# 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)

# Third PTA Advisory Board Meeting

Thanks to all who are participated in our third (and, sadly, last) PTA Advisory Board meeting.

Over the past year, we have accomplished quite a bit!

- Analyzed of National Survey data
- Chose last two sites for case studies
- Completed interviews, focus groups, and material collection at all five case study sites
- Transcribed all interviews and focus groups
- Began tagging interview data for our Four Research Questions: Learn Algebra, Learn to Teach Algebra, Algebra and Equity, and Algebra and
*CCSSM* - Various proposals, posters, presentations, and drafts of publications

As always our Advisory Board members gave us excellent feedback and advice on our next steps as we move forward with data analysis and dissemination of the results. We took careful notes and have begun to discuss how to implement their recommendations.

Thank you for all your hard work – PIs, Advisory Board, and graduate/undergraduate research assistants!

# 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)

# 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 – Purdue Research Seminar

**Presenters: **Jill Newton, Vivian Alexander, Hyunyi Jung and Alexia Mintos

**Presentation title: **Preparing to Teach Algebra: A Study of Teacher Education

**Citation: **Newton, J., Alexander, V., Jung, H.Y., & Mintos, A. (2013, April). *Preparing to Teach Algebra: A Study of Teacher Education*. Invited speakers for a research seminar. West Lafayette, IN. (link to presentation slides)

# Paper Submission – The Mathematics Educator

**Title:** Preparing secondary mathematics teachers: Focus on contexts and modeling.

**Authors: Hyunyi Jung, Alexia Mintos, and Jill Newton.
**

**Abstract:**This study addressed the opportunities to learn (OTL) provided to secondary mathematics pre-service teachers in the areas of contexts and modeling in algebra. To investigate these OTL, we interviewed five instructors of required mathematics and mathematics education courses and a group of three or four pre-service mathematics teachers at three universities. We coded the interview transcripts using an analytic framework developed based on related literature and policy documents. We report the similar and different perspectives among instructors and pre-service teachers related to contexts and modeling at each university, along with comparisons of OTL across universities.

**Citation:
**Jung, H., Mintos, A., & Newton, J. (Submitted). Preparing secondary mathematics teachers: Focus on contexts and modeling.

*The Mathematics Educator.*

# 2013 – Conversations Among Colleagues, Central Michigan University

**Session Name: **Opportunities of Preservice Secondary Mathematics Teachers to Learn Reasoning and Proof Related to Algebra

**Session Time: **Saturday, March 23, 2013 2:50 – 3:40 PM

**Presenters: Jia He, Abe Edwards, Sharon Senk, and Eryn Stehr**

**Description: **In this session, Jia He and Abe Edwards described a framework of opportunities preservice teachers had to learn reasoning and proof related to algebra and presented findings from the pilot study. Jia He, Abe Edwards, Sharon Senk and Eryn Stehr engaged with members of the audience in analysis and feedback of the framework.