Download or read book Middle School Mathematics Teachers Problem Solving Beliefs and Practices in the School Based Teacher Leader Program written by Christina Geba Poetzl and published by ProQuest. This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite widespread agreement about the important role that problem solving should play in mathematics teaching and learning, many teachers do not have clear visions of what it means to engage in problem solving or what teaching problem solving in a mathematics classroom entails. The purpose of this executive position paper is to examine the effects of participating in a multi-year mathematics professional development program focused on problem solving on middle school teachers' conceptions of problem solving, reported problem solving instructional practices, and beliefs about students' abilities to engage in problem solving. This study also investigated which features of the professional development the teachers reported as most influential. Teachers in the professional development project identified two at-risk students; these students were videotaped engaging in problem solving activities throughout the year. Each of the five teachers in the study completed a pre- and post-questionnaire and participated in three interviews over the course of one year. Case studies were developed for each of the teachers. Results indicate that all five teachers modified their conceptions of problem solving. While most teachers expressed a view of problem solving as the application of recently learned mathematics, they also showed signs of moving toward a view of problem solving as a vehicle for learning new mathematical ideas. Another key finding was that analysis of the videos of students engaged in problem solving supported teachers in learning more about their focus student's abilities, resulting in teachers expressing higher expectations for students and providing more opportunities for students to engage in problem solving.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Mathematics to Middle School Students with Learning Difficulties written by Marjorie Montague and published by Guilford Publications. This book was released on 2018-03-05 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle school curriculum. Presented are a range of methods for helping struggling learners build their understanding of foundational concepts, master basic skills, and develop self-directed problem-solving strategies. While focusing on classroom instruction, the book also includes guidelines for developing high-quality middle school mathematics programs and evaluating their effectiveness.
Download or read book Assessment that Informs Practice written by and published by . This book was released on 2000 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age written by Niess, Margaret and published by IGI Global. This book was released on 2016-04-22 with total page 714 pages. Available in PDF, EPUB and Kindle. Book excerpt: The digital age provides ample opportunities for enhanced learning experiences for students; however, it can also present challenges for educators who must adapt to and implement new technologies in the classroom. The Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age is a critical reference source featuring the latest research on the development of educators’ knowledge for the integration of technologies to improve classroom instruction. Investigating emerging pedagogies for preservice and in-service teachers, this publication is ideal for professionals, researchers, and educational designers interested in the implementation of technology in the mathematics classroom.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Secondary Lenses on Learning Participant Book written by Catherine Miles Grant and published by Corwin Press. This book was released on 2009-08-11 with total page 425 pages. Available in PDF, EPUB and Kindle. Book excerpt: This participant book, in combination with the facilitator's guide, forms a comprehensive professional development program designed to improve the efforts of site-based mathematics leadership teams for middle and high schools. Secondary Lenses on Learning prepares leaders to explore concepts in middle and high school algebra as a window into content, instruction, and assessment. You will learn how to assess the strengths and needs of your mathematics programs, set goals, and generate plans for ongoing improvement by engaging in extended explorations and conversations based on readings, problem-based activities, cases, and videos.
Download or read book American Educational Research Association Annual Meeting Program written by American Educational Research Association and published by . This book was released on 2003 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transforming Mathematics Instruction written by Yeping Li and published by Springer. This book was released on 2014-07-05 with total page 581 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book surveys and examines different approaches and practices that contribute to the changes in mathematics instruction, including (1) innovative approaches that bring direct changes in classroom instructional practices, (2) curriculum reforms that introduce changes in content and requirements in classroom instruction, and (3) approaches in mathematics teacher education that aim to improve teachers’ expertise and practices. It also surveys relevant theory and methodology development in studying and assessing mathematics instruction. Classroom instruction is commonly seen as one of the key factors contributing to students’ learning of mathematics, but much remains to be understood about teachers’ instructional practices that lead to the development and enactment of effective classroom instruction, and approaches and practices developed and used to transform classroom instruction in different education systems. Transforming Mathematics Instruction is organized to help readers learn not only from reading individual chapters, but also from reading across chapters and sections to explore broader themes, including: - Identifying what is important in mathematics for teaching and learning emphasized in different approaches; - Exploring how students’ learning is considered and facilitated through different approaches and practices; - Understanding the nature of various approaches that are valued in different systems and cultural contexts; - Probing culturally valued approaches in identifying and evaluating effective instructional practices. The book brings new research and insights into multiple approaches and practices for transforming mathematics instruction to the international community of mathematics education, with 25 chapters and four section prefaces contributed by 56 scholars from 10 different education systems. This rich collection is indispensable reading for mathematics educators, researchers, teacher educators, curriculum developers, and graduate students interested in learning about different instructional practices, approaches for instructional transformation, and research in different education systems. It will help readers to reflect on approaches and practices that are useful for instructional changes in their own education systems, and also inspire them to identify and further explore new areas of research and program development in improving mathematics teaching and learning.
Download or read book Exploring Secondary School Mathematics Teachers Problem Solving Beliefs and Teaching Practices written by Lynn Georges Farah and published by . This book was released on 2009 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to explore the relationship between secon dary mathematics teachers' beliefs about problem solving and its pedagogy, and t heir teaching practices. Ten secondary school mathematics teachers from one priv ate school in Beirut were involved in the first phase of this case study; howeve r, only three teachers were selected to take part in the second phase of the stu dy. Qualitative research methods were used including interviews, questionnaires and classroom observations, in order to determine the teachers' professed episte mologies as well as their reported problem solving beliefs and practices regardi ng mathematics, its teaching and learning, and to compare them with their actual teaching practices. The results indicated that teachers' conceptions of mathema tics, its teaching and learning, within and across the three categories, cannot be attributed to one single epistemology (Platonist, Instrumentalist or Problem Solving). Moreover, regardless of differences among teachers, teachers' concepti ons of teaching seem to subscribe to the Platonist epistemology, whereas those o f mathematics and learning are more towards the Instrumentalist epistemology. Th e findings also revealed that the beliefs of the teachers about problem solving and its pedagogy tend to be towards Problem Solving in mathematics, its teaching and learning. Furthermore, though teachers' beliefs about problem solving and i ts pedagogy seem to be oriented towards problem solving, they show differences r egarding the definitions, roles and teaching of problem solving. Conversely, tea chers' reported teaching practices appear less oriented towards the problem solv ing approach than their professed beliefs. Finally, there seems to be substantia l alignment between the teachers' actual observed practices on one hand, and the ir reported beliefs and practices about the teaching of problem solving on the o ther hand. This alignment includes the primary tendency of each teacher as well as secondary tendencies.
Download or read book Middle School Mathematics Lessons to Explore Understand and Respond to Social Injustice written by Basil M. Conway IV and published by Corwin Press. This book was released on 2022-07-20 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: "If you teach middle school math and have wanted to promote social justice, but haven’t been sure how to get started, you need to check out this book. It incorporates lessons you can use immediately as well as how to foster the kind of classroom community where students will thrive. It’s the kind of book you’ll want to have alongside you to support you throughout your journey." Robert Kaplinsky Author and Consultant Long Beach, CA Empower young adolescents to be the change—join the teaching mathematics for social justice movement! Students of all ages and intersecting identities—through media and their lived experiences— bear witness to and experience social injustices and movements around the world for greater justice. However, when people think of social justice, mathematics rarely comes to mind. With a user-friendly design, this book brings middle school mathematics content to life by connecting it to issues students see or experience. Developed for use by Grades 6-8 educators, the contributed model lessons in this book walk teachers through the process of applying critical frameworks to instruction, using standards-based mathematics to explore, understand, and respond to social injustices. Learn to plan daily instruction that engages young adolescents in mathematics explorations through age-appropriate, culturally relevant topics such as health and economic inequality, human and civil rights, environmental justice, and accessibility. Features include: Content cross-referenced by mathematical concept and social issues Connection to Learning for Justice’s social justice standards Downloadable teacher materials and lesson resources Guidance for lessons driven by young adolescents’ unique passions and challenges Connections between research and practice Written for teachers committed to developing equitable and empowering practices through the lens of mathematics content and practice standards as well as social justice standards, this book will help connect content to young adolescents’ daily lives, strengthen their mathematical understanding, and expose them to issues that will support them in becoming active agents of change and responsible leaders.
Download or read book Global Perspectives and Practices for Reform Based Mathematics Teaching written by Kartal, Ozgul and published by IGI Global. This book was released on 2022-04-22 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reform-based mathematics has become a popular topic in the education field as this teaching emphasizes classroom discourse and instructional goals related to student engagement and an understanding of mathematical reasoning, concepts, and procedures using instructional practices that build on students’ informal knowledge of mathematics. It also connects mathematics with other disciplines and the real world and provides opportunities for students to contribute and invent their own methods during problem-solving. Further study on the best practices, benefits, and challenges of implementing this teaching into education is required. Global Perspectives and Practices for Reform-Based Mathematics Teaching explores international perspectives on diverse reform-based practices in teaching and learning mathematics, describes challenges and issues for teachers and teacher educators, promotes reflection and academic discussion at various levels and in various educational systems, and raises questions for the field of mathematics education. Covering a range of topics such as teacher preparation programs and integrated learning spaces, this reference work is ideal for academicians, practitioners, researchers, instructors, educators, and students.
Download or read book Teachers Use of a Problem solving Oriented Sixth grade Mathematics Unit Two Case Studies written by Anthony Dane Rickard and published by . This book was released on 1993 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Guide to Mathematics Leadership written by Don S. Balka and published by Corwin Press. This book was released on 2009-11-18 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "If you have anything at all to do with mathematics leadership in your school or district, this resource is the launch pad for your leadership efforts. It provides the necessary background, gets you started, and will force you to consider ′leadership traps′ you may encounter along the way. This book won′t be placed on a shelf—it will be used daily!" —Skip Fennell, Professor, McDaniel College Past President, National Council of Teachers of Mathematics Empower mathematics educators and learners to meet and exceed high expectations! School leaders who are responsible for improving mathematics achievement face tremendous challenges. Written by three noted mathematics educators, this book helps leaders implement a high-quality mathematics program, regardless of the status of their current programs or the availability of resources. A Guide to Mathematics Leadership presents a process-based approach to improving mathematics instruction based on five principles identified by the National Council of Teachers of Mathematics (NCTM)—equity, curriculum, teaching, learning, and assessment—and four leadership principles from the National Council of Supervisors of Mathematics (NCSM)—equity leadership, teaching and learning leadership, curriculum leadership, and assessment leadership. These principles are applied during the program improvement cycle, which includes: Articulating the curriculum Implementing the curriculum Incorporating effective instructional strategies Providing timely and targeted feedback Establishing professional learning communities Fostering professional development Filled with practical advice, tips, tools, and resources for each stage of the process, this book guides readers in the next steps to excellence in mathematics instruction and learning.
Download or read book The Mathematics Educator written by and published by . This book was released on 2003 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Knowledge and Practice in Middle Grades Mathematics written by and published by BRILL. This book was released on 2008-01-01 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a coherent collection of research studies on teacher knowledge and its relation to instruction and learning in middle-grades mathematics. The authors provide comprehensive literature reviews on specific components of mathematics knowledge for teaching that have been found to be important for effective instruction.
Download or read book Middle School Teachers Use of a Formative Feedback Guide in Mathematics Problem Solving Instruction written by Jessica Strowbridge and published by . This book was released on 2009 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to address the implementation fidelity of one part of a professional development model developed by the Northwest Regional Educational Laboratory (NWREL). Specifically, this research investigates middle school teachers' use of a formative feedback guide developed by NWREL staff, examining the reliability with which teachers use the guide and how its use influences the follow-up instructional decisions they make. The subjects of the study were ten middle school mathematics teachers who participated in the NWREL professional development and the subsequent classroom problem solving activities. The primary data collected for the study were student solutions to problem solving tasks, teacher evaluations of student performance using the NWREL formative feedback guide, and teacher plans for sharing student work in a follow-up class. Wiliam and Black et al provide frameworks for considering formative assessment that influenced this study, particularly around the nature of formative assessment practices that positively influence student learning. Stein et al's pedagogical model for sharing student work in classroom discussions formed the basis on which follow-up instruction was considered in this study. The results of this study suggest that the NWREL formative feedback guide functions more as a summative than a formative assessment guide. Teachers did not use the guide with high levels of reliability. The rationales teachers provided for selecting pieces of student work to share in follow-up classroom discussions were almost always related to aspects of mathematical problem solving, especially to show students a variety of strategies. While those rationales were usually reflected to some degree in the student solutions chosen, the comments that teachers wrote for students less frequently reflected the rationales. Based on these results, three new guides are proposed for future professional development efforts for this component of the NWREL program: 1) a formative assessment written comment guide, 2) a scaffolding guide, and 3) a student work selection and sequencing guide.
