Title: MATHEMATICAL KNOWLEDGE FOR TEACHING COLLEGE ALGEBRA AT COMMUNITY COLLEGES
We report on the relationship between community college instructors’ performance on an instrument measuring mathematical knowledge for teaching college algebra with their teaching experience and their frequency of using specific tasks of teaching. The findings support the argument that the instrument assesses critical knowledge for teaching college algebra. We propose further work based on these findings. more »« less
Mesa, Vilma; Ko, Inah; Duranczyk, Irene; Kimani, Patrick; Watkins, Laura; Lim, Dexter; Beisiegel, Mary; Strom, April; Akoto, Bismark
(, Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education)
We report on the relationship between community college instructors’ performance on an instrument measuring mathematical knowledge for teaching college algebra with their teaching experience and their frequency of using specific tasks of teaching. The findings support the argument that the instrument assesses critical knowledge for teaching college algebra. We propose further work based on these findings.
Ko, Inah; Mesa, Vilma; Duranczyk, Irene; Herbst, Patricio; Kohli, Nidhi; Ström, April; Watkins, Laura
(, International Journal of Mathematical Education in Science and Technology)
In this paper, we examine the relationships between teachers’ subject matter preparation and experience in teaching and their performance on an instrument measuring mathematical knowledge for teaching Algebra 1. We administered the same instrument to two different samples of teachers−high school practicing teachers and community college faculty − who teach the same algebra content in different levels of institutions, and we compared the performance of the two different samples and the relationships between the measured knowledge and their educational and teaching background across the samples. The comparison suggested that the community college faculty possess a higher level of mathematical knowledge for teaching Algebra 1 than high school teachers. The subsequent analyses using the Multiple Indicator Multiple Causes (MIMIC) models based on our hypothesis on the factors contributing to the differences in the knowledge between the two teacher samples suggest that experience teaching advanced algebra courses has positive effects on the mathematical knowledge for teaching Algebra 1 in both groups. Highlighting the positive effect of algebra-based teaching experience on test performance, we discuss the implications of the impact of subject specific experience in teaching on teachers’ mathematical content knowledge for teaching.
We report on one aspect of the validation process of our mathematical knowledge for teaching college algebra at community colleges MKT-CCA instrument using cognitive interviews with 16 participants
Beisiegel, Mary; Watkins, Laura; Mesa, Vilma
(, Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education)
We report on one aspect of the validation process of our mathematical knowledge for teaching college algebra at community colleges MKT-CCA instrument using cognitive interviews with 16 participants
McGathey, N.
(, Proceedings of the seventh annual Indiana STEM Conference. West Lafayette, IN)
s research brief will share insights from using the curriculum, Thinking With Algebra (TWA), a National Science Foundation Project (DUE 2021414). The focus will be on the value of using this curriculum when working specifically with students who have taken Algebra I and Algebra II in high school, but were not prepared for college algebra or precalculus. This curriculum is specifically designed for STEM-track students who place below the level of college algebra when they enter college. The authors have found that TWA helps instructors honor the mathematical knowledge and ideas that students bring into the classroom. The curriculum units give instructors the freedom to choose the topics that suit their objectives. TWA also offers a variety of approaches to help students connect with mathematics in a new way. This brief will expand on these them students that the authors observed when teaching with this curriculum.
Mesa, Vilma, Ko, Inah, Duranczyk, Irene, Kimani, Patrick, Watkins, Laura, Lim, Dexter, Beisiegel, Mary, Strom, April, and Akoto, Bismark. MATHEMATICAL KNOWLEDGE FOR TEACHING COLLEGE ALGEBRA AT COMMUNITY COLLEGES. Retrieved from https://par.nsf.gov/biblio/10528774.
Mesa, Vilma, Ko, Inah, Duranczyk, Irene, Kimani, Patrick, Watkins, Laura, Lim, Dexter, Beisiegel, Mary, Strom, April, and Akoto, Bismark.
"MATHEMATICAL KNOWLEDGE FOR TEACHING COLLEGE ALGEBRA AT COMMUNITY COLLEGES". Country unknown/Code not available: Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. https://par.nsf.gov/biblio/10528774.
@article{osti_10528774,
place = {Country unknown/Code not available},
title = {MATHEMATICAL KNOWLEDGE FOR TEACHING COLLEGE ALGEBRA AT COMMUNITY COLLEGES},
url = {https://par.nsf.gov/biblio/10528774},
abstractNote = {We report on the relationship between community college instructors’ performance on an instrument measuring mathematical knowledge for teaching college algebra with their teaching experience and their frequency of using specific tasks of teaching. The findings support the argument that the instrument assesses critical knowledge for teaching college algebra. We propose further work based on these findings.},
journal = {},
volume = {3},
publisher = {Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education},
author = {Mesa, Vilma and Ko, Inah and Duranczyk, Irene and Kimani, Patrick and Watkins, Laura and Lim, Dexter and Beisiegel, Mary and Strom, April and Akoto, Bismark},
editor = {Evans, Tanya and Marmur, Ofer and Hunter, Jodie and Leach, Generosa and Jhagroo, Jyoti}
}
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