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Elementary Math Education at CSUNTNE
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... Math Education. at CSUN--TNE. Hillary Hertzog, Nancy ... CSUN focus: Conceptual & procedural understanding. Engage candidates in explanation, discourse ... – PowerPoint PPT presentation
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Title: Elementary Math Education at CSUNTNE
1
Elementary Math Education at CSUN--TNE
- Hillary Hertzog, Nancy ORode
- Elementary Ed
- Sister Rita Basta, Jerry Gold, Joel Zeitlin
- Mathematics
2
Math Content courses for K-6
- Math 210-Number Operations
- texts then Billstein, Sowder,
- now Parker Baldridge, Beckmann
- Math 310-Geometry, Probability Statistics
- texts Billstein, Sowder ? Beckmann
3
Focus Goals
- PCK Pedagogical Content Knowledge
- MKTMathematical Knowledge for Teaching
- CSUN focus
- Conceptual procedural understanding
- Engage candidates in explanation, discourse
- Multiple representations connections
- Solve demanding problems
4
Measuring Success
- Ball/Hill survey of MKT
- Advantages
- already developed
- scaled (in-service teachers, z-scores)
- reliable
- valid
- correlated with in-service teachers higher pupil
gains - Drawbacks
- Time convenience (online?)
- Not all sections participate
5
MKT Reporting Domains
- Number Operation
- CK Content knowledge
- KSC Knowledge of students content
- PFA Patterns, functions algebra
- Geometry
- CK Content knowledge
6
Sample MKT Question N Ops CKhttp//sitemaker.u
mich.edu/lmt/files/LMT_sample_items.pdf
- Mrs. Harris was working on divisibility rules.
She told her class that a number is divisible by
4 if the last two digits are divisible by 4. One
of her students asked her why the rule for 4
worked. She asked the other students if they
could come up with a reason, and several possible
reasons were proposed. Which of the following
statements comes closest to explaining the reason
for the divisibility rule for 4? (Mark ONE
answer.) - Four is an even number, and odd numbers are not
divisible by even numbers, - The number 100 is divisible by 4 (and also 1000,
10,000, etc.) - Every other even number is divisible by 4, for
example, 24 and 28 but not 26 - It only works when the sum of the last two digits
is an even number.
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MKT Results for Geometry
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MKT results for Numbers Ops
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Sample scatter plot F05 N O CK
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Boxplot of gains N Ops F 05 CK
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Statistical SignificanceF 05 N Ops CK
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Impacting how we teach
- Study Group
- View videos of selected instructors using Ball
Video Protocol - http//sitemaker.umich.edu/lmt/faq_about_video_co
des - 2. Look at low score MKT items (teaching to the
test?, markers vs. content?, items not publicly
released.)
13
Long term considerations
- What is the effect of 1 or 2 content courses 2 or
3 years later? - Do our graduates teach the way we think we are
training them to? - Institutionalizing practices
- The Answer
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The Answer
- Work with our colleagues in Elementary Ed so that
we both are offering coherent, coordinated, well
reinforced and cognitively demanding classes (and
later experiences) for our teacher candidates.
15
Teacher Preparation Options
- Undergraduate blended program
- Freshman Option (for entering freshmen)
- Junior Option (begin work in junior year)
- Earn BA in Liberal Studies and preliminary
credential - Fifth year program
16
Math Methods
- Taken after math courses, before student teaching
- Focus on four essential components of
mathematics - Problem Solving
- Student Explanations
- Representations
- Connections
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Student Teaching
- First semester 8 weeks Lang Arts/Math with
seminar - Second semester 9 weeks all subs with seminar
- Placed in public school classrooms some schools
long-time partners - University supervision conducted mostly by
part-timers retired public school personnel - Minimum of five observations each semester
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Needs Analysis Study
- To what extent is subject matter content and
PCK emphasized in the lesson planning/observatio
n/reflection cycle in student teaching? - Analyzed 120 random sets of written observation
notes by university supervisors - Found that feedback on quality of subject
matter and PCK was extremely limited.
19
Development of Field Support Materials
- Asked supervisors to identify preferred subject
areas volunteers worked with math methods
faculty - Developed subject specific field support
materials for student teachers and supervisors - Lesson Planning Teaching Guide
- Reflection Sheet
- Observation Guidelines
- Observation Protocol
20
05-07 Study of Undergraduates
- Administered MKT survey at end of math methods in
05-06 - Tracked student teachers who had experienced Math
310 courses with treatment instructors - Placed those students in designated st. tchg.
seminar sections and placed with identified
supervisors in 06-07 . Those students used
support materials others did not. - Administered MKT survey at the end of student
teaching to all student teachers
21
Table 1 Means (z-scores) of MKT Geometry
Measures for Three Groups of Pre-Service Teachers
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Table 2 Means (z-scores) of MKT Number and
Operations Measures - Knowledge of Students and
Content - for Three Groups of Pre-Service
Teachers
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07-08 Research Studies
- Math courses continuing to develop teaching and
MKT surveys given in more sections - Longitudinal study continuing with second set of
student teachers will now have MKT scores from
both math courses - Use of field support materials expanding to more
supervisors - Follow-up study of nine first year graduates
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