Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-115
Alison Castro Superfine, B. Superfine
In this poster, we propose a model for school math instructional improvement that is adaptable to local settings and the organizations and practitioners in them. Different school districts have different problems of practice, and thus adaptive integration of interventions is important as they go to scale— as Penuel et al. (2011) find, successful “scaling up” depends on local actors who make continual, coherent adjustments to interventions as they make their way through various levels of an organization. Indeed, schooland district-level infrastructures that are not optimally designed to support instructional improvement can constrain professional development (PD) efforts to improve the effectiveness of the existing teaching force (Spillane & Hopkins, 2013). Similarly, school districts have been shown to influence the ways in which schools and school leaders implement a wide range of improvement efforts at the school level, thus helping or hindering such implementation (Honig & Rainey, 2014). The model we propose is particularly designed to improve teachers’, teacher leaders’, and administrators’ understanding of effective math teaching and learning, and to enhance the organizational capacities of schools and districts to support such improvements in math. The model is grounded in a Design-Based Implementation Research process involving collaboration between researchers, and district and school personnel to co-develop math PD from district through teacher levels. The components are: (1) gathering information about problems of practice collaboratively identified by districts, schools, and the research team, and developing related goals; (2) designing and implementing coherent PD that is aligned with identified problems of practice; and (3) engaging in iterative cycles of development, implementation, and revision to productively adapt the model to changing conditions. The iterative redesign process enhances the productive adaptation of the model, allowing it to be effective at scale. In this poster, we will present our preliminary findings from the first cycle of iterative co-design of the model with stakeholders in four different school districts, including design considerations and challenges that emerged from the co-design process. In doing so, our aim is to make a significant contribution to the knowledge base regarding the process of organizational change in educational settings, effective teacher and administrator PD in math, and researcher-local stakeholder collaboration.
{"title":"A model for mathematics instructional improvement at scale","authors":"Alison Castro Superfine, B. Superfine","doi":"10.51272/PMENA.42.2020-115","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-115","url":null,"abstract":"In this poster, we propose a model for school math instructional improvement that is adaptable to local settings and the organizations and practitioners in them. Different school districts have different problems of practice, and thus adaptive integration of interventions is important as they go to scale— as Penuel et al. (2011) find, successful “scaling up” depends on local actors who make continual, coherent adjustments to interventions as they make their way through various levels of an organization. Indeed, schooland district-level infrastructures that are not optimally designed to support instructional improvement can constrain professional development (PD) efforts to improve the effectiveness of the existing teaching force (Spillane & Hopkins, 2013). Similarly, school districts have been shown to influence the ways in which schools and school leaders implement a wide range of improvement efforts at the school level, thus helping or hindering such implementation (Honig & Rainey, 2014). The model we propose is particularly designed to improve teachers’, teacher leaders’, and administrators’ understanding of effective math teaching and learning, and to enhance the organizational capacities of schools and districts to support such improvements in math. The model is grounded in a Design-Based Implementation Research process involving collaboration between researchers, and district and school personnel to co-develop math PD from district through teacher levels. The components are: (1) gathering information about problems of practice collaboratively identified by districts, schools, and the research team, and developing related goals; (2) designing and implementing coherent PD that is aligned with identified problems of practice; and (3) engaging in iterative cycles of development, implementation, and revision to productively adapt the model to changing conditions. The iterative redesign process enhances the productive adaptation of the model, allowing it to be effective at scale. In this poster, we will present our preliminary findings from the first cycle of iterative co-design of the model with stakeholders in four different school districts, including design considerations and challenges that emerged from the co-design process. In doing so, our aim is to make a significant contribution to the knowledge base regarding the process of organizational change in educational settings, effective teacher and administrator PD in math, and researcher-local stakeholder collaboration.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80615891","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-220
S. Roberts, Hannali Pajela
This research focuses on the importance of attending to transfer students in mathematics departments at research universities. This study explores the development of professional vision among mathematics transfer students, through examining community, “student” skills, and students’ future career aspirations. A bundle of three transitional mathematics course for transfer students offered concurrently at a four-year research university provided the setting, and we compared transfer students enrolled in bundle, non-bundle transfer students, and non-transfer students. Overall, students identified differences in their mathematical communities, their development as mathematics students, and their resources for career pathways.
{"title":"Comparing transfer and non-transfer college students’ mathematics professional vision","authors":"S. Roberts, Hannali Pajela","doi":"10.51272/PMENA.42.2020-220","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-220","url":null,"abstract":"This research focuses on the importance of attending to transfer students in mathematics departments at research universities. This study explores the development of professional vision among mathematics transfer students, through examining community, “student” skills, and students’ future career aspirations. A bundle of three transitional mathematics course for transfer students offered concurrently at a four-year research university provided the setting, and we compared transfer students enrolled in bundle, non-bundle transfer students, and non-transfer students. Overall, students identified differences in their mathematical communities, their development as mathematics students, and their resources for career pathways.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83105413","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-362
L. B. Kent
{"title":"What matters to middle school mathematics teachers: results from a three-year professional development program","authors":"L. B. Kent","doi":"10.51272/PMENA.42.2020-362","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-362","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90500483","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-325
Jessica Nuzzi
{"title":"Coteaching as professional development: A study of secondary mathematics teachers partnering to transition practice","authors":"Jessica Nuzzi","doi":"10.51272/PMENA.42.2020-325","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-325","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89251263","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-394
Beth L. MacDonald, Colby Tofel-Grehl, Kristin A. Searle, Andrea M. Hawkman, M. Suárez
This theoretical commentary examines theory driven discussions in Science, Technology, Engineering, and Mathematics (STEM) fields and mathematics fields. Through this examination, the authors articulate particular parallels between spatial encoding strategy theory and units coordination theory. Finally, these parallel are considering pragmatically in the Elementary STEM Teaching Integrating Textiles and Computing Holistically (ESTITCH) curriculum where STEM and social studies topics are explored by elementary students. This commentary concludes with questions and particular directions our mathematics education field can progress when integrating mathematics in STEM fields.
{"title":"Putting the “M” back into STEM: Considering how units coordination relates to computational thinking","authors":"Beth L. MacDonald, Colby Tofel-Grehl, Kristin A. Searle, Andrea M. Hawkman, M. Suárez","doi":"10.51272/PMENA.42.2020-394","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-394","url":null,"abstract":"This theoretical commentary examines theory driven discussions in Science, Technology, Engineering, and Mathematics (STEM) fields and mathematics fields. Through this examination, the authors articulate particular parallels between spatial encoding strategy theory and units coordination theory. Finally, these parallel are considering pragmatically in the Elementary STEM Teaching Integrating Textiles and Computing Holistically (ESTITCH) curriculum where STEM and social studies topics are explored by elementary students. This commentary concludes with questions and particular directions our mathematics education field can progress when integrating mathematics in STEM fields.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89405801","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-72
S. Gartland
{"title":"Supporting the whole student: blending the mathematical and the social emotional","authors":"S. Gartland","doi":"10.51272/PMENA.42.2020-72","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-72","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89470127","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-110
Eryn M. Stehr, Jia He
{"title":"Navigating complexities in definitions of length and area","authors":"Eryn M. Stehr, Jia He","doi":"10.51272/PMENA.42.2020-110","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-110","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88017523","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-226
L. Duncan, K. High
Betz (1978) proposed that 68% of students in mathematics classes experience high levels of math anxiety. This is most unfortunate as it is a well-established fact that math anxiety is negatively correlated with mathematics performance (Ashcraft & Kirk, 2001; Ashcraft & Moore, 2009; Foley et al., 2017). This does not necessarily imply that math anxiety is an indicator of lower potential to succeed in mathematics. Arnsten (2009) and Diamond et al. (2007) have shown that moderate levels of anxiety can help focus attention and enhance working memory which is known to be a major factor in math competence. It has also been shown that the negative correlation between math anxiety and math performance is stronger for those with high working memory capacity (Foley et al., 2017). Though there has been much research on working memory and situational factors associated with math anxiety, there is not much research which synthesizes the data on working memory with classroom experiences relating to math anxiety. Furthermore, few studies on math anxiety include participants with a broad range of math anxiety levels. In this study, we sample students in a year-long calculus course. We dig deeper into how students experience math anxiety and how they interpret past classroom experiences. The study utilizes tests for both math anxiety and general anxiety. Interviews are conducted in order to examine past classroom experiences and how these experiences helped to shape the students’ belief of math anxiety. We use the interpretation framework developed by Ramirez et al. (2018) to explore the impact of classroom experiences on the development of math anxiety. Under this framework, we hope to discover ways in which the instructor can construct rigorous and engaging classroom activities which would ultimately fashion a favorable impression upon the student. We also use the disruption account framework proposed by Ashcraft & Kirk (2001) to interpret the role in which working memory affects math anxiety and math performance. The interviews include various working memory tests along with written mathematical procedures. We hope to synthesize the information we gain from these activities with the data we collected for math anxiety and experiences in order to gain deeper insight into how we understand math anxiety.
{"title":"Exploring the relationship between math anxiety, working memory and teacher practices","authors":"L. Duncan, K. High","doi":"10.51272/PMENA.42.2020-226","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-226","url":null,"abstract":"Betz (1978) proposed that 68% of students in mathematics classes experience high levels of math anxiety. This is most unfortunate as it is a well-established fact that math anxiety is negatively correlated with mathematics performance (Ashcraft & Kirk, 2001; Ashcraft & Moore, 2009; Foley et al., 2017). This does not necessarily imply that math anxiety is an indicator of lower potential to succeed in mathematics. Arnsten (2009) and Diamond et al. (2007) have shown that moderate levels of anxiety can help focus attention and enhance working memory which is known to be a major factor in math competence. It has also been shown that the negative correlation between math anxiety and math performance is stronger for those with high working memory capacity (Foley et al., 2017). Though there has been much research on working memory and situational factors associated with math anxiety, there is not much research which synthesizes the data on working memory with classroom experiences relating to math anxiety. Furthermore, few studies on math anxiety include participants with a broad range of math anxiety levels. In this study, we sample students in a year-long calculus course. We dig deeper into how students experience math anxiety and how they interpret past classroom experiences. The study utilizes tests for both math anxiety and general anxiety. Interviews are conducted in order to examine past classroom experiences and how these experiences helped to shape the students’ belief of math anxiety. We use the interpretation framework developed by Ramirez et al. (2018) to explore the impact of classroom experiences on the development of math anxiety. Under this framework, we hope to discover ways in which the instructor can construct rigorous and engaging classroom activities which would ultimately fashion a favorable impression upon the student. We also use the disruption account framework proposed by Ashcraft & Kirk (2001) to interpret the role in which working memory affects math anxiety and math performance. The interviews include various working memory tests along with written mathematical procedures. We hope to synthesize the information we gain from these activities with the data we collected for math anxiety and experiences in order to gain deeper insight into how we understand math anxiety.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85801958","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-305
M. Hjalmarson, E. Saclarides, Kristin E. Harbour, Stefanie D. Livers, C. Baker
{"title":"Mathematics specialists and teacher leaders: an ongoing qualitative synthesis","authors":"M. Hjalmarson, E. Saclarides, Kristin E. Harbour, Stefanie D. Livers, C. Baker","doi":"10.51272/PMENA.42.2020-305","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-305","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85856107","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-45
Jenna R. O’Dell, Todd Frauenholtz
{"title":"Introducing variables to grade 4 and 5 students and the misconceptions that emerged","authors":"Jenna R. O’Dell, Todd Frauenholtz","doi":"10.51272/PMENA.42.2020-45","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-45","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85903286","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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