Actively Engaging Pre-service Teachers in Geometry and Measurement

Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, ability to reason about mathematics, facility in making connections across content strands and to other subjects, and proficiency in communicating mathematical ideas (Baroody & Coslick, 1998; National Council of Teachers of Mathematics, 1989; Orrill & French, 2002). The author calls for research that more closely examines students’ learning experiences and educational outcomes such as mathematical power and mathematics knowledge for teaching (Hill, Rowan, & Ball, 2005)

Paper 3: Actively Engaging Pre-service Teachers in Geometry and Measurement

Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, ability to reason about mathematics, facility in making connections across content strands and to other subjects, and proficiency in communicating mathematical ideas (Baroody & Coslick, 1998; National Council of Teachers of Mathematics, 1989; Orrill & French, 2002). The author calls for research that more closely examines students’ learning experiences and educational outcomes such as mathematical power and mathematics knowledge for teaching (Hill, Rowan, & Ball, 2005)

Design Considerations for Visually-Aided Discussion Prompts: Emphasizing Mathematical Reasoning in Teacher Education

The availability and familiarity of online discussion tools create new instructional options that teacher educators can use to foster prospective teachers’ understanding of mathematics. In particular, online discussion blogs provide an avenue through which teacher educators can press prospective teachers to explore mathematical concepts and share their mathematical reasoning with peers. Furthermore, by incorporating visual stimulations as a design component of these discussion blogs, prospective teachers can make sense of and respond to others’ ideas about mathematical concepts with greater clarity. This paper shares preliminary findings of a research study that examined the extent to which the design of a series of visually-aided online discussion prompts facilitated prospective elementary teachers’ (PSTs) use of mathematical reasoning in a geometry and measurement course. Results suggest that (a) the wording of discussion prompts influences the nature of mathematical justifications that PSTs focus on in their responses and (b) social norms for communicating in online forums may influence the ways in which PSTs interact with peers in an online discussion blog about their mathematical reasoning

Paper 2: Design Considerations for Visually-Aided Discussion Prompts: Emphasizing Mathematical Reasoning in Teacher Education

The availability and familiarity of online discussion tools create new instructional options that teacher educators can use to foster prospective teachers’ understanding of mathematics. In particular, online discussion blogs provide an avenue through which teacher educators can press prospective teachers to explore mathematical concepts and share their mathematical reasoning with peers. Furthermore, by incorporating visual stimulations as a design component of these discussion blogs, prospective teachers can make sense of and respond to others’ ideas about mathematical concepts with greater clarity. This paper shares preliminary findings of a research study that examined the extent to which the design of a series of visually-aided online discussion prompts facilitated prospective elementary teachers’ (PSTs) use of mathematical reasoning in a geometry and measurement course. Results suggest that (a) the wording of discussion prompts influences the nature of mathematical justifications that PSTs focus on in their responses and (b) social norms for communicating in online forums may influence the ways in which PSTs interact with peers in an online discussion blog about their mathematical reasoning

Listening Responsively

The article discusses the significance of listening carefully in learning mathematics. It mentions that teacher educators faces several challenges while fostering mathematical discourse among prospective elementary school teachers. It also mentions listening can improve students\u27 understanding of mathematics, and obtain a means of formative assessment. It also helps to increase their own mathematical knowledge, and support their own engagement in generative learning

Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

Peer interactions are a critical component of students\u27 academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students\u27 cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini, 1980, 1991, 2005). Research shows that reasonable levels of social interactions along with interactions that are academically-centered support students\u27 persistence in undergraduate study (Bank, Slavings, & Biddle, 1990; Liu & Liu, 2000; Loo & Rolison, 1986). While both social and academic interactions among students shape undergraduate learning experiences, these interactions can differentially influence students\u27 academic success and retention in undergraduate education. This study examined the ways first-year students supported their academic success in undergraduate mathematics-based programs by exploring the types of academic-centered peer interactions (ACPIs) in which students engaged both inside and outside of the classroom setting, and the relationship between participation in ACPIs to retention in undergraduate mathematics-based programs

Improving teaching and learning: mathematics and science faculty reflections across time

Applying a retrospective, qualitative, longitudinal approach, this study identified aspects of teaching and learning in mathematics and science courses that were the focus of reflections for faculty who were involved early in a STEM improvement effort at an institution oriented toward change. Results indicated an emphasis on instructional considerations but variability in participants’ focus on student learning before, during, and after participating in a yearlong faculty learning community. Implications are described that relate to building on faculty’s sense of caring, so as to centre professional development experiences on student considerations and on fostering change in undergraduate STEM education through a ‘propagation’ approach

Using Strand Committees to Build Faculty Support for Departmental Change

In this article, the authors propose a department-level curricular committee structure, called Strand Committees, as a mechanism to facilitate oversight and enact significant change to policies and practices in specific courses. The primary goal of the Strand Committees is improving both student success and instruction while upholding a high degree of shared governance. The focus of this paper is based around three recommendations encapsulating the philosophy of Strand Committees: increasing faculty buy-in for change efforts; capitalizing on the enthusiasm of a few faculty members to serve as change agents; and structuring the committees so participation is open, voluntary, and there is continuity to the work. The authors present the history and context of Strand Committees at a large, recently consolidated public university, highlight examples of successful and beneficial changes resulting from this work, and discuss how Strand Committees may lead to supporting improvements in teaching and learning in undergraduate mathematics