2013 – North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago IL
Presenters: Jill Newton, Yukiko Maeda, Vivian Alexander, and Sharon L. Senk
Poster title: Recommendations from MET II: Investigating the alignment of secondary mathematics teacher education programs
Abstract: MET II makes recommendations about preparing teachers to teach the mathematics described in CCSSM; these include taking advanced mathematics courses, mathematics courses designed for teachers to strengthen their understanding of school mathematics, and mathematics methods courses. In this study, we used results from a national survey to investigate the alignment of current secondary mathematics teacher education programs with the recommendations for middle grades and high school programs in MET II. Results indicated that most surveyed programs are meeting the advanced mathematics recommendations, but are falling short in their requirements for courses designed for teachers that focus on school mathematics.
Citation: Newton, J., Maeda, Y., Alexander, V., & Senk, S. L. (2013, November). Recommendations from MET II: Investigating the alignment of secondary mathematics teacher education programs. Poster presented at the Thirty-fifth Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Chicago, IL. (link to proceedings)
2013 – North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago IL
Presenters: Hyunyi Jung, Andrew Hoffman, Anavi Nahar, and Jill Newton
Poster title: Integration of Pre-Service Teacher Knowledge and CCSSM: Modeling in Algebra
Abstract: With consideration of the importance of teaching algebra and modeling, this study seeks to answer the question “What are the opportunities for secondary mathematics pre-service teachers (PSTs) to learn about modeling and how to teach modeling in algebra?” In all cases, PSTs learned about modeling real-world situations with algebraic concepts in their teacher education programs. To be specific, they identified variables from a real world context and formulated a model by using representations; these components are recommended by CCSSM. PSTs also learned about how to teach modeling. For example, they learned how to facilitate a classroom where their students learned to solve real world algebraic problems by modeling. Specific instructional strategies, provided in both interviews and course materials, were largely consistent across universities, but important differences surfaced. Unique experiences of PSTs from each university will be shared in this poster session to inform other educators who prepare PSTs to teach algebra in general, and modeling in particular, in their programs.
Citation: Jung, H., Hoffman, A., Nahar, A., & Newton, J. (2013, November). Integration of Pre-Service Teacher Knowledge and CCSSM: Modeling in Algebra. Poster presented at the Thirty-fifth Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Chicago, IL. (link to proceedings)
2013 – North American Chapter of the International Group for the Psychology of Mathematics Education
Presenters: Eryn M. Stehr, Lynette Guzman, and Adam Hakes
Poster title: Technology and algebra in secondary mathematics teacher preparation programs
Description: This study explores opportunities provided by teacher preparation programs for secondary mathematics PSTs to encounter technology in learning algebra and in learning to teach algebra. We define technology narrowly as electronic tools and software. This study is a qualitative analysis of pilot data gathered from a larger mixed-methods project (see Endnote). We compiled data about teacher preparation programs at three universities through a focus group of three or four graduating PSTs, interviews with mathematics and mathematics education instructors, and instructional materials for select courses at each site. We used recommendations from CBMS (2012) to develop an analytical framework focusing on: type of use, type of course, type of encounter, type of technological tool, and whether the PSTs are asked to think critically about the use or choice of technological tool for learning or learning to teach each particular algebraic topic. Our analysis includes a general overview of opportunities for PSTs to use technology in learning mathematics and in learning to teach mathematics. We then narrow our focus to examine these opportunities as they relate specifically to algebra.
Citation: Stehr, E., Guzman, L., & Hakes, A. (2013). Technology and algebra in secondary mathematics teacher preparation programs. Poster presented at the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago. (link to proceedings)
2013 – North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago IL
Presenters: Alexia Mintos, Jill Newton, Ali Brown, and Jules McGee
Poster Title: Preparing to Teach Algebra with Equity in Mind
Description: This poster will outline an analytical framework to investigate pre-service teachers’ opportunities to learn to teach algebra with equity in mind and present results of how they are prepared to teach algebra to diverse student populations at case study institutions.
Citation: Mintos, A., Newton, J. Brown, A., & McGee, J. (2013). Preparing to Teach Algebra with Equity in Mind. Poster presented at The 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago. (link to proceedings)
PTA Project 