Pub Date : 2022-05-25DOI: 10.52214/jmetc.v13i1.9721
Alyssa MacMahon, D. Barr
{"title":"Preface Spring 2022","authors":"Alyssa MacMahon, D. Barr","doi":"10.52214/jmetc.v13i1.9721","DOIUrl":"https://doi.org/10.52214/jmetc.v13i1.9721","url":null,"abstract":"","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46830040","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 : 2022-05-25DOI: 10.52214/jmetc.v13i1.9067
Kelly W. Remijan
Reflections on the Algebra I Classroom
关于代数I课堂的思考
{"title":"Playing with Push Toys and Technology: Solving a System of Linear Equations","authors":"Kelly W. Remijan","doi":"10.52214/jmetc.v13i1.9067","DOIUrl":"https://doi.org/10.52214/jmetc.v13i1.9067","url":null,"abstract":"Reflections on the Algebra I Classroom\u0000 ","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41485569","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 : 2022-05-25DOI: 10.52214/jmetc.v13i1.9187
K. Barba
Mathematical identity is a socio-motivational construct known to be a predictor of mathematical achievement. Students who identify positively with mathematics are more likely to pursue advanced courses and Science, Technology, Engineering, and Mathematics (STEM)-related occupations. Although mathematical identity is shaped by a myriad of internal and external factors on both a small and large scale, educators play a significant role in the formation of their students’ mathematical identities. This paper presents an overview of research regarding those pedagogical practices for teaching mathematics that can foster the formation of positive mathematical identities.
{"title":"Mathematical Identity and the Role of the Educator","authors":"K. Barba","doi":"10.52214/jmetc.v13i1.9187","DOIUrl":"https://doi.org/10.52214/jmetc.v13i1.9187","url":null,"abstract":"Mathematical identity is a socio-motivational construct known to be a predictor of mathematical achievement. Students who identify positively with mathematics are more likely to pursue advanced courses and Science, Technology, Engineering, and Mathematics (STEM)-related occupations. Although mathematical identity is shaped by a myriad of internal and external factors on both a small and large scale, educators play a significant role in the formation of their students’ mathematical identities. This paper presents an overview of research regarding those pedagogical practices for teaching mathematics that can foster the formation of positive mathematical identities.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48316631","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 : 2022-02-05DOI: 10.52214/jmetc.v12i2.8868
Robert Q. Berry, III
Reflections on the Field of Mathematics Education
关于数学教育领域的思考
{"title":"Humanizing Mathematics to Broaden the Space of Participation","authors":"Robert Q. Berry, III","doi":"10.52214/jmetc.v12i2.8868","DOIUrl":"https://doi.org/10.52214/jmetc.v12i2.8868","url":null,"abstract":"Reflections on the Field of Mathematics Education","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42173152","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 : 2022-02-05DOI: 10.52214/jmetc.v12i2.7286
Paula M. Jakopovic, Travis Weiland, Maria Campitelli, Lorraine Males, Lisa Amick
This study reports on efforts over several years to design and implement a yearlong intervention intended to support secondary mathematics teachers in their early years of teaching. The intervention is designed to retain early career mathematics teachers in the professions by engaging them in the development of meaningful professional relationships with a school-based mentors, and by creating an online community of practice for support with other professionals. The intervention itself consists of early career teachers and their mentors participating in monthly professional learning activities such as online meetings, videoconferencing panels with experts, and collaborative reading and discussing timely, purposeful, and relevant content. The intervention is designed to not over burden the participants and to be feasible for national implementation with little to no funding. This article presents the purpose, design, and implementations of the intervention, as well as a discussion of challenges faced and potential next steps and future directions for similar work.
{"title":"Supporting and Retaining Early Career Mathematics Teachers Using an Online Community of Practice","authors":"Paula M. Jakopovic, Travis Weiland, Maria Campitelli, Lorraine Males, Lisa Amick","doi":"10.52214/jmetc.v12i2.7286","DOIUrl":"https://doi.org/10.52214/jmetc.v12i2.7286","url":null,"abstract":"This study reports on efforts over several years to design and implement a yearlong intervention intended to support secondary mathematics teachers in their early years of teaching. The intervention is designed to retain early career mathematics teachers in the professions by engaging them in the development of meaningful professional relationships with a school-based mentors, and by creating an online community of practice for support with other professionals. The intervention itself consists of early career teachers and their mentors participating in monthly professional learning activities such as online meetings, videoconferencing panels with experts, and collaborative reading and discussing timely, purposeful, and relevant content. The intervention is designed to not over burden the participants and to be feasible for national implementation with little to no funding. This article presents the purpose, design, and implementations of the intervention, as well as a discussion of challenges faced and potential next steps and future directions for similar work. ","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43261461","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 : 2022-02-05DOI: 10.52214/jmetc.v12i2.8544
J. Lee, S. Ban
Two case studies were conducted to examine whether inquiry-based learning (IBL) can help students in understanding normal distributions, and to determine if IBL methods have any effect on students' conceptual and computational capabilities. There were 16 students in the traditional class and 17 students in the IBL-implemented class who participated in each of two case studies. The experimental group performed significantly better than the control group in terms of conceptual understanding and computational skills. These outcomes suggest that IBL methods such as discussions, asking questions, and guided lectures helped students to develop statistical reasoning.
{"title":"Teaching Statistics with an Inquiry-Based Learning Approach","authors":"J. Lee, S. Ban","doi":"10.52214/jmetc.v12i2.8544","DOIUrl":"https://doi.org/10.52214/jmetc.v12i2.8544","url":null,"abstract":"Two case studies were conducted to examine whether inquiry-based learning (IBL) can help students in understanding normal distributions, and to determine if IBL methods have any effect on students' conceptual and computational capabilities. There were 16 students in the traditional class and 17 students in the IBL-implemented class who participated in each of two case studies. The experimental group performed significantly better than the control group in terms of conceptual understanding and computational skills. These outcomes suggest that IBL methods such as discussions, asking questions, and guided lectures helped students to develop statistical reasoning. \u0000 ","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42606854","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 : 2022-02-05DOI: 10.52214/jmetc.v12i2.8879
M. Civil
Reflections on the Field of Mathematics Education
关于数学教育领域的思考
{"title":"Learning With and From the Community","authors":"M. Civil","doi":"10.52214/jmetc.v12i2.8879","DOIUrl":"https://doi.org/10.52214/jmetc.v12i2.8879","url":null,"abstract":"Reflections on the Field of Mathematics Education","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48979896","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 : 2022-02-05DOI: 10.52214/jmetc.v12i2.8804
Robert E. Reys
Reflections on the Field of Mathematics Education
关于数学教育领域的思考
{"title":"Some Career Reflections on Research and Scholarship in Mathematics Education","authors":"Robert E. Reys","doi":"10.52214/jmetc.v12i2.8804","DOIUrl":"https://doi.org/10.52214/jmetc.v12i2.8804","url":null,"abstract":"Reflections on the Field of Mathematics Education","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44568993","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 : 2020-07-15DOI: 10.7916/JMETC.V11I1.6707
Bibi Rabia Khan
Improving students’ performance in Calculus is a challenge for many colleges and universities. One way of improving students' performance as well as their metacognition and study skills is to provide opportunities for them to receive support outside of the lecture. A modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) was used to reveal any significant differences in metacognition and study strategies between students in a class with supplemental instruction with peer tutors and a dynamic online homework software (WebAssign), and students in a traditional class without these additional supports. Surveys and interviews were utilized to provide anecdotal evidence on the influence of WebAssign and supplemental instruction sessions on study skills and metacognition and whether students preferred WebAssign to traditional homework. Overall, the study showed no significant difference between the two groups in seven out of eight sub-scales of metacognitive skills and study strategies. Students reported that the supplemental instruction sessions and the WebAssign software were beneficial to their success.
{"title":"Metacognitive Skills of Students in a Mathematics Class with Supplemental Instruction and Online Homework","authors":"Bibi Rabia Khan","doi":"10.7916/JMETC.V11I1.6707","DOIUrl":"https://doi.org/10.7916/JMETC.V11I1.6707","url":null,"abstract":"Improving students’ performance in Calculus is a challenge for many colleges and universities. One way of improving students' performance as well as their metacognition and study skills is to provide opportunities for them to receive support outside of the lecture. A modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) was used to reveal any significant differences in metacognition and study strategies between students in a class with supplemental instruction with peer tutors and a dynamic online homework software (WebAssign), and students in a traditional class without these additional supports. Surveys and interviews were utilized to provide anecdotal evidence on the influence of WebAssign and supplemental instruction sessions on study skills and metacognition and whether students preferred WebAssign to traditional homework. Overall, the study showed no significant difference between the two groups in seven out of eight sub-scales of metacognitive skills and study strategies. Students reported that the supplemental instruction sessions and the WebAssign software were beneficial to their success.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"11 1","pages":"33-41"},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47121544","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 : 2020-07-15DOI: 10.7916/JMETC.V11I1.6709
Benjamin Dickman
We present in this paper a pair of approaches to support mathematics educators and learners in formulating original tasks. In particular, we facilitate the posing of rich mathematical problems by using two novel methods that were created by a mathematics department at a K-12 school in the United States, and further developed alongside our students as well as a wider professional learning team of master teachers. We situate our work within the broader literature on mathematical problem posing and describe our strategies by including examples of their use in generating problems and by providing examples of authentic student-assigned tasks that were created with our approaches.
{"title":"Inverted Tasks and Bracketed Tasks in Mathematical Problem Posing.","authors":"Benjamin Dickman","doi":"10.7916/JMETC.V11I1.6709","DOIUrl":"https://doi.org/10.7916/JMETC.V11I1.6709","url":null,"abstract":"We present in this paper a pair of approaches to support mathematics educators and learners in formulating original tasks. In particular, we facilitate the posing of rich mathematical problems by using two novel methods that were created by a mathematics department at a K-12 school in the United States, and further developed alongside our students as well as a wider professional learning team of master teachers. We situate our work within the broader literature on mathematical problem posing and describe our strategies by including examples of their use in generating problems and by providing examples of authentic student-assigned tasks that were created with our approaches.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":"11 1","pages":"55-58"},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44707837","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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