Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Elementary Teacher Perceptions Of Math Professional Development On Mathematics Instruction
Download Elementary Teacher Perceptions Of Math Professional Development On Mathematics Instruction full books in PDF, epub, and Kindle. Read online Elementary Teacher Perceptions Of Math Professional Development On Mathematics Instruction ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Elementary Teacher Perceptions of Math Professional Development on Mathematics Instruction by : Chad Sutton
Download or read book Elementary Teacher Perceptions of Math Professional Development on Mathematics Instruction written by Chad Sutton and published by . This book was released on 2017 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this heuristic case study was to describe the professional development experiences of kindergarten to fifth grades teachers that participated on a mathematics action research team and represented five different elementary schools in a large suburban school district. The central question for this study was: How do teachers, who participate on a mathematics action research team, perceive their experiences with professional development? Data collection included personal narratives in the form of journal entries, individual teacher interviews, and a theoretical focus group interview. Teachers gained confidence and motivation as they witnessed their students develop confidence in themselves as mathematicians. Collaboration with other teachers was a critical element in the process of teachers transforming their instructional practices. Implications for leadership suggest that relevance of professional development is the foundation for supporting teachers in transforming their instructional practices.
Book Synopsis Teacher Perceptions of Instructional Coaching in Elementary Mathematics by : Katelyn Sylvester
Download or read book Teacher Perceptions of Instructional Coaching in Elementary Mathematics written by Katelyn Sylvester and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Instructional coaching as a form of job embedded professional development is a common practice in many school districts. An instructional coaching model requires thoughtful planning, design, and funding to become a common practice in schools and the perceptions of the classroom teacher as the primary recipient of such in service is essential to fostering a district culture of ongoing teaching and learning. This study intends to determine what are elementary school teachers' perceptions of being coached in elementary mathematics, in what ways instructional coaching is effective, and the extent to which teacher perceptions and beliefs impact the implementation of an instructional coaching model in a school district. In an attempt to contribute to previous literature, this study seeks to understand the lived experiences of teachers who were coached in mathematics during the 2019-2020 school year. By inquiring and gathering data of teacher perceptions of their experiences, future policy and practice of various Local Education Agencies in determining revisions and refinement to current coaching model initiatives. This case study contributes to current research and embodies a unique subset of characteristics that have the potential to be replicated and further developed in consideration of collected kindergarten- fifth grade teacher perceptions of being provided with job embedded professional development during the 2019-2020 school year by a content specific math coach.
Book Synopsis Teachers' Professional Development and the Elementary Mathematics Classroom by : Sophia Cohen
Download or read book Teachers' Professional Development and the Elementary Mathematics Classroom written by Sophia Cohen and published by Routledge. This book was released on 2004-07-13 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding the learning that takes a teacher from a more traditional teaching practice to one that is focused on the ideas and understandings that students and teachers have of the subject matter. The work emerges from and reports on a unique data set from a two-year study of teacher learning that was funded by the Spencer and MacArthur foundations. The teachers, whose work is at the center of this study, were participants in the Developing Mathematical Ideas seminar (DMI), a mathematics teacher development seminar for elementary school teachers. This seminar is one example of intensive, domain-specific professional development. In this seminar teachers study elementary mathematics content to deepen their own understanding of it, they study the development among children of the ideas central to elementary mathematics, and they experience a teaching and learning environment consistent with the pedagogy envisioned by the National Council for Teachers of Mathematics' Principles and Standards for School Mathematics. The seminar is a nationally available teacher development curriculum, thus interested educators can gain access to the resources necessary to offer similar seminars in their own communities. Teachers' Professional Development and the Elementary Mathematics Classroom: Bringing Understandings to Light will be widely interesting to a broad audience, including mathematics teacher educators, teacher education researchers, policymakers, and classroom teachers. It will serve well as a text in a range of graduate courses dealing with teacher cognition/knowledge for teaching, mathematics methods, psychology of learning, and pedagogical theory.
Book Synopsis Learning Trajectories for Teachers by : Paola Sztajn
Download or read book Learning Trajectories for Teachers written by Paola Sztajn and published by Teachers College Press. This book was released on 2019-06-07 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to strengthen the teaching of mathematics in the elementary grades, this book focuses on helping teachers engage in instruction based on learning trajectories (LTs). Renowned scholars, including professional development researcher Hilda Borko, examine four exemplary projects with details on professional development design, teacher learning, and project implementation. Contributors include Hilda Borko, Douglas H. Clements, Susan B. Empson, Victoria R. Jacobs, and Julie Sarama. “This is an amazingly important and valuable resource for mathematics teachers and leaders at any level. It provides the background and understandings so critical for teachers and teacher leaders to regularly consider and use learning trajectories to inform teacher planning and instruction.” —Dr. Francis (Skip) Fennell, professor emeritus, McDaniel College, and past president of the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics “This is the first book that I’ve come across that unpacks what it means to have a framework for student learning at the center of one’s instruction.” —Mary Kay Stein, University of Pittsburgh School of Education “I find this book useful for mathematics educators interested in framing learning trajectories across several domains—including tasks, discourse, curriculum, learners’ understanding, and assessment—to support professional development. Learning trajectories help us make connections among the domains and deepens professional knowledge and understanding.” —Robert Q. Berry III, University of Virginia, and president of the National Council of Teachers of Mathematics
Book Synopsis Mathematics Teachers in Transition by : Elizabeth Fennema
Download or read book Mathematics Teachers in Transition written by Elizabeth Fennema and published by Routledge. This book was released on 2013-04-03 with total page 447 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.
Book Synopsis The Five Disciplines of PLC Leaders by : Timothy D. Kanold
Download or read book The Five Disciplines of PLC Leaders written by Timothy D. Kanold and published by Solution Tree Press. This book was released on 2011-08-01 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed ex
Download or read book Ideas that Work written by and published by . This book was released on 1998 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Supporting Development of Mathematics Teaching Practices in the Context of the Common Core by : Lisa Michel
Download or read book Supporting Development of Mathematics Teaching Practices in the Context of the Common Core written by Lisa Michel and published by . This book was released on 2015 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Procedural learning has dominated the study of K-12 mathematics in the United States. A lack of emphasis on the development of mathematical thinking among educators has undermined American students' achievement in mathematics, thereby impacting students' readiness for college and careers in the 21st century. Elementary teachers, in particular, are often under-equipped to tackle teaching practices that promote mathematical thinking and the development of conceptual mathematical knowledge, both emphasized in the Common Core Standards for Mathematical Practice. They are frequently restricted by their own content knowledge and confidence in understanding mathematics, and are themselves products of rote learning and an overemphasis on procedures. This study was designed to support development of mathematical teaching practices among a group of upper elementary (third through fifth grade) teachers. The study utilized a qualitative action research design in order to investigate teachers' perceptions of the development of their practice over time. Ten upper elementary teachers participated in a bi-monthly mathematics study group over a period of 6 months. The study group initially focused on using warm-up tasks to promote mathematical discourse. Data was collected in the forms of transcriptions of the study group sessions, written and verbal reflections, and pre and post-questionnaires. Throughout the study, teachers regularly experimented with practices they had rarely or never tried before. Teachers reported that the warm-ups they learned in the professional development were the driving force for changes in their mathematics teaching practices. Additionally, teachers reported that there were substantial differences in the student discourse that occurred during math time between the previous school year and this year and that facilitation of student discourse during math time became a regular part of their practice.
Book Synopsis Helping Children Learn Mathematics by : National Research Council
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Author :Conference Board of the Mathematical Sciences Publisher :American Mathematical Soc. ISBN 13 :0821869264 Total Pages :106 pages Book Rating :4.8/5 (218 download)
Book Synopsis The Mathematical Education of Teachers II by : Conference Board of the Mathematical Sciences
Download or read book The Mathematical Education of Teachers II written by Conference Board of the Mathematical Sciences and published by American Mathematical Soc.. This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is a resource for those who teach mathematics and statistics to PreK-12 mathematics teachers, both future teachers and those who already teach in our nation's schools. The report makes recommendations for the mathematics that teachers should know and how they should come to know that mathematics. It urges greater involvement of mathematicians and statisticians in teacher education so that the nation's mathematics teachers have the knowledge, skills, and dispositions needed to provide students with a mathematics education that ensures high school graduates are college- and career-ready as envisioned by the Common Core State Standards. This report draws on the experience and knowledge of the past decade to: Update the 2001 Mathematical Education of Teachers report's recommendations for the mathematical preparation of teachers at all grade levels: elementary, middle, and high school. Address the professional development of teachers of mathematics. Discuss the mathematical knowledge needed by teachers at different grade levels and by others who teach mathematics such as elementary mathematics specialists, special education teachers, and early childhood educators. Each of the MET II writers is a mathematician, statistician, or mathematics educator with substantial expertise and experience in mathematics education. Among them are principal investigators for Math Science Partnerships as well as past presidents and chairs of the American Statistical Association, Association of Mathematics Teacher Educators, Association of State Supervisors of Mathematics, Conference Board of the Mathematical Sciences, and National Council of Teachers of Mathematics. The audience for this report includes all who teach mathematics to teachers--mathematicians, statisticians, and mathematics educators--and all who are responsible for the mathematical education of teachers--department chairs, educational administrators, and policy-makers at the national, state, school-district, and collegiate levels.
Book Synopsis An In-service Handbook for Mathematics Education by : Alan R. Osborne
Download or read book An In-service Handbook for Mathematics Education written by Alan R. Osborne and published by . This book was released on 1977 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work is organized around four purpose: 1. To examine the fundamental purposes and goals of in-service education; 2. To report the perceptions of teachers and supervisors about the what-is and what-ought-to-be of in-service education; 3. To discuss and analyze policies, processes, and procedures for in-service education in terms of the roles and responsilbities of individuals and institutions participating in the in-service effort; 4. To consider the future of in-service education for mathematics teachers.
Book Synopsis Practice-based Professional Development for Teachers of Mathematics by : Margaret Schwan Smith
Download or read book Practice-based Professional Development for Teachers of Mathematics written by Margaret Schwan Smith and published by . This book was released on 2001 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a new perspective on how to design, conduct and evaluate professional education experiences for teachers. It explores a specific type of professional development opportunity that connects the ongoing professional development of teachers with the actual work of teaching and presents snapshots of practise-based professional development, offers ideas for designing high-quality professional development experiences and explains how to assess the effectiveness of professional development.
Book Synopsis Transforming Mathematics Teacher Education by : Tonya Gau Bartell
Download or read book Transforming Mathematics Teacher Education written by Tonya Gau Bartell and published by Springer. This book was released on 2019-08-01 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
Book Synopsis Effective Instructional Strategies and Teacher Perceptions in a Standards-based Mathematics Class by : Carolyn M. Rhodes
Download or read book Effective Instructional Strategies and Teacher Perceptions in a Standards-based Mathematics Class written by Carolyn M. Rhodes and published by . This book was released on 2008 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the alignment of teachers? perceptions of effective instruction strategies to their actual implementation in the classroom. To determine if the observed teaching methodologies were consistent with effective instructional strategies, this study took into consideration: (a) teacher perceptions of effective mathematics strategies, (b) mathematics strategies most frequently implemented, and (c) professional development activities and their effect on teacher perceptions about how to teach mathematics. Research has shown that not all mathematics teachers use the same teaching methods in their instructional delivery and that professional development plays a crucial role in teachers knowing how to use ?best practices? in their instructional techniques. When professional development is not consistent and sustaining, instruction is not constant, which leaves gaps in students? education across grade levels. Instruction must be targeted and effective to make an impact on achievement. This study examined whether or not that research was valid in a specific intermediate school. The researcher developed a survey, to be completed by 10 mathematics teachers, to determine the level of mathematical practices being implemented in the classroom. The data from the survey were compared to the data collected by the research assistant to include formal lesson observations using a teacher observation checklist of ?best practice? in mathematics instruction. Additional data collected from the pre-observation and post-observation interviews by the research assistant were used to study the instructional delivery of a mathematics lesson. To determine the impact of professional development on instruction, archival records were also analyzed by the research assistant. The results of this study confirmed the research in two areas. Not all teachers are equally trained in effective instructional mathematics strategies, and because professional development is not consistent, instructional delivery within a grade level varies which leads to inconsistent teaching practices within a grade level.
Book Synopsis Cognitively Guided Instruction by : Jessie Elizabeth Guerrero
Download or read book Cognitively Guided Instruction written by Jessie Elizabeth Guerrero and published by . This book was released on 2014 with total page 405 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teacher and administrator perspectives in regards to the adoption and implementation of an elementary mathematics teaching approach called Cognitively Guided Instruction (CGI), at three elementary school sites of a rural elementary school district, located in the Central Valley of California. A holistic exploratory case study analysis involving teachers and administrators, from each of the three participating school sites and district office, was conducted. The study explores how one elementary school district aimed to improve student learning and began the shift into teaching the Common Core State Standards by adopting and implementing CGI; as it is within the complexity of implementing new innovations there is oftentimes a lack of understanding of effective ways to fully introduce and integrate these improvements. This study seeks to gain a better understanding of teachersʹ and administratorsʹ perceptions of the adoption and implementation process of Cognitively Guided Instruction. This study uses a combination of theories, including Constructivism, Cognitive Learning and Rogersʹ Diffusion of Innovation. The study participants are elementary math teachers representing grades one through six, school site principals and one district office representative. The case study design utilized classroom observations, teacher interviews, administrator interviews and a review of documents and materials related to CGI. Research was conducted during the 2013-14 academic school year. The data from these three sources were triangulated and analyzed for emerging categories and subcategories. Six categories emerged from the data: 1) Defining and Understanding CGI, 2) Preparation for Implementing CGI in the Classroom, 3) Professional Development, 4) Using CGI in the Classroom, 5) Institutional and Leadership Support for Adopting, Implementing and Institutionalizing CGI, and 6) Influences on Changing Educational Practices and Teacher and Administrator Beliefs as a Result of Implementing CGI. The findings of the study indicate few differences between the three school sites in regards to their adoption and implementation of CGI: teachersʹ and administratorsʹ perceptions of the adoption and implementation of the CGI approach was generally positive; teachers felt supported by the school and district leadership, and believed they benefitted from the various training opportunities provided; barriers and challenges identified, possibly had a slowing effect on the process of fully implementing CGI; implications for theory and practice, such as the importance for solid professional development, administrator support, and the recognition that anything new is a process; and the process of adopting and implementing innovations such as CGI progresses through stages. This study concludes with three areas of recommendations: 1) Recommendations for Institutionalizing and Sustaining Cognitively Guided Instruction in the Mountain View Elementary School District, 2) Recommendations for Educational Institutions, and 3) Recommendations for Future Research.
Book Synopsis Cases for Mathematics Teacher Educators by : Dorothy Y. White
Download or read book Cases for Mathematics Teacher Educators written by Dorothy Y. White and published by IAP. This book was released on 2016-10-01 with total page 511 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics Teacher Education provides a list of actions for mathematics teacher educators (MTE’s) to help them develop and implement equitable practices. The position paper states it is critical that mathematics teacher educators: “Model equity?based pedagogy that emphasizes rich and rigorous mathematics; elicit and build on children’s and young adults’ mathematical thinking; connect to P?12 students’ cultural/linguistic knowledge and backgrounds as well as individual interests; facilitate mathematical discourse; minimize status issues by expanding broader participation and engagement where varied mathematical strengths are valued; and promote positive mathematical identity and agency (p. 2)”. Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms provides an excellent resource to start conversations describing the enactment of these actions. The book is organized into three main sections: (1) Conversations About Inequities in Mathematics Methods Courses, (2) Conversations About Inequities in Mathematics Content Courses, and (3) Conversations about Inequities in Graduate and Professional Development Contexts. Across these sections there are 19 cases and 57 corresponding commentaries focused on dilemmas that arise when mathematics teacher educators foreground equity in their work. This book of cases provides a needed resource for MTEs to engage prospective teachers, practicing teachers, and future teacher educators in discussions about inequities, privilege, and oppression in society, in schools, and in the mathematics classroom. It is the product of the thinking and experiences of 87 authors who are committed to the improvement of mathematics teacher education.
Book Synopsis The Teacher Development Continuum in the United States and China by : National Research Council
Download or read book The Teacher Development Continuum in the United States and China written by National Research Council and published by National Academies Press. This book was released on 2010-11-28 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1999, Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in the United States and China, which probed the kinds of knowledge that elementary school teachers need to convey mathematical concepts and procedures effectively to their students. Later that year, Roger Howe, a member of the U.S. National Commission on Mathematics Instruction (USNC/MI), reviewed the book for the Notices of the American Mathematical Society, concluding that it 'has lessons for all educational policymakers.' Intrigued by the idea of superrank teachers, the USNC/MI sponsored a workshop entitled 'The Teacher Development Continuum in the United States and China'. The purpose of the workshop was to examine the structure of the mathematics teaching profession in the United States and China. The main presentations and discussion from the workshop are summarized in this volume.
