Global perspectives and practices for reform-based mathematics teaching:
"This book explores international perspectives on diverse reform-based practices in teaching and learning of mathematics, describes challenges and issues for teachers and teacher educators, promotes reflection and academic discussion at various levels and in various educational systems, and rai...
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| Format: | Buch |
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| Sprache: | English |
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Hershey PA, USA
Information Science Reference (an imprint of IGI Global)
[2022]
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| Schriftenreihe: | A volume in the advances in educational technologies and instructional design (AETID) book series
Premier reference source |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book explores international perspectives on diverse reform-based practices in teaching and learning of 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"-- |
| Beschreibung: | xxv, 378 Seiten Illustrationen 29 cm |
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Datensatz im Suchindex
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|---|---|
| adam_text | Table of Contents Foreword........................................................................................................................................................... xv Preface.............................................................................................................................................................. xix Acknowledgment........................................................................................................................................... xxv Section 1 Reform-Based Mathematics Perspectives and Approaches Chapter 1 Reform-Based Mathematics Teaching Practices in Teacher Education Research Across the Globe.... 1 Susie Morrissey, Mercer University, USA Ozgul Kartal, University of Wisconsin, Whitewater, USA Gorjana Popovic, Illinois Institute of Technology, USA Chapter 2 Reform-Based Mathematics Teaching in the United States........................................................................ 22 Sumeyra Karatas, University of Texas Rio Grande Valley, USA Reyhan Şafak, The Ohio State University, USA Gamze Bulut, Brooklyn College, USA Veysel Karatas, University of Texas Rio Grande Valley, USA Chapter 3 RETA Model for Teaching Mathematics: From the United Kingdom to Turkey.................................... 42 Ipek Saralar-Aras, The University of Nottingham, UK Chapter 4 A Holistic Approach to Teaching the Process of Problem Solving: A Curriculum of Nonroutine
Problems............................................................................................................................................................ 79 Robert (Bob) H. London, California State University, San Bernardino, USA Chapter 5 When Multidisciplinarity Meets Mathematics Teaching............................................................................. 99 Tamar Apel Campo, CimeH Institute, Israel
Section 2 Reform-Based Teaching Practices in Teacher Education Programs Chapter 6 Shifting Preservice Teachers’ Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection: Fostering Commitment to Reform-Based Mathematics........................................................ 116 Brooke Krejci, Winona State University, USA Elana Joram, University of Northern Iowa, USA Anthony J. Gabriele, University of Northern Iowa, USA Chapter 7 Supporting Preservice Elementary Teachers in Planning for Mathematical Discussions.................... 136 Kathryn Mary Rupe, Western Washington University, USA Rebecca S. Borowski, Western Washington University, USA Chapter 8 Supporting Pre-Service Teachers’ Argumentation-Focused Visions of Mathematics Teaching and Learning in a Teacher Preparation Program............................................................................................... 161 Marta T Magiera, Marquette University, USA Vecihi S. Zambak, Monmouth University, USA Hyejin Park, James Madison University, USA Chapter 9 “Who Else Would I Even Talk To?”: Supporting Prospective Teachers’ Engagement With Student Thinking Through a Community of Practice.............................................................................................. 184 Katherine Baker, Elon University, USA Chapter 10 Disrupting Their Histories: Preservice Teachers’ Mathematics Autobiographies as Catalysts for Change............................................................................................................................................................. 209 Joan Gujarati,
State University of New York at Oswego, USA Section 3 Teacher Experiences With Reform-Based Mathematics Teaching Chapter 11 Implementing Reform-Based Mathematics Teaching Practices to Address Student Errors............... 230 Susie Morrissey, Mercer University, USA Gorjana Popovic, Illinois Institute of Technology, USA Chapter 12 Reform-Based Mathematics in Kenya: A Case Study.............................................................................. 256 Yasmin Sitabkhan, RTI International, USA Linda Μ. Platas, San Francisco State University, USA Tabitha Nduku, RTI International, Kenya Wendi Ralaingita, RTI International, USA
Chapter 13 Со-Teaching to Develop Reform-Based Practices in Mathematics: Classrooms as Shared Spaces for Teacher Learning...................................................................................................................................... 273 Raewyn Eden, Massey University, New Zealand Chapter 14 Using the Five Practices to Promote Active and Equitable Learning Environments.............................293 Keith A. Nabb, Piedmont Virginia Community College, USA Compilation of References......................................................................................................................... 323 About the Contributors............................................................................................................................... 371 Index.................................................................................................................................................................376
Detailed Table of Contents Foreword........................................................................................................................................................... xv Preface.............................................................................................................................................................. xix Acknowledgment...........................................................................................................................................xxv Section 1 Reform-Based Mathematics Perspectives and Approaches The chapters in this section present theoretical and practical perspectives and approaches by the international research and practitioner community by looking into trends in teacher education and K-12 classrooms; and by discussing implementation of models with sample tasks, lesson plans, or scenarios. Chapter 1 Reform-Based Mathematics Teaching Practices in Teacher Education Research Across the Globe.... 1 Susie Morrissey, Mercer University, USA Ozgul Kartal, University of Wisconsin, Whitewater, USA Gorjana Popovic, Illinois Institute of Technology, USA In accordance with views of reform-based mathematics teaching from across the globe, the authors reviewed a decade ofresearch published in the International Group-Psychology of Mathematics Education (IG-PME) conference proceedings on reform teaching practices for mathematics pre-service teachers. Six salient practices were identified in the decade of research: lesson planning, noticing, representations, problem solving and posing, discourse and
assessment. The authors found that the beneficial practices of lesson analysis, student work analysis, allowing creativity, discussion, reflection, and piloting assessments promoted reform-based practices. Further research and emphases are needed on preservice teachers’ abilities to make decisions based on student thinking, understand the importance of linking multiple representations, and require explanations from students. Recommendations for broadening the research are included. Chapter 2 Reform-Based Mathematics Teaching in the United States........................................................................ 22 Sumeyra Karatas, University of Texas Rio Grande Valley, USA Reyhan Şafak, The Ohio State University, USA Gamze Bulut, Brooklyn College, USA Veysel Karatas, University of Texas Rio Grande Valley, USA
This chapter examined the trends in reform-based mathematics teaching practices in the United States classrooms. The authors systematically analyzed the journal articles in the Mathematics Teacher: Learning and Teaching PK-12 (MTLT) in order to reveal the current practices that practitioners and experts in mathematics education deem significant and worthy. They found that the most trending reform practices were mathematical discourse, conceptual understanding, task selection, and real-life applications. They discussed each trending practice through sample strategies and provided examples from the reviewed articles. They also identified the least trending reform practices that need attention and discussed associated challenges. Chapter 3 RETA Model for Teaching Mathematics: From the United Kingdom to Turkey.................................... 42 Ipek Saralar-Aras, The University of Nottingham, UK For a long time, research into students’ geometry performance has been regarded as an essential research topic in mathematics. By outlining an innovative mathematics teaching model and offering sample lesson practices from geometry on how to implement the model in the Turkish setting, the purpose of this chapter is to give an international perspective on reform-based practice in mathematics teaching and learning. The chapter focuses on a model for teaching geometry classes that incorporates realistic, exploratory, technology-enhanced, and active (RETA) principles, as well as its implementations in Turkish middle schools. It presents the different approaches of teaching geometry,
common geometry classroom practices in Turkey, the previous models leading to the RETA model, and finally, a review of the RETA model’s principles together with their benefits and drawbacks followed by a discussion. Chapter 4 A Holistic Approach to Teaching the Process of Problem Solving: A Curriculum of Nonroutine Problems............................................................................................................................................................ 79 Robert (Bob) H. London, California State University, San Bernardino, USA This chapter concerns an approach to teaching mathematics that facilitates the student seeing the connection between the process of solving nonroutine mathematics problems and solving significant problems in the student’s life. In this chapter, the author will define a nonroutine problem; discuss the concept of a curriculum of nonroutine problems; discuss a few examples of nonroutine problems, including some that facilitate the student seeing the connection between the process of solving nonroutine mathematics problems and solving significant problems in the student’s life; and suggest guidelines for implementing a curriculum of nonroutine problems consistent with improving the Common Core Mathematical Practices and the concept of reform-based mathematics education. Chapter 5 When Multidisciplinarity Meets Mathematics Teaching.............................................................................99 Tamar Apel Campo, Cimeli Institute, Israel The great expectations put in reform-based mathematics education to solve the
existing conflict between the teaching constructum and the learning agents empower “some kind” of different thinking, not vertical, not lateral, but multidimensional. This situation needs to be explored using appropriate tools that enable a clear vision of the complex educational environment where it takes place. The chapter presents in a systematic sequence the various dimensions identified through the use of complex system analysis and the fuzzy set approach. Examples of implementation of the multidisciplinary approach support the
theoretical aspects of the phenomena studied and reinforce a didactic change in the normative teaching model. This change complies to the use of differentiation skills in the planning stage enabling a wider perspective of the participants in the teaching situation: mathematics, teacher, and students. Section 2 Reform-Based Teaching Practices in Teacher Education Programs The chapters in this section present studies that are implemented in mathematics methods or content courses in teacher education programs in support ofpreservice teachers’ development of reform-based teaching skills. There are implications and recommendations for teacher educators. Chapter 6 Shifting Preservice Teachers’ Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection: Fostering Commitment to Reform-Based Mathematics........................................................ 116 Brooke Krejci, Winona State University, USA Elana Joram, University of Northern Iowa, USA Anthony J. Gabriele, University of Northern Iowa, USA Efforts to promote reform-based mathematics instruction in schools are pervasive, yet many teachers continue to use more traditional, procedural methods. In this chapter, the authors suggest that to achieve sustained adoption of reform-based instruction in mathematics, it is essential for professional development programs to draw teachers’ attention to sources of mathematics teaching efficacy afforded by reform based teaching, such as enhanced student thinking. Educator preparation programs are ideal settings in which to begin this process, and the authors describe how
scaffolded reflection activities within a mathematics methods course were used to focus preservice teachers’ attention on sources of mathematics teaching efficacy that are congruent with reform-based mathematics instruction. The authors suggest that engendering such a shift in the sources for mathematics teaching efficacy may lead to more widespread and sustained use of reform-based teaching methods by preservice teachers in their future practice. Chapter 7 Supporting Preservice Elementary Teachers in Planning for Mathematical Discussions.................... 136 Kathryn Mary Rupe, Western Washington University, USA Rebecca S. Borowski, Western Washington University, USA One goal for teacher preparation programs is to develop preservice teachers’ ability to plan student-centered lessons that include meaningful mathematical discourse. The five practices for orchestrating productive mathematical discussions provides one framework for planning this critical component of mathematics instruction. This chapter discusses several strategies the authors implemented in undergraduate mathematics education courses. Mathematics teacher educators can use these strategies to support preservice teachers as they develop their understanding of mathematical discussions and their mathematical knowledge for teaching. The culminating activity, a three-part lesson planning sequence, prompts preservice teachers to apply knowledge of the five practices to plan responsive lessons in which student thinking is centered. Chapter 8 Supporting Pre-Service Teachers’ Argumentation-Focused Visions of
Mathematics Teaching and Learning in a Teacher Preparation Program............................................................................................... 161 Marta T. Magiera, Marquette University, USA Vecihi S. Zambak, Monmouth University, USA Hyejin Park, James Madison University, USA
This chapter describes the design of integrated learning spaces (ILS) for prospective teachers (PSTs) to support PSTs’ learning about reform-based teaching by helping them experience, think about, understand, and position mathematical argumentation in their future classrooms. Drawing on a longitudinal research program that explored PSTs’ learning about argumentation in elementary and middle school mathematics, the authors discuss the design of ILS in the context of mathematics and pedagogy with field experience courses in a teacher education program. The authors also share the visions of mathematical argumentation as a teaching-learning practice that PSTs developed in the ILS context. Finally, this chapter poses questions for future research that might explore design principles for creating effective ILS in teacher education programs and examine how PSTs’ learning in the ILS context supports their content and pedagogical knowledge development. This chapter also poses questions about ongoing support that future teachers might need to implement and sustain instructional reform. Chapter 9 “Who Else Would I Even Talk To?”: Supporting Prospective Teachers’ Engagement With Student Thinking Through a Community of Practice.............................................................................................. 184 Katherine Baker, Elon University, USA Engagement with student thinking involves eliciting and using evidence of student thinking in instruction. This case study explored how three prospective elementary teachers engaged with student thinking in mathematics and used
this thinking to guide instruction during their student teaching experiences. The prospective teachers were situated at the same school and same grade level and were supported through team meetings facilitated by a mathematics teacher educator. The prospective teachers then voluntarily sustained a community of practice in which they unpacked the pedagogical and content needs of instructional units focused on fractions. Consideration is given to implementation of similar support structures within teacher preparation programs in order to encourage teachers’ engagement with student thinking, especially in mathematics. Chapter 10 Disrupting Their Histories: Preservice Teachers’ Mathematics Autobiographies as Catalysts for Change............................................................................................................................................................. 209 Joan Gujarati, State University of New York at Oswego, USA This qualitative study critically examines elementary preservice teachers’ (PSTs) mathematics histories, predominantly negative relationships with mathematics, to see them through a more positive lens and the impact on their teaching futures. Data from 75 PSTs’ mathematics autobiographies across three teacher education programs in the Northeast United States over a 10-year period reveal that prior teachers are the primary influence on the PSTs’ mathematics identities. This chapter showcases specific teacher and their classroom characteristics which shaped these identities. Themes that are explored in this chapter include connections with
the teacher, learning environment, understanding the purposes of mathematics, use of manipulatives and hands-on learning, mathematics and gender roles, and timed assessments. Implications for mathematics methods courses, teacher effectiveness and professional development, and research on autobiographical inquiry are discussed.
Section З Teacher Experiences With Reform-Based Mathematics Teaching The chapters in this section present studies that explore teachers’ experiences with and opportunities to learn reform-based mathematics teaching in various contexts. There are implications for teacher development and practice. Chapter 11 Implementing Reform-Based Mathematics Teaching Practices to Address Student Errors............... 230 Susie Morrissey, Mercer University, USA Gorjana Popovic, Illinois Institute of Technology, USA The relationship between enactment of reform math (namely Common Core State Standards - Mathematics [CCSSM]), student misconceptions, and teacher variables was investigated. After providing professional development on enactment for the Standards of Mathematical Practice (SMP) of the CCSSM, observations were conducted to determine the degree of enactment of SMP in 22 classrooms of nine teachers in an urban charter school network consisting of three high schools. Students were all boys, 98% African American, and predominantly of low socio-economic status. Data included curricular documents, observation notes, quarterly assessments, and a teacher survey. Results indicated experienced teachers with high efficacy who expected students to reason and discuss their work were related to higher levels of SMP enactment and fewer misconceptions. Implications for teacher education and teacher practice are discussed. Chapter 12 Reform-Based Mathematics in Kenya: A Case Study.............................................................................. 256 Yasmin Sitabkhan, RT1 International,
USA Linda Μ. Platas, San Francisco State University, USA Tabitha Nduku, RTI International, Kenya Wendi Ralaingita, RTI International, USA The focus of this chapter is to describe efforts to implement reform-based mathematics practices in Kenya preprimary classrooms. As much of the research behind reform-based practices comes from high-income contexts, the authors explore how practices can be adapted to middle income contexts through a case study with seven teachers. Using observations, surveys, and interviews, they present data around two key strategies common in reform-based math: questioning strategies and small group, hands-on work. They show that teachers struggled to use open ended questions, which may be related to their pedagogical knowledge. Teachers were successful with implementing small group work, especially after they were comfortable with the content. They discuss what types of research are needed to better understand how reform-based math practices can be adapted to be used across countries with varying levels of resources. Chapter 13 Со-Teaching to Develop Reform-Based Practices in Mathematics: Classrooms as Shared Spaces for Teacher Learning...................................................................................................................................... 273 Raewyn Eden, Massey University, New Zealand Improving opportunities for under-served (and all) students to learn mathematics requires shifts in what teachers know and can do. This chapter explores teachers’ opportunities to learn: How might collaborative inquiry support them to make
such shifts? In particular, the chapter explores co-teaching
as a possible solution to the complex challenge of implementing reform-based mathematics pedagogy in primary (elementary) mathematics classrooms. It draws on the voices of teachers who worked together to develop ambitious, talk-based pedagogies in their classrooms where the use of “talk moves” was a particular focus for their shared work. It examines the transformative power of co-teaching as a feature of the teachers’ collaborative activity, outlining three fields of practice that interacted to expand teachers’ possibilities for action: their enacted practice, their conversations about practice, and their noticing of student thinking within practice. Working across difference served as catalyst and context for the transformation of teachers’ practices. Chapter 14 Using the Five Practices to Promote Active and Equitable Learning Environments............................ 293 Keith A. Nabb, Piedmont Virginia Community College, USA Research has shown that active learning can result in knowledge gains for mathematics students at all levels. Even so, establishing and maintaining active learning environments can be challenging for teachers. This chapter focuses on the planning, teaching, and learning of a specific student-centered framework—the five practices for orchestrating productive mathematics discussions. Classroom examples will be selected from a variety of different mathematics courses, highlighting the implementation of the five practices. Foci will include the monitoring, selecting, sequencing, and connecting of student work and how teacher intentionality—through the
facilitation of meaningful dialogue—can result in more equitable learning environments for all students. Compilation of References......................................................................................................................... 323 About the Contributors............................................................................................................................... 371 Index.................................................................................................................................................................376
|
| adam_txt |
Table of Contents Foreword. xv Preface. xix Acknowledgment. xxv Section 1 Reform-Based Mathematics Perspectives and Approaches Chapter 1 Reform-Based Mathematics Teaching Practices in Teacher Education Research Across the Globe. 1 Susie Morrissey, Mercer University, USA Ozgul Kartal, University of Wisconsin, Whitewater, USA Gorjana Popovic, Illinois Institute of Technology, USA Chapter 2 Reform-Based Mathematics Teaching in the United States. 22 Sumeyra Karatas, University of Texas Rio Grande Valley, USA Reyhan Şafak, The Ohio State University, USA Gamze Bulut, Brooklyn College, USA Veysel Karatas, University of Texas Rio Grande Valley, USA Chapter 3 RETA Model for Teaching Mathematics: From the United Kingdom to Turkey. 42 Ipek Saralar-Aras, The University of Nottingham, UK Chapter 4 A Holistic Approach to Teaching the Process of Problem Solving: A Curriculum of Nonroutine
Problems. 79 Robert (Bob) H. London, California State University, San Bernardino, USA Chapter 5 When Multidisciplinarity Meets Mathematics Teaching. 99 Tamar Apel Campo, CimeH Institute, Israel
Section 2 Reform-Based Teaching Practices in Teacher Education Programs Chapter 6 Shifting Preservice Teachers’ Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection: Fostering Commitment to Reform-Based Mathematics. 116 Brooke Krejci, Winona State University, USA Elana Joram, University of Northern Iowa, USA Anthony J. Gabriele, University of Northern Iowa, USA Chapter 7 Supporting Preservice Elementary Teachers in Planning for Mathematical Discussions. 136 Kathryn Mary Rupe, Western Washington University, USA Rebecca S. Borowski, Western Washington University, USA Chapter 8 Supporting Pre-Service Teachers’ Argumentation-Focused Visions of Mathematics Teaching and Learning in a Teacher Preparation Program. 161 Marta T Magiera, Marquette University, USA Vecihi S. Zambak, Monmouth University, USA Hyejin Park, James Madison University, USA Chapter 9 “Who Else Would I Even Talk To?”: Supporting Prospective Teachers’ Engagement With Student Thinking Through a Community of Practice. 184 Katherine Baker, Elon University, USA Chapter 10 Disrupting Their Histories: Preservice Teachers’ Mathematics Autobiographies as Catalysts for Change. 209 Joan Gujarati,
State University of New York at Oswego, USA Section 3 Teacher Experiences With Reform-Based Mathematics Teaching Chapter 11 Implementing Reform-Based Mathematics Teaching Practices to Address Student Errors. 230 Susie Morrissey, Mercer University, USA Gorjana Popovic, Illinois Institute of Technology, USA Chapter 12 Reform-Based Mathematics in Kenya: A Case Study. 256 Yasmin Sitabkhan, RTI International, USA Linda Μ. Platas, San Francisco State University, USA Tabitha Nduku, RTI International, Kenya Wendi Ralaingita, RTI International, USA
Chapter 13 Со-Teaching to Develop Reform-Based Practices in Mathematics: Classrooms as Shared Spaces for Teacher Learning. 273 Raewyn Eden, Massey University, New Zealand Chapter 14 Using the Five Practices to Promote Active and Equitable Learning Environments.293 Keith A. Nabb, Piedmont Virginia Community College, USA Compilation of References. 323 About the Contributors. 371 Index.376
Detailed Table of Contents Foreword. xv Preface. xix Acknowledgment.xxv Section 1 Reform-Based Mathematics Perspectives and Approaches The chapters in this section present theoretical and practical perspectives and approaches by the international research and practitioner community by looking into trends in teacher education and K-12 classrooms; and by discussing implementation of models with sample tasks, lesson plans, or scenarios. Chapter 1 Reform-Based Mathematics Teaching Practices in Teacher Education Research Across the Globe. 1 Susie Morrissey, Mercer University, USA Ozgul Kartal, University of Wisconsin, Whitewater, USA Gorjana Popovic, Illinois Institute of Technology, USA In accordance with views of reform-based mathematics teaching from across the globe, the authors reviewed a decade ofresearch published in the International Group-Psychology of Mathematics Education (IG-PME) conference proceedings on reform teaching practices for mathematics pre-service teachers. Six salient practices were identified in the decade of research: lesson planning, noticing, representations, problem solving and posing, discourse and
assessment. The authors found that the beneficial practices of lesson analysis, student work analysis, allowing creativity, discussion, reflection, and piloting assessments promoted reform-based practices. Further research and emphases are needed on preservice teachers’ abilities to make decisions based on student thinking, understand the importance of linking multiple representations, and require explanations from students. Recommendations for broadening the research are included. Chapter 2 Reform-Based Mathematics Teaching in the United States. 22 Sumeyra Karatas, University of Texas Rio Grande Valley, USA Reyhan Şafak, The Ohio State University, USA Gamze Bulut, Brooklyn College, USA Veysel Karatas, University of Texas Rio Grande Valley, USA
This chapter examined the trends in reform-based mathematics teaching practices in the United States classrooms. The authors systematically analyzed the journal articles in the Mathematics Teacher: Learning and Teaching PK-12 (MTLT) in order to reveal the current practices that practitioners and experts in mathematics education deem significant and worthy. They found that the most trending reform practices were mathematical discourse, conceptual understanding, task selection, and real-life applications. They discussed each trending practice through sample strategies and provided examples from the reviewed articles. They also identified the least trending reform practices that need attention and discussed associated challenges. Chapter 3 RETA Model for Teaching Mathematics: From the United Kingdom to Turkey. 42 Ipek Saralar-Aras, The University of Nottingham, UK For a long time, research into students’ geometry performance has been regarded as an essential research topic in mathematics. By outlining an innovative mathematics teaching model and offering sample lesson practices from geometry on how to implement the model in the Turkish setting, the purpose of this chapter is to give an international perspective on reform-based practice in mathematics teaching and learning. The chapter focuses on a model for teaching geometry classes that incorporates realistic, exploratory, technology-enhanced, and active (RETA) principles, as well as its implementations in Turkish middle schools. It presents the different approaches of teaching geometry,
common geometry classroom practices in Turkey, the previous models leading to the RETA model, and finally, a review of the RETA model’s principles together with their benefits and drawbacks followed by a discussion. Chapter 4 A Holistic Approach to Teaching the Process of Problem Solving: A Curriculum of Nonroutine Problems. 79 Robert (Bob) H. London, California State University, San Bernardino, USA This chapter concerns an approach to teaching mathematics that facilitates the student seeing the connection between the process of solving nonroutine mathematics problems and solving significant problems in the student’s life. In this chapter, the author will define a nonroutine problem; discuss the concept of a curriculum of nonroutine problems; discuss a few examples of nonroutine problems, including some that facilitate the student seeing the connection between the process of solving nonroutine mathematics problems and solving significant problems in the student’s life; and suggest guidelines for implementing a curriculum of nonroutine problems consistent with improving the Common Core Mathematical Practices and the concept of reform-based mathematics education. Chapter 5 When Multidisciplinarity Meets Mathematics Teaching.99 Tamar Apel Campo, Cimeli Institute, Israel The great expectations put in reform-based mathematics education to solve the
existing conflict between the teaching constructum and the learning agents empower “some kind” of different thinking, not vertical, not lateral, but multidimensional. This situation needs to be explored using appropriate tools that enable a clear vision of the complex educational environment where it takes place. The chapter presents in a systematic sequence the various dimensions identified through the use of complex system analysis and the fuzzy set approach. Examples of implementation of the multidisciplinary approach support the
theoretical aspects of the phenomena studied and reinforce a didactic change in the normative teaching model. This change complies to the use of differentiation skills in the planning stage enabling a wider perspective of the participants in the teaching situation: mathematics, teacher, and students. Section 2 Reform-Based Teaching Practices in Teacher Education Programs The chapters in this section present studies that are implemented in mathematics methods or content courses in teacher education programs in support ofpreservice teachers’ development of reform-based teaching skills. There are implications and recommendations for teacher educators. Chapter 6 Shifting Preservice Teachers’ Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection: Fostering Commitment to Reform-Based Mathematics. 116 Brooke Krejci, Winona State University, USA Elana Joram, University of Northern Iowa, USA Anthony J. Gabriele, University of Northern Iowa, USA Efforts to promote reform-based mathematics instruction in schools are pervasive, yet many teachers continue to use more traditional, procedural methods. In this chapter, the authors suggest that to achieve sustained adoption of reform-based instruction in mathematics, it is essential for professional development programs to draw teachers’ attention to sources of mathematics teaching efficacy afforded by reform based teaching, such as enhanced student thinking. Educator preparation programs are ideal settings in which to begin this process, and the authors describe how
scaffolded reflection activities within a mathematics methods course were used to focus preservice teachers’ attention on sources of mathematics teaching efficacy that are congruent with reform-based mathematics instruction. The authors suggest that engendering such a shift in the sources for mathematics teaching efficacy may lead to more widespread and sustained use of reform-based teaching methods by preservice teachers in their future practice. Chapter 7 Supporting Preservice Elementary Teachers in Planning for Mathematical Discussions. 136 Kathryn Mary Rupe, Western Washington University, USA Rebecca S. Borowski, Western Washington University, USA One goal for teacher preparation programs is to develop preservice teachers’ ability to plan student-centered lessons that include meaningful mathematical discourse. The five practices for orchestrating productive mathematical discussions provides one framework for planning this critical component of mathematics instruction. This chapter discusses several strategies the authors implemented in undergraduate mathematics education courses. Mathematics teacher educators can use these strategies to support preservice teachers as they develop their understanding of mathematical discussions and their mathematical knowledge for teaching. The culminating activity, a three-part lesson planning sequence, prompts preservice teachers to apply knowledge of the five practices to plan responsive lessons in which student thinking is centered. Chapter 8 Supporting Pre-Service Teachers’ Argumentation-Focused Visions of
Mathematics Teaching and Learning in a Teacher Preparation Program. 161 Marta T. Magiera, Marquette University, USA Vecihi S. Zambak, Monmouth University, USA Hyejin Park, James Madison University, USA
This chapter describes the design of integrated learning spaces (ILS) for prospective teachers (PSTs) to support PSTs’ learning about reform-based teaching by helping them experience, think about, understand, and position mathematical argumentation in their future classrooms. Drawing on a longitudinal research program that explored PSTs’ learning about argumentation in elementary and middle school mathematics, the authors discuss the design of ILS in the context of mathematics and pedagogy with field experience courses in a teacher education program. The authors also share the visions of mathematical argumentation as a teaching-learning practice that PSTs developed in the ILS context. Finally, this chapter poses questions for future research that might explore design principles for creating effective ILS in teacher education programs and examine how PSTs’ learning in the ILS context supports their content and pedagogical knowledge development. This chapter also poses questions about ongoing support that future teachers might need to implement and sustain instructional reform. Chapter 9 “Who Else Would I Even Talk To?”: Supporting Prospective Teachers’ Engagement With Student Thinking Through a Community of Practice. 184 Katherine Baker, Elon University, USA Engagement with student thinking involves eliciting and using evidence of student thinking in instruction. This case study explored how three prospective elementary teachers engaged with student thinking in mathematics and used
this thinking to guide instruction during their student teaching experiences. The prospective teachers were situated at the same school and same grade level and were supported through team meetings facilitated by a mathematics teacher educator. The prospective teachers then voluntarily sustained a community of practice in which they unpacked the pedagogical and content needs of instructional units focused on fractions. Consideration is given to implementation of similar support structures within teacher preparation programs in order to encourage teachers’ engagement with student thinking, especially in mathematics. Chapter 10 Disrupting Their Histories: Preservice Teachers’ Mathematics Autobiographies as Catalysts for Change. 209 Joan Gujarati, State University of New York at Oswego, USA This qualitative study critically examines elementary preservice teachers’ (PSTs) mathematics histories, predominantly negative relationships with mathematics, to see them through a more positive lens and the impact on their teaching futures. Data from 75 PSTs’ mathematics autobiographies across three teacher education programs in the Northeast United States over a 10-year period reveal that prior teachers are the primary influence on the PSTs’ mathematics identities. This chapter showcases specific teacher and their classroom characteristics which shaped these identities. Themes that are explored in this chapter include connections with
the teacher, learning environment, understanding the purposes of mathematics, use of manipulatives and hands-on learning, mathematics and gender roles, and timed assessments. Implications for mathematics methods courses, teacher effectiveness and professional development, and research on autobiographical inquiry are discussed.
Section З Teacher Experiences With Reform-Based Mathematics Teaching The chapters in this section present studies that explore teachers’ experiences with and opportunities to learn reform-based mathematics teaching in various contexts. There are implications for teacher development and practice. Chapter 11 Implementing Reform-Based Mathematics Teaching Practices to Address Student Errors. 230 Susie Morrissey, Mercer University, USA Gorjana Popovic, Illinois Institute of Technology, USA The relationship between enactment of reform math (namely Common Core State Standards - Mathematics [CCSSM]), student misconceptions, and teacher variables was investigated. After providing professional development on enactment for the Standards of Mathematical Practice (SMP) of the CCSSM, observations were conducted to determine the degree of enactment of SMP in 22 classrooms of nine teachers in an urban charter school network consisting of three high schools. Students were all boys, 98% African American, and predominantly of low socio-economic status. Data included curricular documents, observation notes, quarterly assessments, and a teacher survey. Results indicated experienced teachers with high efficacy who expected students to reason and discuss their work were related to higher levels of SMP enactment and fewer misconceptions. Implications for teacher education and teacher practice are discussed. Chapter 12 Reform-Based Mathematics in Kenya: A Case Study. 256 Yasmin Sitabkhan, RT1 International,
USA Linda Μ. Platas, San Francisco State University, USA Tabitha Nduku, RTI International, Kenya Wendi Ralaingita, RTI International, USA The focus of this chapter is to describe efforts to implement reform-based mathematics practices in Kenya preprimary classrooms. As much of the research behind reform-based practices comes from high-income contexts, the authors explore how practices can be adapted to middle income contexts through a case study with seven teachers. Using observations, surveys, and interviews, they present data around two key strategies common in reform-based math: questioning strategies and small group, hands-on work. They show that teachers struggled to use open ended questions, which may be related to their pedagogical knowledge. Teachers were successful with implementing small group work, especially after they were comfortable with the content. They discuss what types of research are needed to better understand how reform-based math practices can be adapted to be used across countries with varying levels of resources. Chapter 13 Со-Teaching to Develop Reform-Based Practices in Mathematics: Classrooms as Shared Spaces for Teacher Learning. 273 Raewyn Eden, Massey University, New Zealand Improving opportunities for under-served (and all) students to learn mathematics requires shifts in what teachers know and can do. This chapter explores teachers’ opportunities to learn: How might collaborative inquiry support them to make
such shifts? In particular, the chapter explores co-teaching
as a possible solution to the complex challenge of implementing reform-based mathematics pedagogy in primary (elementary) mathematics classrooms. It draws on the voices of teachers who worked together to develop ambitious, talk-based pedagogies in their classrooms where the use of “talk moves” was a particular focus for their shared work. It examines the transformative power of co-teaching as a feature of the teachers’ collaborative activity, outlining three fields of practice that interacted to expand teachers’ possibilities for action: their enacted practice, their conversations about practice, and their noticing of student thinking within practice. Working across difference served as catalyst and context for the transformation of teachers’ practices. Chapter 14 Using the Five Practices to Promote Active and Equitable Learning Environments. 293 Keith A. Nabb, Piedmont Virginia Community College, USA Research has shown that active learning can result in knowledge gains for mathematics students at all levels. Even so, establishing and maintaining active learning environments can be challenging for teachers. This chapter focuses on the planning, teaching, and learning of a specific student-centered framework—the five practices for orchestrating productive mathematics discussions. Classroom examples will be selected from a variety of different mathematics courses, highlighting the implementation of the five practices. Foci will include the monitoring, selecting, sequencing, and connecting of student work and how teacher intentionality—through the
facilitation of meaningful dialogue—can result in more equitable learning environments for all students. Compilation of References. 323 About the Contributors. 371 Index.376 |
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| id | DE-604.BV048643376 |
| illustrated | Illustrated |
| index_date | 2024-07-03T21:18:23Z |
| indexdate | 2024-07-10T09:44:54Z |
| institution | BVB |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034018257 |
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| physical | xxv, 378 Seiten Illustrationen 29 cm |
| publishDate | 2022 |
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| publisher | Information Science Reference (an imprint of IGI Global) |
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| series2 | A volume in the advances in educational technologies and instructional design (AETID) book series Premier reference source |
| spelling | Global perspectives and practices for reform-based mathematics teaching Ozgul Kartal, Gorjana Popovic, Susie Morrissey Hershey PA, USA Information Science Reference (an imprint of IGI Global) [2022] xxv, 378 Seiten Illustrationen 29 cm txt rdacontent n rdamedia nc rdacarrier A volume in the advances in educational technologies and instructional design (AETID) book series Premier reference source "This book explores international perspectives on diverse reform-based practices in teaching and learning of 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"-- Mathematics / Study and teaching Teaching / Methodology Student-centered learning Mathematics / Study and teaching fast Student-centered learning fast Teaching / Methodology fast Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Mathematikunterricht (DE-588)4037949-8 s DE-604 Kartal, Ozgul 1979- Sonstige (DE-588)1262431344 oth Popovic, Gorjana 1967- Sonstige (DE-588)126243176X oth Morrissey, Glenda Susan 1962- Sonstige (DE-588)1262432189 oth Online version Global perspectives and practices for reform-based mathematics teaching Hershey PA : Information Science Reference, [2022] Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034018257&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Global perspectives and practices for reform-based mathematics teaching Mathematics / Study and teaching Teaching / Methodology Student-centered learning Mathematics / Study and teaching fast Student-centered learning fast Teaching / Methodology fast Mathematikunterricht (DE-588)4037949-8 gnd |
| subject_GND | (DE-588)4037949-8 |
| title | Global perspectives and practices for reform-based mathematics teaching |
| title_auth | Global perspectives and practices for reform-based mathematics teaching |
| title_exact_search | Global perspectives and practices for reform-based mathematics teaching |
| title_exact_search_txtP | Global perspectives and practices for reform-based mathematics teaching |
| title_full | Global perspectives and practices for reform-based mathematics teaching Ozgul Kartal, Gorjana Popovic, Susie Morrissey |
| title_fullStr | Global perspectives and practices for reform-based mathematics teaching Ozgul Kartal, Gorjana Popovic, Susie Morrissey |
| title_full_unstemmed | Global perspectives and practices for reform-based mathematics teaching Ozgul Kartal, Gorjana Popovic, Susie Morrissey |
| title_short | Global perspectives and practices for reform-based mathematics teaching |
| title_sort | global perspectives and practices for reform based mathematics teaching |
| topic | Mathematics / Study and teaching Teaching / Methodology Student-centered learning Mathematics / Study and teaching fast Student-centered learning fast Teaching / Methodology fast Mathematikunterricht (DE-588)4037949-8 gnd |
| topic_facet | Mathematics / Study and teaching Teaching / Methodology Student-centered learning Mathematikunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034018257&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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