# 2015 – Michigan State University Co-Integrate Series

**Session Title: ***Challenges in Studying Opportunities to Learn Algebra and to Teach Algebra in Secondary Teacher Education Programs.*

**Description****: **For more than a century, algebra has served as both a foundation for higher mathematics and a gatekeeper for entrance to careers and college course work. The majority of states now require completion of Algebra I or Algebra II for high school graduation; many students now begin their study of algebra in Grade 8. In the past three decades, scholars and professional organizations have also made recommendations for changes in *what *algebra should be taught and *how* it should be taught. Mandates about who should take algebra and when, and debates about the algebra curriculum and instruction have raised questions about what algebra future teachers should know and how they should teach algebra. A natural question is “How and to what extent are pre-service teachers being prepared to teach algebra in this changing landscape?”

**Presenters: **Sharon L. Senk, Jeff Craig, Jia He, Leo Medel, and Eryn Stehr

**Presentation Time and Date: January 30, 2015 at 3:30 PM**

**Citation**: Senk, S., Craig, J., He, J. Medel, L., & Stehr, E.M. (2015, January). *Challenges in Studying Opportunities to Learn Algebra and to Teach Algebra in Secondary Teacher Education Programs.* Session presented as part of the Co-Integrate Seminar Series sponsored by Collaborative Research in Education, Assessment and Teaching Environments (CREATE) for STEM Institute at Michigan State University. East Lansing, MI. ()

# 2015 – Joint Mathematics Meetings

**Session Title: **Teacher as Learner: Reflections from Preservice Mathematics Teachers

**Description: **This session describes pre-service teachers’ (PSTs’) reflections on learning algebra at the end of their teacher education programs. Data comes from two focus group interviews at each of four purposefully chosen secondary mathematics teacher education programs and we report on emergent themes identified through qualitative analysis. For example, reasoning and proof were emphasized across universities, but PSTs reported that the practices played different roles at different universities. In some cases, proof was used as an assessment and PSTs were supposed to reproduce memorized proofs. In other cases, reasoning and proof were considered tools for learning, granting access to important mathematical truths. This dichotomy about reasoning and proof led us to consider university characteristics. Only two of the case study sites had mathematics educators involved in their mathematics departments. PSTs from these sites more often connected content from their mathematics courses to K-12 learning and commented about taking ownership of their mathematical knowledge. This session presents ideas about teaching mathematics to PSTs and fostering collaboration between mathematics educators and mathematicians.

**Presenters: **Andrew Hoffman, Jia He, and Leonard Medel

**Presentation Time and Date: **Sunday, January 11th, 8:40 AM – 9:00 AM

**Citation: **Hoffman, A., He, J., & Medel, L. (2015, January). Teacher as learner: Reflections from pre-service mathematics teachers. Presented at the Joint Mathematics Meetings. San Antonio, TX. (link to presentation slides)

# 2014 – Research in Undergraduate Mathematics Education

**Presenters: **Eryn M. Stehr and Lynette Guzman

**Presentation title:** Technology and algebra in secondary mathematics teacher preparation programs

**Presentation Date and Time:** Friday, February 28, 2014 from 10:25 AM – 10:55 AM

**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. This study examines preservice 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. We explore the 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 examine data collected from a pilot study of three Midwestern teacher education programs conducted by the Preparing to Teach Algebra (PTA) project investigating algebra. Our data suggest that not all secondary mathematics teacher preparation programs integrate experiences with technology across mathematics courses, and that mathematics courses may provide few experiences with technology to PSTs beyond strictly computational.

**Citation: **Stehr, E. & Guzman, L. (submitted). *Technology and algebra in secondary mathematics teacher preparation programs.* Proceedings of the Seventeenth Annual Conference on Research in Undergraduate Mathematics Education (RUME). Denver, CO.

Stehr, E. & Guzman, L. (2014, February). *Technology and algebra in secondary mathematics teacher preparation programs.* Paper presented at the Seventeenth Annual Conference on Research in Undergraduate Mathematics Education (RUME). Denver, CO. (link to presentation slides)

# 2014 – Association of Mathematics Teacher Education

**Presenters: **Alexia Mintos, Andrew Hoffman, and Hyunyi Jung

**Presentation title: **Secondary mathematics teacher education: Learning how to teach algebra

**Presentation Date and Time**: Friday, February 7, 2014 from 3:15 PM – 4:00 PM

**Abstract: **We aim to answer the following research question: “What opportunities do PSTs have to learn algebra and to learn to teach algebra?” In this session, we will describe our emergent framework along with findings from our analysis. The framework related to what PSTs learned about teaching school algebra (e.g., theories of student learning, pedagogical strategies for diverse learners, and concept specific tasks) and how they learned to teach school algebra (e.g., completing tasks/ assignments as learners and reading journal articles and policy documents) will be the focus.

**Citation: **Mintos, A., Hoffman, A., & Jung, H. (2014, February). *Secondary mathematics teacher education: Learning how to teach algebra*. Paper to be presented at the Eighteenth Annual Conference of the Association of Mathematics Teacher Educators (AMTE). Irvine, CA. (link to presentation slides)

# 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 – Hoosier Association of Mathematics Teacher Educators – Indiana Council of Teachers of Mathematics

**Presenters: **Hyunyi Jung, Andrew Hoffman, Alexia Mintos, and Jill Newton

**Presentation title:** Algebra teacher preparation: A mixed-methods status report

**Abstract:** In this session, we share results from a survey of secondary teacher education programs, and analysis of these programs through the lens of the *Mathematical Education of Teachers II (METII)*, and preliminary findings from case study teacher education programs.

**Citation: **Jung, H., Hoffman, A., Mintos, A., & Newton, J. (2013, October). *Algebra teacher preparation: A mixed-methods status report**. *Paper presented at the Hoosier Association of Mathematics Teacher Educators-Indiana Council of Teachers of Mathematics. Indianapolis, IN. (**link to presentation slides**)

# 2013 – Discovery Park Undergraduate Internship (DURI) Poster Session

**Presenters:** Anavi Nahar

**Poster Title: ** What do I do with “x” once I find it?: A study of algebraic modeling in teacher education

**Abstract**: Given the importance of teaching algebra, this study seeks to answer the question “What opportunities do secondary mathematics teacher preparation programs provide to learn about algebra, algebra teaching, and issues in achieving equity in algebra learning?” Our data sources include a national survey, transcripts of instructor interviews of algebra-related courses, and corresponding course materials collected from five universities housing secondary mathematics teacher education programs. This analysis will provide a snapshot of what opportunities are provided in secondary mathematics education and has the potential to inform efforts to better prepare mathematics teachers.

**Citation: **Nahar, A. (2013, January). *What do I do with “x” once I find it?: A study of algebraic modeling in teacher education. *Poster presented at the Discovery Park Undergraduate Internship (DURI) Poster Session. West Lafayette, IN.