Building Synergy: Cognitively Guided Instruction and Implementation of a Simulated edTPA Elementary Mathematics Task During an Undergraduate Methods Course

2017 ◽  
Vol 6 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Tiffany G. Jacobs ◽  
Marvin E. Smith ◽  
Susan Swars Auslander ◽  
Stephanie Z. Smith ◽  
Kayla D. Myers
Keyword(s):  
Prospective Teachers ◽  
Elementary Mathematics ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Cognitively Guided Instruction ◽  
Mathematics Methods ◽  
Preparation Programs ◽  
Teachers Experiences ◽  
Mathematics Methods Course ◽  
Guided Instruction

Teacher preparation programs face increasing demands to demonstrate the competencies of prospective teachers in their programs, while maintaining a focus on developing high-leverage instructional practices in their methods coursework. This study used a mixed methods approach to examine how the implementation of a simulated edTPA elementary mathematics task influenced prospective teachers' experiences in an elementary mathematics methods course. The course curriculum featured cognitively guided instruction (CGI) as the exemplar for understanding and implementing problembased, cognitively oriented pedagogy. Our findings indicate that elements of both CGI and the simulated edTPA mathematics task worked synergistically to enhance opportunities for CGI-type lesson enactment, support productive changes in beliefs, and contribute to the prospective elementary teachers' (PTs) preparation.

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.

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.

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.

Research, Reflection, Practice: Writing to Reflect in a Mathematics Methods Course

2003 ◽  
Vol 10 (2) ◽  
pp. 112-118
Author(s):  
Alfinio Flores ◽  
Carmina Brittain
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Prospective Teachers ◽  
Writing To Learn ◽  
Preservice Elementary Teachers ◽  
Methods Course ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Mathematics Methods Course ◽  
Principles And Standards

For more than a decade, several authors have highlighted the benefits to students of writing to learn mathematics. Writing is an important component of communication in the classroom. As Principles and Standards for School Mathematics (NCTM 2000) notes, “Writing in mathematics can also help students consolidate their thinking because it requires them to reflect on their work and clarify their thoughts about the ideas developed in the lesson” (p. 61). Teachers probably will not use this tool, however, unless they have had the experience themselves of writing in relation to mathematics. This article presents a brief review of the benefits of students writing to learn mathematics. In the second part of the article, we invite the reader to consider another possible use of writing: as a tool to help preservice teachers reflect on their own growth as they learn to teach mathematics. We discuss some of the benefits that writing has for prospective teachers and present examples of preservice elementary teachers' writing that were collected in several one-semester undergraduate mathematics methods courses that the first author taught. The second author participated as a student in one of the courses. In a second article to be published in this journal, we will focus on the process of writing and writing for an audience.

Sign in / Sign up

Export Citation Format

Share Document