Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

2013 ◽  
Vol 3 (1) ◽  
pp. 33-52 ◽  
Author(s):  
Christopher J. Johnston
Keyword(s):  
Novice Teachers ◽  
Discussion Board ◽  
Methods Course ◽  
Learning Activity ◽  
Mathematics Methods ◽  
Course Structure ◽  
Face To Face ◽  
Mathematics Methods Course ◽  
The Rich ◽  
Online Format

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants’ feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

2016 ◽  
pp. 1228-1247
Author(s):  
Christopher J. Johnston
Keyword(s):  
Novice Teachers ◽  
Discussion Board ◽  
Methods Course ◽  
Learning Activity ◽  
Mathematics Methods ◽  
Course Structure ◽  
Face To Face ◽  
Mathematics Methods Course ◽  
The Rich ◽  
Online Format

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants' feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

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.

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.

Developing an Online Mathematics Methods Course for Preservice Teachers

2014 ◽  
pp. 308-317
Author(s):  
Drew Polly
Keyword(s):  
Preservice Teachers ◽  
Graduate Students ◽  
Online Courses ◽  
Theoretical Background ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Pedagogy ◽  
Design Based Research ◽  
Mathematics Methods Course ◽  
Online Mathematics

This chapter presents the theoretical background and overview of the design of an asynchronous online mathematics pedagogy course taken by graduate students who are seeking their initial teacher certification. The authors provide the theoretical underpinnings for the design of the course, and then using design-based research, describe the refinement of the course over three iterations of designing and implementing the course. Lastly, implications for the design and delivery of asynchronous online courses are discussed.

Adding a New Dimension to Teaching Mathematics Educators

2019 ◽  
pp. 390-412
Author(s):  
Anna Wan ◽  
Jessica Ivy
Keyword(s):  
3D Printing ◽  
Digital Fabrication ◽  
Secondary Mathematics ◽  
Self Report ◽  
Methods Course ◽  
Fabrication Technology ◽  
Mathematics Methods ◽  
Mathematical Content ◽  
Mathematics Methods Course ◽  
Post Assessment

Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.

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.

scholarly journals Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

2019 ◽  
Vol 18 (1) ◽  
pp. ar8 ◽  
Author(s):  
Sat Gavassa ◽  
Rocio Benabentos ◽  
Marcy Kravec ◽  
Timothy Collins ◽  
Sarah Eddy
Keyword(s):  
Achievement Gap ◽  
Research University ◽  
Online Courses ◽  
Underrepresented Students ◽  
Closing The Achievement Gap ◽  
Course Structure ◽  
Hybrid Course ◽  
Face To Face ◽  
The Face ◽  
Online Format

Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.

Forum on teacher preparation: A mathematics laboratory for prospective teachers

1970 ◽  
Vol 17 (1) ◽  
pp. 75-78
Author(s):  
David M. Clarkson
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Methods Course ◽  
Mathematical Activity ◽  
Schools Of Education ◽  
Mathematics Methods ◽  
Open Problems ◽  
School Officials ◽  
Mathematics Methods Course ◽  
And Mathematics

The Report of the Cambridge Conference on the Correlation of Science and Mathematics in the Schools recommends that schools of education plan programs of “apprentice teaching in the schools, including work with materials of the sort being developed in new curriculum projects.”1 A group of mathematics educators in England has urged the use of courses emphasizing problem solving: “It is the exploration of these more open problems which we feel to be the essential characteristic of real mathematical activity.”2 A loud chorus of opinion suggests that courses in methodology should be jointly planned and executed by both mathematicians and educators and that they should involve practical work with children. When the opportunity to design an experimental elementary mathematics methods course was offered the writer, he decided to emphasize the mathematics laboratory approach which gives an important role to problem solving. Conferences with members of the mathematics and education departments, as well as with school officials, paved the way for the experiment; the sympathetic support of the chairman of the division of education at the college made it possible financially.

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