1,720,999 research outputs found
Developing Preservice Teachers’ Mathematical Content Knowledge with MyMathTest
No full textThis presentation will showcase how MyMathTest can be used to develop preservice teachers’ mathematical content knowledge, and can support preservice teachers’ preparation for state certification assessment measures. MyMathTest is an online assessment tool that can be adaptive or comprised of fixed items. In addition to the assessment items, MyMathTest offers instructional resources that can assist preservice teachers in reviewing mathematical content and remediating areas of weakness. Therefore, an overview of MyMathTest will be presented, and feedback from preservice teachers about MyMathTest will be shared
An Inherent Tension: Students Engaging with Proof in Intermediate Algebra
No full textIntermediate algebra instructors are expected to address gaps in students’ content knowledge and ensure that students acquire the prerequisite skills needed for college algebra and other tertiarylevel mathematics courses, which may create an inherent tension between “covering” thecurriculum and allocating time for students to prove. Attending to proof in intermediate algebra can strengthen students’ understanding of mathematics, and enhance their abilities to develop mathematical arguments. Therefore, this article provides practical strategies for instructors to increase opportunities for students to engage with proof in intermediate algebra, namely: articulate objectives pertaining to reasoning and proof in the course syllabus, modify tasks, orchestrate mathematical discourse within the classroom setting, integrate technology, and include proof tasks on assessments
Using Improvement Science to Promote Mathematics Teaching Practices and Equity during Clinical Experiences
No full textThis presentation will describe how a national partnership among mathematics teacher educators is using an improvement science research design to promote mathematics teaching practices and equitable learning opportunities. Initially, the presenter will describe the continuum of collaborative and student-focused clinical experiences, including co-planning /co-teaching and paired placement fieldwork models. Subsequently, insights of measures used to garner data across the continuum about the impact of pre-service teachers’ equitable implementation of the Mathematics Teaching Practices (National Council of Teachers of Mathematics [NCTM], 2014) will be discussed.
This presentation in intended for a researcher and practitioner audience. It is connected to the conference theme because it seeks to highlight a national effort to improve teacher preparation programs
An Examination of How Teachers Use Curriculum Materials for the Teaching of Proof in High School Geometry
No full textThe Implications of a Pacing Guide on the Development of Students Ability to Prove in Geometry
Get PDFThis study examined the influence of a departmental decision to use the same pacing guide on the planning and enactment of proof tasks of the district-adopted textbook (Prentice HallGeometry). Quantitative data were collected from a textbook analysis and the tasks students were assigned, and the qualitative data were collected from classroom observations, teachers’ artifacts and interviews. The results indicate that teachers adhere to their departmental pacing guide by assigning the same tasks, however, there existed variation in the enacted lessons. Additionally, the results suggest the proof tasks assigned in the pacing guide generally required little cognitive rigor. This study has implication on the development of students’ proof skill
The Integration of Technology in Model Eliciting Activities to Support Mathematical Reasoning
No full textA Case Study of the Enactment of Proof Tasks in High School Geometry
No full textThis paper describes how a Midwestern geometry teacher enacted proof tasks with respect to levels of cognitive demands. Data were collected via teacher interviews, observation protocol, audio, and video recording of the enacted lessons and teacher artifacts. The results suggest that the guidance offered during whole class discussion often reduced the level of cognitive demand of potentially richer tasks. Furthermore, whenever the teacher talked less and allowed students to work independently or in groups, the enacted proof tasksgenerallymaintained higher-levels of cognitive demand
Using MyLabsPlus Workspace to Unpack Students\u27 Mathematical Thinking
No full textConsidering that instruction, curriculum, and assessment are interconnected, MyLabsPlus Workspace is an effective tool that bridges these tenets together. MyLabsPlus Workspace is an online assessment tool created by Pearson that contains mathematical tasks. This online assessment tool (MyLabsPlus Workspace) allows students to demonstrate their mathematical conceptions, by showing all steps they used to arrive at the correct solution for tasks posed. Additionally, it ensures the accuracy of students’ mathematical communications while reducing teachers’ assessment responsibilities. Being cognizant that it is a goal of NCTM (2014) to ensure each and every student learns mathematics, unpacking students written and oral communications via formative assessment measures can be valuable to the field. Using MyLabsPlus Workspace to analyze students\u27 responses, teachers can better plan to differentiate instruction that promotes learning. Thus, the information garnered from the use of this online assessment tool can seek to ensure that all students have an opportunity to achieve excellence in mathematics.
This presentation will provide an overview of features of Workspace, and common errors students make when working on the online homework assignments. This presentation seeks to share research findings as well as illustrate a practical tool that can be used for introductory mathematics courses. Thus, the target audience of the presentation is mathematicians and mathematics educators. This presentation readily connects to the conference theme because it seeks to promote the effective learning of mathematics in an online environment
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