation is globally accessible and will not permit alterations after a degree is conferred. Iowa State University Ames, Iowa 2017 ii TABLE OF CONTENTS LIST OF FIGURES v LIST OF TABLES vi ACKNOWLEDGEMENTS viii ABSTRACT x CHAPTER 1.
    [Show full text]
  • DOCUMENT RESUME Canadian Mathematics Education Study
    DOCUMENT RESUME ED 431 624 SE 062 655 AUTHOR Pothier, Yvonne M., Ed. TITLE Canadian Mathematics Education Study Group = Groupe Canadien d'etude en didactique des mathematiques. Proceedings of the Annual Meeting (22nd, Vancouver, British Columbia, Canada, May 29-June 2, 1998). INSTITUTION Canadian Mathematics Education Study Group. PUB DATE 1998-00-00 NOTE 162p. PUB TYPE Collected Works - Proceedings (021) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Algebra; Classroom Communication; Computer Uses in Education; Educational Assessment; Educational Technology; Elementary Secondary Education; Foreign Countries; *Mathematics Achievement; *Mathematics Instruction; Mathematics Teachers; Number ConCepts; Professional Development; Word Problems (Mathematics) IDENTIFIERS Canada ABSTRACT This proceedings includes the following papers:(1) "Structure of Attention in Teaching Mathematics" (John Mason);(2) "Communicating Mathematics or Mathematics Storytelling" (Kathy Heinrich);(3) "Assessing Mathematical Thinkino" (Florence Glanfteld and Pat Rogers);(4) "From Theory to Observational Data (and Back Again)" (Carolyn Kieran and Jo Towers); (5) "Bringing Ethnomathematics :into the Classroom in a Meaningful Way" (Kgomotso Garegae-Garekwe) ; (6) "Mathematical Software for the Undergraduate Curriculum" (Frederic Gourdeau, Michael B. Monagan, and Joel Hillel);(7) "Professional Development for Preservice Mathematics Teachers" (Nadine Bednarz and Linda Gattuso); (8) "How Does the Achievement of Canadian Students Compare to That of Students in Other Countries?"
    [Show full text]
  • Learning from Teaching: Exploring the Relationship Between Reform Curriculum and Equity
    Journal for Research in Mathematics Education 2002, Vol. 33, No. 4, 239–258 Learning From Teaching: Exploring the Relationship Between Reform Curriculum and Equity Jo Boaler, Stanford University Some researchers have expressed doubts about the potential of reform-oriented curricula to promote equity. This article considers this important issue and argues that investigations into equitable teaching must pay attention to the particular practices of teaching and learning that are enacted in classrooms. Data are presented from two studies in which middle school and high school teachers using reform-oriented math- ematics curricula achieved a reduction in linguistic, ethnic, and class inequalities in their schools. The teaching and learning practices that these teachers employed were central to the attainment of equality, suggesting that it is critical that relational analyses of equity go beyond the curriculum to include the teacher and their teaching. Key Words: Curriculum; Equity/Diversity; Learning; Problem-solving; Teaching effectiveness The relationship between different teaching methods and students’ under- standing of mathematics is one that has fascinated teachers and researchers for decades (Benezet, 1935). When the mathematics reform movements of the 1980s were developed in different countries, they were based on the idea that open-ended problems that encourage students to choose different methods, combine them, and discuss them with their peers would provide productive learning experiences. There was considerable support for such ideas, and the last 20 years have witnessed the development of a plethora of curriculum materials that center on open-ended and contextualized mathematics problems. However, such materials and their asso- ciated teaching methods have not been well received by all parties (Battista, 1999; Becker & Jacob, 2000).
    [Show full text]