Educative features of upper elementary Eureka math curriculum

Mapping Intimacies ◽

10.32469/10355/78158 ◽

2020 ◽

Author(s):

◽

Amy Dawn Dwiggins

Keyword(s):

Content Knowledge ◽

Grade Level ◽

Analytical Framework ◽

Upper Elementary ◽

Second Phase ◽

Two Phase ◽

Math Curriculum ◽

Pedagogical Content ◽

Grade Levels ◽

Level I

This two-phase study examined the educative features of upper elementary Eureka Math curriculum as well as examined take-up of those educative features in two classrooms at each grade level. Using an analytical framework based on Males (2011) and Quebec Fuentes and Ma (2018) in the first phase, I coded the educative features of a module at both the third- and fourth-grade levels for educative features for the category of content knowledge (Shulman, 1986) being addressed, the location of the feature in the lesson, and the type of guidance (Enactment or Rationale) being provided. An examination of the data in this phase revealed that most educative features addressed Pedagogical Content Knowledge for Mathematics Topics, was located in the Concept Development of the lesson, and provided guidance for enacting the feature. In the second phase, using two target lessons at each grade level, I identified key educative features to follow through the phases of curriculum use (Stein, Remillard, and Smith, 2007) in order to examine the take-up of those educative features by practicing teachers. An examination of the data in this phase revealed differences and similarities in take-up of educative features. In particular, differences in take-up of Enactment Guidance for Experiences seemed to heavily influence differences in take-up of Enactment Guidance for Facilitating Discourse and Enactment Guidance for Participation Structures. Additionally, similarities in take-up of Enactment Guidance for Representations and Enactment Guidance for Developing Mathematical Terminology were revealed across teachers at the same grade level. Implications for curriculum development and recommendations for further research are offered.

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The Professional Development Needs of Mathematics Teachers in Saudi Arabia

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol6iss1pp114-132 ◽

2012 ◽

Vol 6 (1) ◽

pp. 114

Author(s):

Abdullah Suliman Al-Balawi ◽

Radman Mohammed Saeed

Keyword(s):

Professional Development ◽

Saudi Arabia ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Mathematics Teachers ◽

Grade Level ◽

Knowledge Domain ◽

Pedagogical Content ◽

Mathematical Teaching ◽

Professional Development Needs

This study aimed at determining the professional development needs of mathematics teachers in Saudi Arabia. The sample of the study contained 643 teachers and 39 supervisors of four districts of education across Saudi Arabia. The survey addressed two domains of professional development: content knowledge in mathematics, and pedagogical content knowledge. The study found that, in the domain of content knowledge for professional development, the most frequently occurring topics were as follows: Topological concepts and their applications, spherical geometry and its applications; mathematical problems solving; mathematical logic, reasoning, and proof; and, limits and continuity and their applications. In the domain of pedagogical content knowledge, participants defined areas of deficit across thirteen topics. Included in these were: Mathematical teaching for students with special needs; mathematical teaching for gifted students; lab use in teaching mathematics, etc. Two-way ANOVA indicated that there were significant differences in means of mathematics teachers’ needs for professional development in favor of supervisors vs. mathematics teachers in the pedagogical content knowledge domain alone. While there were no significant differences in the means of the need for professional development for mathematics teachers related to their teaching grade level or to the interaction between job and grade level in both domains.

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Subject-Matter Knowledge and Pedagogical Content Knowledge: Prospective Secondary Teachers and the Function Concept

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.24.2.0094 ◽

1993 ◽

Vol 24 (2) ◽

pp. 94-116 ◽

Cited By ~ 10

Author(s):

Ruhama Even

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Secondary Teachers ◽

Prospective Teachers ◽

Subject Matter ◽

Subject Matter Knowledge ◽

Second Phase ◽

Function Concept ◽

Pedagogical Content ◽

Prospective Secondary Teachers

This article investigates teachers' subject-matter knowledge and its interrelations with pedagogical content knowledge in the context of teaching the concept of function. During the first phase of data collection, 152 prospective secondary teachers completed and open-ended questionnaire concerning their knowledge about function. In the second phase, an additional 10 prospective teachers were interviewed after responding to the questionnaire. The analysis shows that many of the subjects did not have a modern conception of function. Appreciation of the arbitrary nature of functions was missing, and very few could explain the importance and origin of the univalence requirement. This limited conception of function influenced the subjects' pedagogical thinking. Therefore, when describing functions for students, many used their limited concept image and tended not to employ modern terms. In addition, many chose to provide students with a rule to be followed without concern for understanding.

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An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct

Journal of Teacher Education ◽

10.1177/0022487118761860 ◽

2018 ◽

Vol 70 (5) ◽

pp. 485-497 ◽

Cited By ~ 6

Author(s):

Yasemin Copur-Gencturk ◽

Tammy Tolar ◽

Erik Jacobson ◽

Weihua Fan

Keyword(s):

Elementary School Teachers ◽

Content Knowledge ◽

Mathematical Knowledge ◽

Secondary Analysis ◽

Mathematical Knowledge For Teaching ◽

Upper Elementary ◽

Specialized Content Knowledge ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

Content Knowledge For Teaching

This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the content, students, and teaching) can be distinguished empirically. Findings from a secondary analysis of data collected from upper elementary teachers in the Measures of Effective Teaching project ( N = 397) suggest the most parsimonious explanation of Mathematical Knowledge for Teaching construct is that it is unidimensional. We argue, based on the findings and limitations we identified, that researchers should reconsider both the structure of the components that make up the content knowledge for teaching and the effects of item design on the dimensionality of the construct.

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Upper-elementary-school children use statistics

The Arithmetic Teacher ◽

10.5951/at.9.4.0212 ◽

1962 ◽

Vol 9 (4) ◽

pp. 212-214

Author(s):

Leonard S. Cahen

Keyword(s):

Elementary School ◽

School Children ◽

Grade Level ◽

Elementary School Children ◽

Upper Elementary ◽

Lower Grade ◽

Talented Student ◽

Upper Elementary School ◽

Grade Levels ◽

Teaching Technique

This article will describe a teaching technique for enriching the arithmetic experiences of upper-elementary- (seventh and eighth grades) school children. While the technique is designed for the more talented student at this grade level, it can be adapted for use with all students. It could also be modified for students at lower grade levels.

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Determination of Pre-service Classroom Teachers’ Technological Pedagogical Content Knowledge

Journal of Education and Training Studies ◽

10.11114/jets.v5i2.2083 ◽

2017 ◽

Vol 5 (2) ◽

pp. 160 ◽

Cited By ~ 4

Author(s):

Şendil Can ◽

Serpil Doğru ◽

Gülsu Bayir

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Grade Level ◽

Classroom Teacher ◽

Technological Pedagogical Content Knowledge ◽

Classroom Teachers ◽

Pedagogical Content ◽

Use Of Technology ◽

Teacher Education Department ◽

And Gender

It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the current study is to investigate the pre-service classroom teachers’ technological pedagogical content knowledge in relation to grade level and gender variables. The current study employing the survey model was conducted on 136 first and third year students from the Classroom Teacher Education Department of the Education Faculty at Mugla Sitki Kocman University in the fall term of 2015-2016 academic year. As a data collection tool, a 47-item, 7-factor and five-point Likert type Technological Pedagogical Content Knowledge Scale was used. The collected data were analyzed with independent samples t-test. The findings of the test revealed that the pre-service classroom teachers’ technological pedagogical content knowledge and opinions about the sub-factors do not vary significantly depending on gender and grade level; however, their opinions about the sub-factor of technological knowledge vary significantly depending on grade level.

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A Comparison of Tem and Apfim to the Interpretation of Modulated Microstructures

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s042482010011742x ◽

1985 ◽

Vol 43 ◽

pp. 70-71

Author(s):

M.G. Burke ◽

M.K. Miller

Keyword(s):

Low Temperature ◽

Microstructural Characterization ◽

Superlattice Reflection ◽

High Volume ◽

Atom Probe ◽

Dark Field ◽

Miscibility Gap ◽

Second Phase ◽

Two Phase ◽

Probe Field

Interpretation of fine-scale microstructures containing high volume fractions of second phase is complex. In particular, microstructures developed through decomposition within low temperature miscibility gaps may be extremely fine. This paper compares the morphological interpretations of such complex microstructures by the high-resolution techniques of TEM and atom probe field-ion microscopy (APFIM).The Fe-25 at% Be alloy selected for this study was aged within the low temperature miscibility gap to form a <100> aligned two-phase microstructure. This triaxially modulated microstructure is composed of an Fe-rich ferrite phase and a B2-ordered Be-enriched phase. The microstructural characterization through conventional bright-field TEM is inadequate because of the many contributions to image contrast. The ordering reaction which accompanies spinodal decomposition in this alloy permits simplification of the image by the use of the centered dark field technique to image just one phase. A CDF image formed with a B2 superlattice reflection is shown in fig. 1. In this CDF micrograph, the the B2-ordered Be-enriched phase appears as bright regions in the darkly-imaging ferrite. By examining the specimen in a [001] orientation, the <100> nature of the modulations is evident.

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