An official website of the United States government
This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.
more »
« less
Mathematics Pre-Service Teachers’ Perceptions About Culturally Responsive Mathematics Teaching and Teaching Mathematics for Social Justice
- Award ID(s):
- 2237151
- PAR ID:
- 10573798
- Publisher / Repository:
- Routledge
- Date Published:
- Journal Name:
- The Educational Forum
- ISSN:
- 0013-1725
- Page Range / eLocation ID:
- 1 to 18
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Brown, Ryan; Antink-Meyer, Allison (Ed.)Current education reforms call for engaging students in learning science, technology, engineering, and mathematics (STEM) in an integrative way. This critical case study of one fourth grade teacher investigated the use of educational robots (ER) not only for teaching coding, but as an instructional support in teaching mathematical concepts. To support teachers in teaching coding in an integrative and logical manner, our team developed the Collective Argumentation Learning and Coding (CALC) approach. The CALC approach consists of three elements: choice of task, coding content, and teacher support for argumentation. After a cohort of elementary teachers completed a professional development course, we followed them into their classrooms to support and document implementation of the CALC approach. Data for this case consisted of video recordings of two lessons, a Pre-interview, and Post-interview after each lesson. Research questions included: How does an elementary teacher use the CALC approach (integrative STEM approach) to teach mathematics concepts with ER? What are the teacher’s perspectives towards teaching mathematics with ER using an integrative STEM approach? Results from this critical case provide evidence that teachers can successfully integrate ER into the mathematics curriculum without losing coherence of mathematics topics and while remaining sensitive to students’ needs.more » « less
-
Despite their impact on undergraduate learners, few studies have investigated mathematics graduate teaching assistants’ (MGTAs) needs for professional development as they learn about teaching. In this study, we surveyed and interviewed MGTAs longitudinally as they progressed through their graduate programs. With surveys and interviews, we aimed to capture changes in MGTAs’ views of mathematics and teaching, whether they felt that they received adequate support, and what other support they feel they needed to grow as teachers. Using two phases of thematic analysis, we found several issues that interrupted MGTAs’ progress as teachers.more » « less
-
Despite their impact on undergraduate learners, few studies have investigated mathematics graduate teaching assistants’ (MGTAs) needs for professional development as they learn about teaching. In this study, we surveyed and interviewed MGTAs longitudinally as they progressed through their graduate programs. With surveys and interviews, we aimed to capture changes in MGTAs’ views of mathematics and teaching, whether they felt that they received adequate support, and what other support they feel they needed to grow as teachers. Using two phases of thematic analysis, we found several issues that interrupted MGTAs’ progress as teachers.more » « less
-
As a group of teachers and researchers in the USA who have collaborated to design captivating lessons with this story perspective, we have been exploring how centring students’ aesthetic reactions in our design process can result in lessons that are more captivating (Dietiker et al., 2019). In this article, we share a lesson designed by one teacher (Kayla) in collaboration with her co-authors and colleagues. This lesson was enacted with her Year 10 students (aged 14–15) in a non-accelerated integrated mathematics course at a diverse high school in a working-class suburb.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/00131725.2024.2368890
