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"Mathematics Study and teaching (Secondary) Activity programs."
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Captivate, activate, and invigorate the student brain in science and math, grades 6-12
John Almarode and Ann Miller provide numerous strategies and a model for developing engaging science and math lessons and units that captivate students, activate prior knowledge, and invigorate student interest by making lessons rigorous and relevant.
eBook
Communication and creativity in the math classroom
Whether you are a new or an experienced teacher, Communication and Creativity in the Math Classroom provides you with classroom-tested activities and ideas which are motivating, engaging, and meaningful to students. Traditional textbooks commonly feature conventional, un-engaging, and somewhat boring problems and activities. Communication and Creativity in the Math Classroom provides you with activities and ideas which stress life skills such as communicating more effectively, being creative, analyzing a variety of problems, following directions, and working cooperatively with others. These skills are very valuable but are rarely addressed in the traditional math curriculum. The materials and ideas in this book allow you to interject these skills into your daily lessons while covering various mathematical topics. Many of the easily reproducible activities can be used as assessments; consequently, suggested scoring rubrics are included as well as helpful strategies and observations.
eBook
Developing life skills through math & science games
Shaping character and life skills for our leaders of tomorrow has always been a challenging task. This exciting new book brings a new perspective to educating our young in a fun, exciting and engaging manner. High energy games that bring about both breadth and depth of discussion by the participants will inevitably develop their innate leadership potential and competency levels over time. These games are designed to be logistically minimal so that all can enjoy the games at any time.
eBook
The process of problem posing
The aim of this study is to develop a descriptive phase model for problem-posing activities based on structured situations. For this purpose, 36 task-based interviews with pre-service primary and secondary mathematics teachers working in pairs who were given two structured problem-posing situations were conducted. Through an inductive-deductive category development, five types of activities (situation analysis, variation, generation, problem-solving, evaluation) were identified. These activities were coded in so-called episodes, allowing time-covering analyses of the observed processes. Recurring transitions between these episodes were observed, through which a descriptive phase model was derived. In addition, coding of the developed episode types was validated for its interrater agreement.
Journal Article
High school mathematics teachers' changes in beliefs and knowledge during lesson study
This research investigates how a lesson study (LS) on designing and implementing challenging tasks impacts Vietnamese high school mathematics teacher knowledge and beliefs. Its contribution highlights cultural considerations when
adopting LS to the forefront to contextualize the impacts. The results show that the teachers developed their specialized content knowledge by attending to students' mathematics and creating cognitive conflicts building on student
responses. The teachers changed their curriculum knowledge from implementer to transformer, improved knowledge about content and students attending to difficulties and misconceptions, and enhanced their knowledge about content and
teaching in ways they designed, sequenced, and evaluated approaches that fit student learning. Finally, they changed their beliefs about mathematics to a comprehensive view of knowledge, mathematical proficiency, and sophisticated
beliefs of teaching and learning. Discussion about the essence of LS when adopting it to different cultures is included. [Author abstract]
Journal Article
Video as a tool for focusing teacher self-reflection : supporting and provoking teacher learning
This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to teachers to play a self-scaffolding role in their own professional education. The study involved the investigation of an approach to the provision of feedback to teachers about their practice that involved stimulating teacher self-reflection and juxtaposed structure and agency. An observation framework grounded in classroom practice research was developed, and teachers selected elements of that framework to serve as the focus for examining their practice and seeking feedback about that practice. Teachers and researchers examined video-recorded lessons focusing on the teachers' selected observation elements, and then engaged in feedback conversations about their observations and analyses, and the implications of these for future practice. The approach identified the video record as an artefact of the teacher's own practice and one which demanded a professional response from the teacher. The balance between structure and agency realised in the study, in combination with the use of video for observation and analysis of practice, facilitated teacher self-reflection and functioned to both support and provoke teacher learning. [Author abstract]
Journal Article
Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program
Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination.
Journal Article
The preparation experiences of elementary mathematics specialists: examining influences on beliefs, content knowledge, and teaching practices
Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for teaching in the classroom. However, limited inquiry has explored how to best prepare EMSs and how program features and learning activities influence their development. This mixed-method study identifies some of the interrelated benefits from a K-5 Mathematics Endorsement Program designed to prepare EMSs through examining changes in mathematical beliefs, specialized content knowledge (SCK), and classroom teaching practices during the program. Data (
n
= 32) were collected over the 2-semester program via belief surveys, a content knowledge assessment, observations of teaching practices, and individual interviews from elementary teachers participating in the program. The findings show some changes in beliefs can be made relatively quickly, other shifts in beliefs take more time and continued support, and changes in SCK and adoption of various aspects of standard-based pedagogy require considerably greater opportunities to learn. The described program features and learning experiences provided a context for these changes and offer considerations for EMS preparation programs.
Journal Article
Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families
Success and failure in formal mathematics education has been used to legitimize stratification. We describe participatory design research as a methodology for systemic repair. The analysis describes epistemic authority-exercising the right or the power to know-as a form of agency in processes of mathematical problem solving and learning. We asked: What will aid families in advocating for their children's math learning, particularly when they expressed concern about their ability to do so? Participatory design research provided a collaborative and iterative method to work with people who shape math learning: parents, children, teachers, community organizers, researchers, curriculum developers, and mathematicians. Data from four years of participant observation involved the design, facilitation, and dissemination of workshops and take-home materials and family case studies. As participating families claimed epistemic authority, institutional barriers became more visible. This tension maps where participatory design methodology can evolve to address systemic change.
Journal Article