Archive for Uncategorized

Tuesday, February 16th, 2016

Where is the Math in Mindcraft

“There is a lot of math in Mindcraft!” argues my 10 and 13 year old sons. “Oh yeah, show me!”

This led to a mini math lesson led by my two mindcraft “a·fi·ci·o·na·dos”. They are “very knowledgeable and enthusiastic about  this activity, subject, or pastime.”

Tuesday, February 16th, 2016

Principles to Action

PtA Effective Teaching Practices Band Concert

Monday, February 15th, 2016

NEW PD opportunity

Coming soon

 

Wednesday, October 21st, 2015

Rising Star

By Colleen Kearney Rich on July 16, 2015

Attracting top academic talent has always been a priority at Mason. This issue of Mason Spirit is proud to feature just a few of our newest generation of professors who are standouts in their chosen fields. Already, their contributions to teaching and research are making an impact on our campus and beyond.

So what will they do next? The sky’s the limit.

SpiritSpread

 

Tuesday, March 17th, 2015

Research Tools

http://ies.ed.gov/pdf/CommonGuidelines.pdf

Saturday, November 1st, 2014

A math happening with brownies

Jeremy had to bring brownies for a class project. He said, ” I will bake it in the morning before school”. The next morning, he overslept and panicked. He got the brownie mix and proceeded to make the batter. The only problem was that the recipe recommended 45-50 minutes at 320 degrees Fahrenheit but he would be late to school if he waited that long. He was pressed for time. He raised the temperature to 350 degrees and preheated the over then put it in a glass pan. Then he sat there thinking, now that I raised the temperature, that means, it may get done faster….

Where is the math in this math happening?

Friday, February 22nd, 2013

Recommended Readings for Math Education

Research Readings on Preparing Math Teachers

 Teacher learning
Cohen, S. (2004). Teachers’ professional development and the elementary mathematics classroom: Bringing understandings to light. Mahwah, NJ: Erlbaum.

Hammerness, K., Darling-Hammond, L., Bransford, J. with Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling- Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Francisco: Jossey-Bass.

Moschkovich, J. (2007). Bilingual mathematics learners: How views of language, bilingual learners, and mathematical communication affect instruction. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 89- 104). New York: Teachers College Press.

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.

Teacher knowledge
Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for Research in Mathematics Education, 35, 330-351.

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371-406.

Philipp, R. A., Ambrose, R., Lamb, L L. C., Sowder, J. T., Schnappelle, B. P., Sowder, L., Thanheiser, E., & Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38, 438-476.

Stein, M. K., & Lane, S., (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2, 50-80.

Preservice teacher education (How might prospective teachers learn to teach in a way that they have not been taught?)

Darling-Hammond, L., Hammerness, K., with Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). San Francisco: Jossey-Bass.

Gutstein, E. (2007). “So one question leads to another”: Using mathematics to develop a pedagogy of questioning. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 51-68). New York: Teachers College Press.

Mewborn, D. S. (2000). Learning to teach elementary mathematics: Ecological elements of a field experience. Journal of Mathematics Teacher Education, 3, 27-46.

Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester, Jr., (Ed.), Second handbook of research on mathematics teaching and learning (pp. 199- 204 only), Reston, VA: National Council of Teachers of Mathematics.

Perspectives on professional development as a mechanism for reform
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.

Davis, F. E., West, M. W., Greeno, J. G., Gresalfi, M. S., & Martin, H. T. (2007). Transactions of mathematical knowledge in the Algebra Project. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 69-88). New York: Teachers College Press.

Little, J.W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129-151.

Thompson, C. L., & Zeuli, J. S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 341-375). San Francisco: Jossey-Bass.

What do we know about effective professional development?
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945.

Heck, D. J., Banilower, E. R., Weiss, I. R., & Rosenberg, S. L. (2008). Studying the effects of professional development: The case of the NSF’s Local Systemic Change through Teacher Enhancement Initiative, Journal for Research in Mathematics Education, 39, 113-152.

Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester, Jr., (Ed.), Second handbook of research on mathematics teaching and learning (pp. 157- 199; 204-223 only). Reston, VA: National Council of Teachers of Mathematics.

Conducting professional development
Cobb, P., & Hodge, L. L. (2007). Culture, identity and equity in the mathematics classroom. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 159-171). New York: Teachers College Press.

Desimone, L. M., Smith, T. M., & Phillips, K. J. R. (2007). Does policy influence mathematics and science teachers’ participation in professional development? Teachers College Record, 109, 1086-1122.

Stein, M. K., Smith, M. S., & Silver, E. A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69, 237-269.

Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37 469- 479.

The intersection of mathematics education policy and practice
Spillane, J. P. (2004). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.

 

Issues for reform
Burris, C. C., Heubert, J. P., & Levin, H. M. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43, 105-136.

Spillane, J. P., & Thompson, C. L. (1997). Reconstructing conceptions of local capacity: The local education agency’s capacity for ambitious instructional reform. Educational Evaluation and Policy Analysis, 19, 185-203.

Tate, W. F., & Rousseau, C. (2007). Engineering change in mathematics education: Research, policy and practice. In F. K. Lester, Jr., (Ed.), Second handbook of research on mathematics teaching and learning (pp.1209-1246). Reston, VA: National Council of Teachers of Mathematics.

Walker, E. N. (2006). Urban high school students’ academic communities and their effects on mathematics success. American Educational Research Journal, 43,43-73.

National Mathematics Panel
Borko, H., & Whitcomb, J. (2008). Teachers, teaching and teacher education; Comments on the National Mathematics Advisory Panel’s report. Educational Researcher, 37, 565-572.
National Mathematics Advisory Panel. (2008). Foundations for success: Findings and recommendations from the National Mathematics Advisory Panel (ED 00424P). Washington, DC: US Department of Education.
Sloane, F. C. (2008). Randomized trials in mathematics education: Recalibrating the proposed high watermark. Educational Researcher, 37, 624-630.
Spillane, J. P. (2008). Policy, politics, and the National Mathematics Advisory Panel report. Educational Researcher, 37, 638-644.

Professional Development
Elmore, R. F., & Burney, D. (1999). Investing in teacher learning: Staff development and instructional improvement. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 263-291). San Francisco: Jossey-Bass.
Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.
Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco: Jossey-Bass.
Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin.
Smith, M. S. (2001). Practice-based professional development for teachers of mathematics. Reston, VA: National Council of Teachers of Mathematics.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 173- 209). Washington, D.C.: American Educational Research Association.

 

Teacher Change and Leadership
Burch, P. & Spillane, J. P. (2003). Elementary school leadership strategies and subject matter: Reforming mathematics and literacy instruction. The Elementary School Journal, 103, 519-535.
Drake, C., & Sherin, M. G. (2006). Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 36, 153- 187.
Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.
Miller, B., Moon, J., & Elko, S. (2000). Teacher leadership in mathematics and science. Portsmouth, NH: Heinemann.
Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 905-947). Washington, D. C.: American Educational Research Association.
Spillane, J. P. (2002). Local theories of teacher change: The pedagogy of district policies and programs. Teachers College Record, 104, 377-420.
Spillane, J. P., Diamond, J. B., & Jita, L. (2003). Leading instruction: the distribution of leadership for instruction. Journal of Curriculum Studies, 35, 533-543.

Strahan, D. (2003). Promoting a collaborative professional culture in three elementary schools that have beaten the odds. The Elementary School Journal, 104, 127-146.
van den Berg, R. (2002). Teachers’ meanings regarding educational practice. Review of Educational Research, 72, 577-625.
Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72, 481-546.
West, L., & Staub, F. C. (2003). Content-focused coaching: Transforming mathematics lessons. Portsmouth, NH: Heinemann.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74, 255-316.

Teacher Education
Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). New York: Macmillan.

Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32, 493-522.
Conference Board of the Mathematical Sciences. (2001). The mathematical education of teachers: Vol. 11. Issues in mathematics education. Providence, RI: American Mathematical Society.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.

Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52, 94-106.

Steele, D. F. (2001). The interfacing of preservice and inservice experiences of reform-based teaching: A longitudinal study. Journal of Mathematics Teacher Education, 4, 139-172.

Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards- based mathematics instruction: A casebook for professional development. New York: Teachers College Press.

Wilson, S. M., Floden, R. E., Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations (Center for the Study of Teaching and Policy Document R-01-3). Seattle: University of Washington. Available on-line at http://depts.washington.edu/ctpmail/ Click on Publications and then Research Reports.

Policy and Reform
Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72, 433-479.

Gamoran, A., Anderson, C. W., Quiroz, P. A., Secada, W. G., Williams, T., & Ashmann, S. (2003). Transforming teaching in math and science: How schools and districts can support change. New York: Teachers College Press.

 

Gold, B. A. (1999). Punctuated legitimacy: A theory of educational change. Teachers College
Record, 101, 192-219.
Knapp, M.S. (1997). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research, 67, 227-266.
McCaffrey, D., F., Hamilton, L. S., Stecher, B. M., Klein, S. P., Bugliari, D., & Robyn, A. (2001).    Interactions among instructional practices, curriculum and student achievement: The case of standards-based high school mathematics. Journal for Research in Mathematics Education, 32, 493-517.
Newmann, F. M., & Associates (Eds.). (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey Bass.
O’Day, J. A., & Smith, M. S. (1993). Systemic reform and educational opportunity. In S. H. Fuhrman (Ed.), Designing coherent education policy: Improving the system (pp. 250- 312). San Francisco: Jossey-Bass.
Pollock, M. (2001). How the question we ask most about race in education is the very question we most suppress. Educational Researcher, 30(9), 2-12.
Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of Standards-based middle grades mathematics curriculum materials on student achievement. Journal for Research in Mathematics Education, 34, 74-95.
Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the Prospects stud of elementary schools. Teachers College Record, 108, 1525-1567.
Spillane, J. P. (2000). Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction, 18, 141-179.
Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72, 387-431.
Wood, T., & Sellers, P. (1997). Deepening the analysis: Longitudinal assessment of a problem- centered mathematics program. Journal for Research in Mathematics Education, 28, 163- 186.

 

Thursday, October 18th, 2012

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