Presenters: Eryn M. Stehr and Lynette Guzman
Presentation title: Technology and algebra in secondary mathematics teacher preparation programs
Presentation Date and Time: Thursday, March 27, 2014 from 10:20 AM – 12:00 PM
Abstract: Most recently, the Conference Board of the Mathematical Sciences has advocated for incorporating technology in secondary mathematics classrooms. Colleges and universities across the United States are incorporating technology to varying degrees into their mathematics teacher preparation programs. Additionally, a prominent focus of current mathematics education reform efforts involves preparing future secondary mathematics teachers to teach algebra due to a growing demand for algebra courses in middle school and high school. This study examines pre-service secondary mathematics teachers’ opportunities to expand their knowledge of algebra through the use of technology and to learn how to incorporate technology when teaching algebra in mathematics classrooms. Through this study, we explored the following research question: What opportunities do secondary mathematics teacher preparation programs provide for PSTs to encounter technologies in learning algebra and learning to teach algebra? We examined instructor interviews, student interviews and course instructional materials as data collected from a pilot study of three Midwestern teacher preparation programs conducted by a larger project investigating opportunities teacher preparation programs provide pre-service secondary mathematics teachers to learn algebra and to learn to teach algebra. Our data suggest that not all secondary mathematics teacher preparation programs integrate experiences with technology across mathematics courses. More specifically, we found that mathematics education courses integrate technology through learning experiences more commonly than in mathematics courses, and the mathematics courses may provide few experiences with technology to PSTs beyond strictly computational.
Citation: Stehr, E. & Guzman, L. (2014, March). Examining Opportunities in Teacher Preparation Programs that Integrate Pre-service Secondary Teachers’ Experiences with Technology and Algebra. Paper presented at the Sixth Annual Graduate Academic Conference at Michigan State University. East Lansing, MI. (link to presentation slides)
Title: Recommendations from MET II: Investigating the alignment of secondary mathematics teacher education programs. Authors: Jill Newton, Yukiko Maeda, Vivian Alexander, and Sharon Senk
Abstract: The Mathematical Education of Teachers II [MET II] makes recommendations about preparing teachers to teach the mathematics described in the recently released Common Core State Standards for Mathematics. Recommendations for teacher preparation programs 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 and methods recommendations, but are falling short in their requirements for courses designed for teachers that focus on school mathematics.
Newton, J. A., Maeda, Y., Alexander, V., & Senk, S. L. (2014). How well are secondary mathematics teacher education programs aligned with the recommendations made in MET II? Notices of the American Mathematical Society, 61(3), 292–295.
Presenters: Yukiko Maeda, Jill Newton, Sharon L. Senk, Jeffrey Craig, and Eryn M. Stehr
Presentation title: Preparing secondary mathematics teachers for teaching algebra in the age of Common Core Standards
Presentation Date and Time: Sunday, March 2, 2014 from 9:00 AM to 10:15 AM
Abstract: It is critically important that “the nation’s mathematics teachers have the knowledge, skills, and dispositions needed to provide students with a mathematics education that ensures that hjgh school mathematics graduates are college- and career-ready as envisioned in the Common Core State Standards in Mathematics” (Conference Board of the Mathematical Sciences [CBMS], 2012) Hence, a fundamental question for teacher education is “What opportunities are secondary mathematics teacher preparation programs in the U.S. providing pre-service teachers [PSTs] to learn the mathematics described in the Common Core and in recent recommendations such as CBMS (2012)?” The data we will discuss in this session come from a recent survey of 132 secondary mathematics teacher education programs in the U.S. Because of the importance of algebra as both a foundation for higher mathematics and as a gatekeeper to college courses and many careers, our survey focused on opportunities to learn about algebra, teaching algebra, issues in equity in learning algebra, and the functions and modeling aspects of the CCSS-M.
Citation: Maeda, Y., Newton, J., Senk, S., Craig, Jeffrey, & Stehr, E. (2014, March). Preparing secondary mathematics teachers for teaching algebra in the age of Common Core Standards. Paper presented at the Sixty-sixth Annual Meeting of the American Association of Colleges for Teacher Education (AACTE). Indianapolis, IN. (link to presentation slides)