Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club

2018 ◽  
pp. 420-450
Author(s):  
Rachael Eriksen Brown
Keyword(s):  
Classroom Management ◽  
Elementary Mathematics ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Methods Course ◽  
Future Research ◽  
Mathematics Methods ◽  
Mathematical Ideas ◽  
Mathematics Methods Course ◽  
Mathematics And Science

This chapter describes a model of integrating an elementary mathematics methods course with an afterschool club in order to support pre-service teachers' development of a teaching practice. The goal of the model was to help pre-service teachers integrate theory and practice as well as begin to notice particular elements of a classroom and lesson. Details of the model, the course, and how the partnership with the elementary school was formed are shared. In addition, results from analyzing pre-service teachers' journal responses indicate most teachers focused on classroom management initially; however, writing shifted to focus on students' mathematical ideas and the purpose of play. Learnings with respect to teacher education as well as ideas for future research are discussed.

Pask and Ma Join Forces in an Elementary Mathematics Methods Course

2008 ◽  
pp. 252-263
Author(s):  
Jean Morrow ◽  
Janet Holland
Keyword(s):  
Preservice Teachers ◽  
Conceptual Understanding ◽  
Elementary Mathematics ◽  
Procedural Knowledge ◽  
Methods Course ◽  
Instructional Designers ◽  
Mathematics Methods ◽  
Mathematics Methods Course ◽  
Conversation Theory ◽  
Elementary Mathematics Methods

This chapter introduces conversation theory as a means of creating an active learning environment in an elementary mathematics methods course. It argues that such an environment, designed for undergraduate candidates in teacher education, will engage the learners in the task of developing deep conceptual understanding to support and give rationale to the procedural knowledge most of them already have. Furthermore, the authors hope that an understanding of conversation theory as applied to teaching mathematics will help instructors and instructional designers to facilitate preservice teachers’ engagement in reaching a deep conceptual understanding of the mathematics they are preparing to teach.

Preparing Preservice Teachers for Inclusive Coteaching: A New Approach for Mathematics Methods Instruction

2005 ◽  
Vol 11 (7) ◽  
pp. 384-389
Author(s):  
Lisa J. Carnell ◽  
Mariann W. Tillery
Keyword(s):  
Preservice Teachers ◽  
Special Needs ◽  
Instructional Strategies ◽  
Elementary Mathematics ◽  
Methods Course ◽  
Mathematics Methods ◽  
Special Needs Students ◽  
New Approach ◽  
Teaching Models ◽  
Mathematics Methods Course

How a three-week module was inserted into an elementary mathematics methods course in order to demonstrate co-teaching models for preservice teachers and to provide preservice teachers with instructional strategies for special needs students.

Designing and Teaching an Online Elementary Mathematics Methods Course

2015 ◽  
pp. 644-665
Author(s):  
Drew Polly
Keyword(s):  
Thematic Analysis ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Methods Course ◽  
Work Samples ◽  
Online Format ◽  
Online Methods ◽  
Longitudinal Examination

This chapter discusses a longitudinal examination of a mathematics methods course for teacher candidates taught in hybrid and a 100% asynchronous online format. Using Guskey's (2000) framework for evaluating learning experiences for teachers, thematic analysis was conducted on teacher candidates' course feedback and two major course assignments. Data analysis indicated that teacher participants valued the amount of support provided by the instructor and communication with classmates, had mixed comments about having to take ownership of their learning, and disliked the amount of work in the course. Participants' work samples reflected the application of emphasized pedagogies in lesson plans and course projects, and participants also positively impacted student learning during their clinical project. Implications for future courses as well as the examination of online methods courses are shared.

Pask and Ma Join Forces in an Elementary Mathematics Methods Course

2011 ◽  
pp. 1806-1816
Author(s):  
Jean Morrow ◽  
Janet Holland
Keyword(s):  
Preservice Teachers ◽  
Conceptual Understanding ◽  
Elementary Mathematics ◽  
Procedural Knowledge ◽  
Methods Course ◽  
Instructional Designers ◽  
Mathematics Methods ◽  
Mathematics Methods Course ◽  
Conversation Theory ◽  
Elementary Mathematics Methods

This chapter introduces conversation theory as a means of creating an active learning environment in an elementary mathematics methods course. It argues that such an environment, designed for undergraduate candidates in teacher education, will engage the learners in the task of developing deep conceptual understanding to support and give rationale to the procedural knowledge most of them already have. Furthermore, the authors hope that an understanding of conversation theory as applied to teaching mathematics will help instructors and instructional designers to facilitate preservice teachers’ engagement in reaching a deep conceptual understanding of the mathematics they are preparing to teach.

Designing and Teaching an Online Elementary Mathematics Methods Course

2013 ◽  
pp. 335-356 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Thematic Analysis ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Methods Course ◽  
Work Samples ◽  
Online Format ◽  
Online Methods ◽  
Longitudinal Examination

This chapter discusses a longitudinal examination of a mathematics methods course for teacher candidates taught in hybrid and a 100% asynchronous online format. Using Guskey’s (2000) framework for evaluating learning experiences for teachers, thematic analysis was conducted on teacher candidates’ course feedback and two major course assignments. Data analysis indicated that teacher participants valued the amount of support provided by the instructor and communication with classmates, had mixed comments about having to take ownership of their learning, and disliked the amount of work in the course. Participants’ work samples reflected the application of emphasized pedagogies in lesson plans and course projects, and participants also positively impacted student learning during their clinical project. Implications for future courses as well as the examination of online methods courses are shared.

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