The purpose of this article is to present the findings of a quantitative study focused on primary mathematics teachers who participated in an intensive professional development program and then had leadership responsibility for the implementation of a new primary mathematics curriculum in their district. The study examines the effect of the professional development on teachers’ and students’ mathematical knowledge. Results indicate that effective implementation of a new curriculum can improve students’ mathematical knowledge, but that the effect of the curriculum implementation on student mathematical knowledge is enhanced when teachers improve their mathematical knowledge for teaching and are simultaneously involved in the leadership activities of the curriculum implementation.
{"title":"Distributed Leadership: Key to Improving Primary Students' Mathematical Knowledge.","authors":"Matthew R. Larson, W. Smith","doi":"10.7916/JMETC.V4I1.770","DOIUrl":"https://doi.org/10.7916/JMETC.V4I1.770","url":null,"abstract":"The purpose of this article is to present the findings of a quantitative study focused on primary mathematics teachers who participated in an intensive professional development program and then had leadership responsibility for the implementation of a new primary mathematics curriculum in their district. The study examines the effect of the professional development on teachers’ and students’ mathematical knowledge. Results indicate that effective implementation of a new curriculum can improve students’ mathematical knowledge, but that the effect of the curriculum implementation on student mathematical knowledge is enhanced when teachers improve their mathematical knowledge for teaching and are simultaneously involved in the leadership activities of the curriculum implementation.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"4 1","pages":"26-33"},"PeriodicalIF":0.0,"publicationDate":"2013-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we share our reflections regarding the role of ethnomathematics in providing direction for leadership in mathematics education. Our arguments are grounded in an analysis of the world today, characterized by inequities and injustices, clamoring for a new social order. We contemplate the role of mathematics and mathematics education in improving the world for the benefit of future generations. In our vision, the Program Ethnomathematics is positioned as a theoretical framework capable of guiding practice and curriculum for a very different educational project, one that centers the children in a world of social equity and justice as well as a world in which humanity achieves equilibrium with and respect for nature and its resources. We end our reflections with some thoughts on the preparation of teachers and leaders for this alternate educational project.
{"title":"The Role of Ethnomathematics in Curricular Leadership in Mathematics Education","authors":"Ubiratan D’ambrosio, B. D'ambrosio","doi":"10.7916/JMETC.V4I1.767","DOIUrl":"https://doi.org/10.7916/JMETC.V4I1.767","url":null,"abstract":"In this paper we share our reflections regarding the role of ethnomathematics in providing direction for leadership in mathematics education. Our arguments are grounded in an analysis of the world today, characterized by inequities and injustices, clamoring for a new social order. We contemplate the role of mathematics and mathematics education in improving the world for the benefit of future generations. In our vision, the Program Ethnomathematics is positioned as a theoretical framework capable of guiding practice and curriculum for a very different educational project, one that centers the children in a world of social equity and justice as well as a world in which humanity achieves equilibrium with and respect for nature and its resources. We end our reflections with some thoughts on the preparation of teachers and leaders for this alternate educational project.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"4 1","pages":"19-25"},"PeriodicalIF":0.0,"publicationDate":"2013-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematics educators have many different opportunities to reflect leadership throughout their careers. High quality doctoral programs provide a rich and stimulating environment that supports the development of leadership qualities. This paper describes some ways that leadership can be fostered in doctoral programs in mathematics education.
{"title":"Promoting Leadership in Doctoral Programs in Mathematics Education","authors":"Robert E. Reys","doi":"10.7916/JMETC.V4I1.764","DOIUrl":"https://doi.org/10.7916/JMETC.V4I1.764","url":null,"abstract":"Mathematics educators have many different opportunities to reflect leadership throughout their careers. High quality doctoral programs provide a rich and stimulating environment that supports the development of leadership qualities. This paper describes some ways that leadership can be fostered in doctoral programs in mathematics education.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"4 1","pages":"15-18"},"PeriodicalIF":0.0,"publicationDate":"2013-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The underlying theme of the Equity Principle in the Principles and Standards for School Mathematics (NCTM, 2000) is all students can learn mathematics. Unfortunately, many African American students are consistently demonstrating low mathematical achievement and many educators refuse to acknowledge racial inequities faced by African Americans in the mathematics classroom. In this qualitative study, twelve elementary mathematics teachers from four school districts in the Midwest are interviewed about their beliefs about teaching African American students and teaching mathematics to African American students. The teachers in this study believe African American students can and do succeed in mathematics, which is contrary to the belief held by some educators that African American students cannot do outstanding work. The findings in this study reveal that mathematics teachers need productive beliefs specifically related to African American students, how African American students learn, and effective teaching practices for African American students in order to teach mathematics through an equitable lens.
{"title":"Elementary Teachers’ Beliefs of African Americans in the Mathematics Classroom","authors":"Christa Jackson","doi":"10.7916/JMETC.V3I2.756","DOIUrl":"https://doi.org/10.7916/JMETC.V3I2.756","url":null,"abstract":"The underlying theme of the Equity Principle in the Principles and Standards for School Mathematics (NCTM, 2000) is all students can learn mathematics. Unfortunately, many African American students are consistently demonstrating low mathematical achievement and many educators refuse to acknowledge racial inequities faced by African Americans in the mathematics classroom. In this qualitative study, twelve elementary mathematics teachers from four school districts in the Midwest are interviewed about their beliefs about teaching African American students and teaching mathematics to African American students. The teachers in this study believe African American students can and do succeed in mathematics, which is contrary to the belief held by some educators that African American students cannot do outstanding work. The findings in this study reveal that mathematics teachers need productive beliefs specifically related to African American students, how African American students learn, and effective teaching practices for African American students in order to teach mathematics through an equitable lens.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We address issues related to gender and cultural equity in a history of mathematics course. We first look at the preponderance of male European mathematicians represented in textbooks of mathematics and history or mathematics. Then we discuss ways to highlight the presence of female and non-European mathematicians in the history of mathematics. Next we analyze the cultural and gender bias present in a history of mathematics textbook and how it tends to perpetuate the perception of mathematics as a male domain. Finally, we discuss the development of an activity to connect the history of mathematics with high school mathematics learning, and the need for teachers to be aware of bias in textbooks so they can rewrite women back into their instruction. The activity about statisticians and their contributions, set in a contemporary fictional setting, follows the article.
{"title":"Multicultural and Gender Equity Issues in a History of Mathematics Course: Not Only Dead European Males.","authors":"A. Flores, Kelly E. Kimpton","doi":"10.7916/JMETC.V3I2.755","DOIUrl":"https://doi.org/10.7916/JMETC.V3I2.755","url":null,"abstract":"We address issues related to gender and cultural equity in a history of mathematics course. We first look at the preponderance of male European mathematicians represented in textbooks of mathematics and history or mathematics. Then we discuss ways to highlight the presence of female and non-European mathematicians in the history of mathematics. Next we analyze the cultural and gender bias present in a history of mathematics textbook and how it tends to perpetuate the perception of mathematics as a male domain. Finally, we discuss the development of an activity to connect the history of mathematics with high school mathematics learning, and the need for teachers to be aware of bias in textbooks so they can rewrite women back into their instruction. The activity about statisticians and their contributions, set in a contemporary fictional setting, follows the article.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"3 1","pages":"37-42"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developing curriculum and instruction for mathematics education and designing technologically enhanced learning environments are often pursued separately, but may need to be addressed together to effectively link the strengths of technology to performance in mathematics and conceptual understanding. This paper addresses current challenges with educational technology in elementary and middle school mathematics education, as well as technology’s influence on curriculum, instruction, and student performance. Three properties of computer-based technology are described; these properties determine technology’s unique value for elementary and middle school mathematics: engagement and motivation, informative feedback, and visualization. Three computer-based math applications, Doodle Math, Puzzle Me, and GeoShape, are introduced as examples that combine effective learning resources and technology.
{"title":"Current Challenges in Integrating Educational Technology into Elementary and Middle School Mathematics Education","authors":"Sandra Y. Okita, Azadeh Jamalian","doi":"10.7916/JMETC.V2I2.724","DOIUrl":"https://doi.org/10.7916/JMETC.V2I2.724","url":null,"abstract":"Developing curriculum and instruction for mathematics education and designing technologically enhanced learning environments are often pursued separately, but may need to be addressed together to effectively link the strengths of technology to performance in mathematics and conceptual understanding. This paper addresses current challenges with educational technology in elementary and middle school mathematics education, as well as technology’s influence on curriculum, instruction, and student performance. Three properties of computer-based technology are described; these properties determine technology’s unique value for elementary and middle school mathematics: engagement and motivation, informative feedback, and visualization. Three computer-based math applications, Doodle Math, Puzzle Me, and GeoShape, are introduced as examples that combine effective learning resources and technology.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"2 1","pages":"49-58"},"PeriodicalIF":0.0,"publicationDate":"2011-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article analyzes the findings from an 18-section experiment studying the effect of homework-completion tutoring on community college students’ remedial mathematics performance. The experiment involved 529 students registered for two remedial math courses: math skills and algebra. For each course, the experiment studied nine sections: three experimental with multiple tutors for online homework, three control with a single tutor for online homework, and three control with a single tutor for pencil-and-paper exercises. While state budget constraints delayed the availability of tutors for the experimental group until midway through the semester, that group outperformed the pencil-and-paper group at a 0.05 significance level, while the performance of the online homework control group categories surpassed those of the corresponding pencil-and-paper categories at up to a 0.001 significance level. In addition, for each course, math lab attendance for both the experimental and control online homework cohorts surpassed that of the pencil-and-paper cohorts. These results corroborate and extend earlier research and show the importance of active problem-solving rather than passive absorption in increasing remedial mathematics performance.
{"title":"Math Is Not a Spectator Sport: The Effect of Online Homework-Completion Tutoring on Community College Remedial Mathematics Performance","authors":"A. Cunningham, Olen Dias, Nieves Angulo","doi":"10.7916/JMETC.V2I2.725","DOIUrl":"https://doi.org/10.7916/JMETC.V2I2.725","url":null,"abstract":"This article analyzes the findings from an 18-section experiment studying the effect of homework-completion tutoring on community college students’ remedial mathematics performance. The experiment involved 529 students registered for two remedial math courses: math skills and algebra. For each course, the experiment studied nine sections: three experimental with multiple tutors for online homework, three control with a single tutor for online homework, and three control with a single tutor for pencil-and-paper exercises. While state budget constraints delayed the availability of tutors for the experimental group until midway through the semester, that group outperformed the pencil-and-paper group at a 0.05 significance level, while the performance of the online homework control group categories surpassed those of the corresponding pencil-and-paper categories at up to a 0.001 significance level. In addition, for each course, math lab attendance for both the experimental and control online homework cohorts surpassed that of the pencil-and-paper cohorts. These results corroborate and extend earlier research and show the importance of active problem-solving rather than passive absorption in increasing remedial mathematics performance.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"2 1","pages":"59-65"},"PeriodicalIF":0.0,"publicationDate":"2011-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A history is given of the Educational Museum of Teachers College, which began in 1886, and David Eugene Smith’s extensive collection of mathematical tools used in the Museum’s exhibits is discussed. Historic mathematical instruments including, the astrolabe, abacus and counting rods, and the slide rule are examined. The author uses digitized versions of stereopticon slides from Smith’s collection as images throughout the article.
{"title":"Preserving Precious Instruments in Mathematics History: The Educational Museum of Teachers College and David Eugene Smith's Collection.","authors":"D. R. Murray","doi":"10.7916/JMETC.V2I2.720","DOIUrl":"https://doi.org/10.7916/JMETC.V2I2.720","url":null,"abstract":"A history is given of the Educational Museum of Teachers College, which began in 1886, and David Eugene Smith’s extensive collection of mathematical tools used in the Museum’s exhibits is discussed. Historic mathematical instruments including, the astrolabe, abacus and counting rods, and the slide rule are examined. The author uses digitized versions of stereopticon slides from Smith’s collection as images throughout the article.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"2 1","pages":"28-32"},"PeriodicalIF":0.0,"publicationDate":"2011-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the late Fall of 2012, the Museum of Mathematics (“MoMath”) will open in New York City and will be the only museum dedicated solely to mathematics in the United States. The content and design of most of the exhibits are not yet available to the public but some information about how the Museum will use technology has been released. The ways that the Museum makes use of technology can be classified into two categories: those that increase accessibility and those that increase exposure. The specific technologies used within both categories are discussed in the context of their pedagogical value. Teachers then are introduced to some ways that they can adapt MoMath’s technology use to their own classrooms.
{"title":"Tech@MoMath: Technology Use in the Forthcoming Museum of Mathematics","authors":"Heather Gould, C. Reimer","doi":"10.7916/JMETC.V2I2.721","DOIUrl":"https://doi.org/10.7916/JMETC.V2I2.721","url":null,"abstract":"In the late Fall of 2012, the Museum of Mathematics (“MoMath”) will open in New York City and will be the only museum dedicated solely to mathematics in the United States. The content and design of most of the exhibits are not yet available to the public but some information about how the Museum will use technology has been released. The ways that the Museum makes use of technology can be classified into two categories: those that increase accessibility and those that increase exposure. The specific technologies used within both categories are discussed in the context of their pedagogical value. Teachers then are introduced to some ways that they can adapt MoMath’s technology use to their own classrooms.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"2 1","pages":"33-36"},"PeriodicalIF":0.0,"publicationDate":"2011-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory study compared a computer-based mathematics education intervention with two more traditional approaches with the purpose of improving instruction in perimeter and area. Kidspiration software, tile/stick manipulatives and pencil/paper-based copying/drawing of shapes were implemented in a 3rd Grade New York City public school classroom. This study demonstrated student improvement across the three interventions when comparing pre-intervention and post-intervention test scores. Students who engaged with the copying/drawing shapes intervention demonstrated the greatest test score improvement after the intervention, those who used Kidspiration ranked second and tile/stick manipulatives were third. When queried about their perceptions of the efficacy of these interventions, students generally perceived all three of the interventions as being positive in improving their learning of perimeter and area. Developing new methods to address deficiencies in current forms of assessment that would highlight the benefits of non-traditional forms of education, such as technological initiatives, is recommended.
{"title":"Something Drawn, Something Touched, Something Scrolled: An Exploratory Comparison of Perimeter and Area Interventions Including Kidspiration.","authors":"Dino Sossi, Azadeh Jamalian, Shenetta Richardson","doi":"10.7916/JMETC.V2I2.727","DOIUrl":"https://doi.org/10.7916/JMETC.V2I2.727","url":null,"abstract":"This exploratory study compared a computer-based mathematics education intervention with two more traditional approaches with the purpose of improving instruction in perimeter and area. Kidspiration software, tile/stick manipulatives and pencil/paper-based copying/drawing of shapes were implemented in a 3rd Grade New York City public school classroom. This study demonstrated student improvement across the three interventions when comparing pre-intervention and post-intervention test scores. Students who engaged with the copying/drawing shapes intervention demonstrated the greatest test score improvement after the intervention, those who used Kidspiration ranked second and tile/stick manipulatives were third. When queried about their perceptions of the efficacy of these interventions, students generally perceived all three of the interventions as being positive in improving their learning of perimeter and area. Developing new methods to address deficiencies in current forms of assessment that would highlight the benefits of non-traditional forms of education, such as technological initiatives, is recommended.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"2 1","pages":"73-77"},"PeriodicalIF":0.0,"publicationDate":"2011-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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