Envisioning my mathematics classroom: Validating the Draw‐a‐Mathematics‐Teacher‐Test Rubric

2020 ◽  
Vol 120 (6) ◽  
pp. 345-355
Author(s):  
Juliana Utley ◽  
Stacy Reeder ◽  
Adrienne Redmond‐Sanogo
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Teacher Test

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

New Questions about Numbers Outside the Mathematics Classroom

1986 ◽  
Vol 79 (3) ◽  
pp. 208-216
Author(s):  
James R. Smart
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Real Life ◽  
Long Period

The greater-than-expected success of the original article, “Questions about Numbers Outside the Mathematics Classroom” (Mathematics Teacher 72 [November 1979]:624–25), has resulted in repeated requests for a second test of the same sort. These real-life uses of numbers on the new test have been common over a long period of time, yet many of us have not stopped to consider them carefully.

Technology Tips: Technology Resource Tools

2005 ◽  
Vol 98 (9) ◽  
pp. 622-625
Keyword(s):  
Mathematics Teacher ◽  
New Technologies ◽  
Mathematics Classroom ◽  
Journal Editor

This month is the final issue in which I will serve as editor of the “Technology Tips” column. It has been an exciting year of learning new technologies and working with several authors in preparing their tips. Thank you to everyone who contributed a Tech Tip this year. I would also like to thank Suzanne Harper, my co–editor, Rod Rodrigues, our liaison from the Mathematics Teacher Editorial Panel, and Nancy Blue Williams, the journal editor, for their collaboration in preparing each column. Suzanne Harper will step into the shoes of editor for the 2005–2006 volume year. I hope you will continue to enjoy the tips offered by others and consider contributing to Suzanne your own tip that can teach the rest of us some new skills and ideas for using technology in the mathematics classroom.

Technology Tips

1998 ◽  
Vol 91 (8) ◽  
pp. 736-739
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Good Activity ◽  
Formal Proofs ◽  
The Core ◽  
Core Concepts ◽  
New Ideas ◽  
Direct Student

This issue of the Mathematics Teacher focuses on proof. Technology is often useful in the mathematics classroom to aid students in conjecturing about new ideas before they complete formal proofs. Good activity sheets that use the power of technology often direct student discovery through multiple examples. Exercises using technology should frequently ask questions that require students to confirm their understanding of what is happening and what conceptual ideas support the evolving process being explored. They also need the flexibility of extensions or “explore more” questions so that students who work through the exercise more rapidly can continue while other students complete the core concepts.

Collaboration and Writing in the Mathematics Classroom

1991 ◽  
Vol 84 (3) ◽  
pp. 166-171
Author(s):  
Adele LeGere
Keyword(s):  
High School ◽  
Community College ◽  
Small Group ◽  
Group Work ◽  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Sufficient Time ◽  
Small Group Work ◽  
Primary Responsibility ◽  
School And Community

For twenty-five years I have taught mathematics using a great deal of lecture, much dialogue between students and myself, a limited amount of small-group work, and very little writing. As a mathematics teacher at both the high school and community college levels, I believed that clear presentations were my primary responsibility. It was difficult enough to find sufficient time to cover all prescribed content without taking more time for writing and group work.

Devices for the Mathematics Classroom: An improved trigtractor

1956 ◽  
Vol 49 (1) ◽  
pp. 28-29
Author(s):  
Edwin Eagle
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Trigonometric Functions

A “trigtractor” is a device which may be used to demonstrate the variation in value of each of the six fundamental trigonometric functions in all four quadrants. The device described below is a modification of the original trigtractor described by this writer in The Mathematics Teacher in May, 1945.1

scholarly journals Students’ approaches while solving a non-typical geometrical problem

2020 ◽  
Vol 12 ◽  
pp. 197-210
Author(s):  
Bożena Maj-Tatsis ◽  
Marta Pytlak
Keyword(s):  
Mathematics Education ◽  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Prior Experience ◽  
Age Groups ◽  
Mathematical Concepts ◽  
Geometrical Problem ◽  
Solution Methods ◽  
Mathematical Problems ◽  
The Relationship

In the paper we present the results of two teaching episodes, which took place in two middle school classes with 13- and 14-year-old students. The students in both classes were asked to solve the same geometrical problem;then a discussion followed, in which they had to justify their solutions. In both cases the students had no prior experience in solving non-typical mathematical problems. Additionally, the students were asked to justify theiranswers, which is not a common characteristic of a ‘typical’ mathematics classroom at that level. The problem was chosen from a wider study, in which twenty classes from twenty different schools were analysed. One of theaims of the present study was to analyse the skills that require a deeper understanding of mathematical concepts and properties. Particularly, we aimed to investigate students’ different solution methods and justifications duringproblem solving. The results show considerable differences among the two classes, not only concerning the depth of investigating (which was expected due to the different age groups), but also concerning the relationship betweenachievement (as assessed by the mathematics teacher) and success in solving the problem. These results demonstrate the need for re-directing mathematics education from a pure algorithmic to a deeper thinking approach.

Assessment: Does the Task Truly Measure What Was Intended?

1997 ◽  
Vol 3 (1) ◽  
pp. 74-82
Author(s):  
Carol Santel-Parke ◽  
Jinfa Cai
Keyword(s):  
Performance Assessment ◽  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Classroom Teacher ◽  
Performance Tasks ◽  
Higher Level Thinking ◽  
Assessment Tasks ◽  
Regional Conference ◽  
Reasoning Skills

During a recent NCTM regional conference, a speaker addressed the significance of performance assessment in the mathematics classroom. Afterward, a mathematics teacher posed a question to the speaker: “I agree with you that performance assessment is very important in the classroom, and your sample tasks are very interesting. However, as a classroom teacher, how can I design these kinds of interesting tasks or modify existing tasks to ensure that they accurately measure my own students' performance throughout the year?” Although only one teacher voiced this concern during the session, many other teachers may have similar concerns. The purpose of this article is to share a few of our experiences in developing performance-assessment tasks. We hope that the examples will be helpful to teachers in designing their own performance tasks to measure students' higher-level thinking and reasoning skills in the classroom.

A Comparison of Mathematics Classroom Observation Protocols

2015 ◽  
Vol 3 (2) ◽  
pp. 154-175 ◽  
Author(s):  
Melissa Boston ◽  
Jonathan Bostic ◽  
Kristin Lesseig ◽  
Milan Sherman
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Classroom Observation ◽  
Program Evaluations ◽  
Mathematics Teacher Educators ◽  
Observation Tools ◽  
Mathematical Quality ◽  
Observation Protocol

In this article, we provide information to assist mathematics teacher educators in selecting classroom observation tools. We review three classroom observation tools: (1) the Reform-Oriented Teaching Observation Protocol (RTOP); (2) the Instructional Quality Assessment (IQA) in Mathematics; and (3) the Mathematical Quality of Instruction (MQI). We begin by describing each tool and providing examples of research studies or program evaluations using each tool. We then look across tools to identify each tool's specific focus, and we discuss how the features of each tool (and the protocol for its use) might serve as affordances or constraints in relation to the goals, purposes, and resources of a specific investigation. We close the article with suggestions for how each tool might be used by mathematics teacher educators to support teachers' learning and instructional change.

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