A Model for Enhancing Mathematics Teacher Preparation

Mathematics teacher preparation programs include an induction process into the educational community composed of coursework as well as on-campus and field experiences. This article describes a unique mathematics teacher preparation program at Bowling Green State University called "Science and Math Education in ACTION." We share the aims of each year in ACTION as well as students' reactions to their experiences in and from the program

(Re)Considering Teachers\u27 Promotion of the Standards for Mathematical Practice

This study investigated mathematics teachers\u27 teaching practices and the ways they promoted the Standards for Mathematical Practice (SMPs) before and after yearlong professional development (PD). Our research questions are: (1) To what degree did teachers\u27 promotion of the SMPs change after yearlong PD focused in this area? (2) Were there any differences between cohorts and/or grade-bands in their promotion of the SMPs? Results express that teachers\u27 promotion of the SMPs grew significantly during the PDF and there were significant differences between elementary and secondary teachers

Exploring Validity and Reliability for the Revised SMPs Look-For Protocol

The Standards for Mathematical Practice (SMPs) describe mathematical behaviors and habits that students should express during mathematics instruction. Thus teachers should promote them during classroom-based mathematics instruction. The purpose of this manuscript is to discuss the validation process for an observation protocol called the Revised SMPs Look-for Protocol, which is meant to fill this gap. An implication of this study is that users with a robust understanding of the SMPs may feel confident using the protocol as a validated and reliable tool in research and school-based settings

Exploring and Examining Quantitative Measures

The purpose of this working group is to bring together scholars with an interest in examining the research on quantitative tools and measures for gathering meaningful data, and to spark conversations and collaboration across individuals and groups with an interest in synthesizing the literature on large-scale tools used to measure student- and teacher-related outcomes. While syntheses of measures for use in mathematics education can be found in the literature, few can be described as a comprehensive analysis. The working group session will focus on (1) defining terms identified as critical (e.g., large-scale, quantitative, and validity evidence) for bounding the focus of the group, (2) initial development of a document of available tools and their associated validity evidence, and (3) identification of potential follow-up activities to continue the work to identify tools and developed related synthesis documents (e.g., the formation of sub-groups around potential topics of interest). The efforts of the group will be summarized and extended through both social media tools (e.g., creating a Facebook group) and online collaboration tools (e.g., Google hangouts and documents) to further promote this work

Validation: A Burgeoning Methodology for Mathematics Education Scholarship

Validity-related issues are a growing topic within the mathematics education community. Until recently, validation has been treated as something to gather when convenient or is rarely reported in ways that conform to current standards for assessment development. This theoretically-focused proceeding adds to a burgeoning theoretical argument that validation should be considered a methodology within mathematics education scholarship. We connect to design-science research, which is a well-established framework within mathematics education. The goal for this proceeding is to foster the conversation about validation using examples and to communicate information about validation in ways that are broadly accessible

Measuring What We Intend: A Validation Argument for the Grade 5 Problem-Solving Measure (PSM5)

The purpose of this proceeding is to share validity evidence for the Problem-solving Measure for grade 5 (PSM5). The PSM5 is one test in the PSM series, which is designed for grades 3-8. PSMs are intended to measure students\u27 problem-solving performance related to the Common Core State Standards for Mathematics (i.e., content and practices). In addition to sharing validity evidence connected to the PSM5, we discuss implications for its use in current research and practice

Adopt-an-Apprentice Teacher: Re-Inventing Early Field Experiences

The goal of this chapter was to explore the impact of a field-centric, grade-band, and subject-area specific field experience model that is linked to corresponding coursework on novice teacher candidates\u27 conceptions of what it means to be a teacher. Grounded in the work of scholars such as Dewey, Piaget, and Vygotsky, this study explores three questions: What aspects of the Adopt-an-Apprentice program do teacher candidates view as beneficial to their understanding of the profession and their development as teachers? What benefits, if any, do classroom teachers derive from hosting teacher candidates in the Adopt-an-Apprentice program? What is the impact of grade band/subject-area field experiences on teacher candidates\u27 conceptions of being a teacher? Using quantitative and qualitative surveys, the study illustrates how coursework linked to authentic application in clinical settings empowered novice teacher candidates to understand and engage content, pedagogy, and standards

Editors\u27 Notes

Editors\u27 Note

Fourth-Grade Students Sensemaking of Word Problems

The purpose of this study was to investigate fourth-grade students\u27 sensemaking of a word problem. Sensemaking occurs when students connect their understanding of a situation with existing knowledge. We investigated students\u27 sensemaking about a word problem by comparing students\u27 strategy use. Inductive analysis was used to find themes about student sensemaking. Students exhibited one of three levels of sensemaking. Some problem-solving strategies, as a result of students\u27 sensemaking, led to a greater frequency of correct results

Editors\u27 Notes

Editors\u27 Note