Pub Date : 2023-05-11DOI: 10.52214/jmetc.v14i1.8768
E. Saclarides
Although modeling instruction has been identified as a productive professional development activity that coaches can use with teachers in their classrooms, coaches are provided with little guidance regarding how to support teacher learning as they model mathematics instruction. While previous research points to the importance of providing teachers with examples of high-quality instruction through the coach’s model, teachers may need additional support as instruction unfolds to make sense of what they are observing. As part of the current study, I partnered with one mathematics coach and explored how she explicitly sought to augment teacher learning while modeling mathematics instruction. Findings indicate that the coach leveraged three approaches: engaging the teacher in verbal asides during modeled instruction, providing the teacher with written asides in the scripted lesson plan, and scaffolding the observing teacher’s responsibilities. Implications are provided for research and practice.
{"title":"Supporting Teacher Learning During Modeled Mathematics Instruction","authors":"E. Saclarides","doi":"10.52214/jmetc.v14i1.8768","DOIUrl":"https://doi.org/10.52214/jmetc.v14i1.8768","url":null,"abstract":"Although modeling instruction has been identified as a productive professional development activity that coaches can use with teachers in their classrooms, coaches are provided with little guidance regarding how to support teacher learning as they model mathematics instruction. While previous research points to the importance of providing teachers with examples of high-quality instruction through the coach’s model, teachers may need additional support as instruction unfolds to make sense of what they are observing. As part of the current study, I partnered with one mathematics coach and explored how she explicitly sought to augment teacher learning while modeling mathematics instruction. Findings indicate that the coach leveraged three approaches: engaging the teacher in verbal asides during modeled instruction, providing the teacher with written asides in the scripted lesson plan, and scaffolding the observing teacher’s responsibilities. Implications are provided for research and practice.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70832934","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}
Pub Date : 2023-05-11DOI: 10.52214/jmetc.v14i1.10483
Carol H. Wade, Christian P. Wilkens, G. Sonnert, P. Sadler
Although the secondary-tertiary transition has been investigated in mathematics education research with different focuses and theoretical approaches, it remains a major issue for students in the transition. With success in a science, technology, engineering, or mathematics (STEM) major at stake, we investigated a novel approach to support the transition from secondary precalculus or calculus to tertiary calculus. Using the Four Component Instructional Design (4C/ID) model and empirical data from the United States (US) nationally representative FICSMath project, we mapped instructional experiences of students in the transition to theoretical components of the 4C/ID model. From exploratory factor analysis (n=6,140), we found six factors that mapped to the 4C/ID model components and created the new Secondary Precalculus Calculus (SPC) 4C/ID model. In this model, the Learning Task Component represents tasks to engage learners in meaningful problem solving; the Support Component grounds instruction in reasoning and understanding; the Procedure Component integrates group work and graphing calculators to connect concepts to procedures; and the Part-Task Component represents instruction to develop automaticity. The SPC 4C/ID model presents a unique support for precalculus and calculus teachers in the quest of teaching for learning and transfer of learning across the transition.
{"title":"Presenting a New Model to Support the Secondary-Tertiary Transition to College Calculus","authors":"Carol H. Wade, Christian P. Wilkens, G. Sonnert, P. Sadler","doi":"10.52214/jmetc.v14i1.10483","DOIUrl":"https://doi.org/10.52214/jmetc.v14i1.10483","url":null,"abstract":"Although the secondary-tertiary transition has been investigated in mathematics education research with different focuses and theoretical approaches, it remains a major issue for students in the transition. With success in a science, technology, engineering, or mathematics (STEM) major at stake, we investigated a novel approach to support the transition from secondary precalculus or calculus to tertiary calculus. Using the Four Component Instructional Design (4C/ID) model and empirical data from the United States (US) nationally representative FICSMath project, we mapped instructional experiences of students in the transition to theoretical components of the 4C/ID model. From exploratory factor analysis (n=6,140), we found six factors that mapped to the 4C/ID model components and created the new Secondary Precalculus Calculus (SPC) 4C/ID model. In this model, the Learning Task Component represents tasks to engage learners in meaningful problem solving; the Support Component grounds instruction in reasoning and understanding; the Procedure Component integrates group work and graphing calculators to connect concepts to procedures; and the Part-Task Component represents instruction to develop automaticity. The SPC 4C/ID model presents a unique support for precalculus and calculus teachers in the quest of teaching for learning and transfer of learning across the transition.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44105365","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}
Pub Date : 2023-05-11DOI: 10.52214/jmetc.v14i1.11218
Baldwin Mei, K. Yamamoto
Developing and Supporting Teachers' Mathematical Pedagogy
发展和支持教师数学教育学
{"title":"Notes from the Field Preface Spring 2023","authors":"Baldwin Mei, K. Yamamoto","doi":"10.52214/jmetc.v14i1.11218","DOIUrl":"https://doi.org/10.52214/jmetc.v14i1.11218","url":null,"abstract":"Developing and Supporting Teachers' Mathematical Pedagogy","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49535395","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}
Pub Date : 2023-05-11DOI: 10.52214/jmetc.v14i1.10709
Brian Darrow, Jr.
Developing and Supporting Teachers' Mathematical Pedagogy
发展和支持教师的数学教学法
{"title":"Briefly Recalling Some Antecedents of Standards-Based Reform and Standardized Assessment in American Mathematics Education","authors":"Brian Darrow, Jr.","doi":"10.52214/jmetc.v14i1.10709","DOIUrl":"https://doi.org/10.52214/jmetc.v14i1.10709","url":null,"abstract":"Developing and Supporting Teachers' Mathematical Pedagogy","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48216131","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}
Pub Date : 2023-05-11DOI: 10.52214/jmetc.v14i1.10168
Song A. An, Daniel A. Tillman, Kari Smith, A. Hachey
This case study inspected mathematical learning opportunities that employed the results from the participating preservice teachers’ (n=75) original visual arts creation process. Data obtained during this study provided empirical evidence for the educational viability of employing original Mondrian-style rectangle sets as a context for generating authentic mathematics inquiry opportunities. The participating preservice teachers generally indicated that through the process of creating their Mondrian-style rectangle sets and exploring the mathematical patterns within their works, such as the presence of fractions and ratios, they were able to develop an improved understanding of the pedagogy for teaching these mathematics concepts. The findings from this study suggest that both mathematics teachers and mathematics teacher educators might better serve their students by including more visual supports when teaching mathematics concepts.
{"title":"Preservice Teachers’ Reflections on the Use of Visual Supports to Improve Mathematics Pedagogy","authors":"Song A. An, Daniel A. Tillman, Kari Smith, A. Hachey","doi":"10.52214/jmetc.v14i1.10168","DOIUrl":"https://doi.org/10.52214/jmetc.v14i1.10168","url":null,"abstract":"This case study inspected mathematical learning opportunities that employed the results from the participating preservice teachers’ (n=75) original visual arts creation process. Data obtained during this study provided empirical evidence for the educational viability of employing original Mondrian-style rectangle sets as a context for generating authentic mathematics inquiry opportunities. The participating preservice teachers generally indicated that through the process of creating their Mondrian-style rectangle sets and exploring the mathematical patterns within their works, such as the presence of fractions and ratios, they were able to develop an improved understanding of the pedagogy for teaching these mathematics concepts. The findings from this study suggest that both mathematics teachers and mathematics teacher educators might better serve their students by including more visual supports when teaching mathematics concepts.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43718398","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}
Pub Date : 2022-12-23DOI: 10.52214/jmetc.v13i2.10418
Journal Editor
{"title":"About the Authors and Reviewer Acknowledgement Fall 2022","authors":"Journal Editor","doi":"10.52214/jmetc.v13i2.10418","DOIUrl":"https://doi.org/10.52214/jmetc.v13i2.10418","url":null,"abstract":"","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41358857","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}
Pub Date : 2022-12-23DOI: 10.52214/jmetc.v13i2.10062
Baldwin Mei, Mine Cekin, R. Flint
Improving Discourse in Mathematics Education
改进数学教育中的话语
{"title":"Perspectives on the Evolution of MathChavrusa from Pre-COVID to Now","authors":"Baldwin Mei, Mine Cekin, R. Flint","doi":"10.52214/jmetc.v13i2.10062","DOIUrl":"https://doi.org/10.52214/jmetc.v13i2.10062","url":null,"abstract":"Improving Discourse in Mathematics Education","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43016946","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}
Pub Date : 2022-12-23DOI: 10.52214/jmetc.v13i2.10419
D. Barr, Baldwin Mei
Improving Discourse in Mathematics Education
改进数学教育中的话语
{"title":"Notes from the Field Preface Fall 2022","authors":"D. Barr, Baldwin Mei","doi":"10.52214/jmetc.v13i2.10419","DOIUrl":"https://doi.org/10.52214/jmetc.v13i2.10419","url":null,"abstract":"Improving Discourse in Mathematics Education","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46744022","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}
Pub Date : 2022-12-23DOI: 10.52214/jmetc.v13i2.10420
Journal Editor
{"title":"Inside Cover Fall 2022","authors":"Journal Editor","doi":"10.52214/jmetc.v13i2.10420","DOIUrl":"https://doi.org/10.52214/jmetc.v13i2.10420","url":null,"abstract":"","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48983486","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}
Pub Date : 2022-12-23DOI: 10.52214/jmetc.v13i2.10417
D. Barr, Baldwin Mei
{"title":"Preface Fall 2022","authors":"D. Barr, Baldwin Mei","doi":"10.52214/jmetc.v13i2.10417","DOIUrl":"https://doi.org/10.52214/jmetc.v13i2.10417","url":null,"abstract":"","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49162922","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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