Creating Interdisciplinary Collaborations to Support and Understand Mathematics Teaching and Learning

Teaching mathematics is a complex endeavor and requires a deep understanding of content and pedagogy. Helping teachers learn what they need to know requires the expertise of disciplinary area faculty as well as those with pedagogical expertise. Similarly, understanding the learning of teachers or their students requires complex analyses of messy data by teams of researchers representing differing but complementary perspectives. Cases describing the nature and process of interdisciplinary teaching and research collaborations in mathematics education will be presented and analyzed for lessons learned

Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior

The present study examined the concurrent contribution of Turkish children’s temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on children’s temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on children’s temperament and teachers reported on their relationships with children as well as children’s social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support children’s social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed

Young children\u27s beliefs about the self as a learner and producer of mathematics: A mixed methods study

This mixed-methods dissertation examined the development of productive learning dispositions by studying children\u27s competence-beliefs about the self as a learner and producer of mathematics in a K-3 population in a Midwestern state. Support for this work comes in part from the National Science Foundation, DUE-0831835. Ideas expressed do not necessarily reflect the views of the funding agency. Three research questions were addressed through two phases of inquiry. Quantitative Phase: To what extent did K-3 students have stable math competence-beliefs? What was the underlying factor structure of these beliefs ( Math Confidence ) and was I measuring the same construct across grade levels? Qualitative Phase: What meaning did children ascribe to the symbols on the survey and how did these meaning systems change over the K-3 years (if at all)? A cumulative probit model for repeated measures demonstrated that competence-beliefs were more stable from fall to spring for second and third grade students. An Item Factor Analysis model demonstrated measurement non-invariance, indicating that K-3 students did not have the same expected pattern of item responses given the same level of Math Confidence. Three quantitative findings organized qualitative analysis: (a) the configural factor structure; (b) non-invariance; and (c) reliability procedures. Grounded theory techniques were applied to the interviews of 115 students across two districts. Six broad categories emerged: Performance Feedback; Motivation; Strategies for Promoting Competence; Mathematical Statements; Comparative Evaluation; and Behavior and Classroom Conduct. Thematic similarities and differences between grades varied by survey item. Quantitative results and qualitative findings were synthesized. Techniques for interviewing young children as well as implications for classroom practice were shared, followed by a discussion of the limitations of the study and future directions

Diverse perspectives of parents, diverse concepts of parent involvement and participation: Contrasts between Italy and the United States

Diversity of experiences and perspectives, it is widely agreed, should be a source of strength in home-school partnerships, as in other aspects of educational endeavor. Yet often, in the literature, diversity is presented as a complication to be overcome. A limiting mindset often prevails, both in theory and practice, where diversity is regarded as an issue or barrier, even amidst the best of intentions to be inclusive. In this chapter, we argue that this limiting mindset on diversity may in fact derive in part from the conceptual frameworks with which we in the United States contemplate and conduct research on diversity issues in home-school relationships. We make this point by taking the discussion outside the framework of the American literature. First, we offer our summary and interpretation of several general principles that describe the purpose, nature, and value attached to parental involvement in the United States. Next, we turn to the field of Italian education, in particular, to conceptualizations about partecipazione, or participation, a term for the idealized way in which parents, teachers, and community members should take an active part in the life, culture, and decisions concerning children and the educational services created for them. We draw mainly from the writings of a network of early educational leaders from cities of northern and central Italy (e.g., Bologna, Milan, Modena, Pistoia, Reggio Emilia, and others)—places which have carried out the strongest experiments in creating and sustaining systems of home-school-community

Diverse Perspectives of Parents, Diverse Concepts of Parent Involvement and Participation: What Can They Suggest to Researchers?

Diversity of experiences and perspectives, it is widely agreed, should be a source of strength in home-school partnerships, as in other aspects of educational endeavor. Yet often, in the literature, diversity is presented as a complication to be overcome. A limiting mindset often prevails, both in theory and practice, where diversity is regarded as an issue or barrier, even amidst the best of intentions to be inclusive. In this chapter, we argue that this limiting mindset on diversity may in fact derive in part from the conceptual frameworks with which we in the United States contemplate and conduct research on diversity issues in home‐school relationships. We make this point by taking the discussion outside the framework of the American literature. First, we offer our summary and interpretation of several general principles that describe the purpose, nature, and value attached to parental involvement in the United States. Next, we turn to the field of Italian education, in particular, to conceptualizations about partecipazione, or participation, a term for the idealized way in which parents, teachers, and community members should take an active part in the life, culture, and decisions concerning children and the educational services created for them. We draw mainly from the writings of a network of early educational leaders from cities of northern and central Italy (e.g., Bologna, Milan, Modena, Pistoia, Reggio Emilia, and others)—places which have carried out the strongest experiments in creating and sustaining systems of home‐school‐community

Opportunities to Learn Mathematics Pedagogy and Connect Classroom Learning to Practice: A Study of Future Teachers in the United States and Singapore

In this study, we conducted secondary analyses using the TEDS-M database to explore future mathematics specialists teachers’ opportunities to learn (OTL) how to teach mathematics. We applied latent class analysis techniques to differentiate among groups of prospective mathematics specialists with potentially different OTL mathematics pedagogy within the United States and Singapore. Within the United States, three subgroups were identified: (a) Comprehensive OTL, (b) Limited OTL, and (c) OTL Mathematics Pedagogy. Within Singapore, four subgroups were identified: (a) Comprehensive OTL, (b) Limited Opportunities to Connect Classroom Learning with Practice, (c) OTL Mathematics Pedagogy, and (d) Basic OTL. Understanding the opportunities different prospective teachers had to learn from and their experiences with different components of instructional practice in university and practicum settings has implications for teacher preparation programs

Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior

The present study examined the concurrent contribution of Turkish children’s temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on children’s temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on children’s temperament and teachers reported on their relationships with children as well as children’s social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support children’s social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed

Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children's social competence and antisocial behavior

The present study examined the concurrent contribution of Turkish children's temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on children's temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on children's temperament and teachers reported on their relationships with children as well as children's social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support children's social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed

Difficult temperament and children’s peer relations: The moderating role of quality of parent–child relationships

The current study is an examination of contributions of difficult temperament and qualities of parent–child relationship to Turkish children’s peer relations, with a specific focus on the moderating role of parent–child relationships (closeness and conflict) on difficult temperament when predicting children’s peer relations. Participants were 94 children (56 boys) with the mean age of 7.05 years (SD? =?.88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on parent–child relationships and child temperament, and teachers reported on peer relations. Results from the hierarchical regression analyses showed that parent–child conflict was negatively associated with children’s peer relations. Parent–child conflict moderated the association between children’s difficult temperament and their peer relations. Children who experienced low levels of parent conflict and were not temperamentally difficult showed more positive peer relations as rated by their teachers. Limitations and future directions of the current study are discussed

Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior

The present study examined the concurrent contribution of Turkish children’s temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on children’s temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on children’s temperament and teachers reported on their relationships with children as well as children’s social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social compete