1 / 16

Michigan State University PMENA – November 11, 2006

Teachers as Learners: A Study of Learning to Teach Mathematics from the Perspective of the Beginning Teacher. Michigan State University PMENA – November 11, 2006. Data Sources. Interviews & classroom observations 3 visits During first and second years of teaching Other interviews

naiara
Download Presentation

Michigan State University PMENA – November 11, 2006

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teachers as Learners: A Study of Learning to Teach Mathematics from the Perspective of the Beginning Teacher Michigan State University PMENA – November 11, 2006

  2. Data Sources • Interviews & classroom observations • 3 visits • During first and second years of teaching • Other interviews • Mentor teachers • District administrators • Workshops/meetings • Curriculum

  3. Students Teachers Content New Teacher Needs • Understanding students, theirfamilies, and their thinking • Understanding the math teacher role • Constructing tasks Lampert (2001)

  4. Helen Rogers • BS in Mathematics • Hired in November as a long-term substitute for 9th grade algebra • Alternative teacher certification program • Large urban public high school • 2800 students, 150 teachers • 95% African American, 2% White, 1% Hispanic, 1% Asian

  5. Constructing and Using Tasks Students Teachers Content

  6. Constructing and Using Tasks Students Teachers Content

  7. Constructing and Using Tasks Students Teachers Content “So one of the goals that I want to do is to better understand the community, you know, better understand my students and the parents. I want to get a better hold, a better feel for the students in their environment, you know, for the social concerns they’re having.”

  8. ending point rise vertical starting point run horizontal Staircase and Slope “Slope is equal to a vertical change over a horizontal change.” “When we calculate a slope, the slope will have a value. When you calculate the slope of the line, you use the variable, m.” … “The formula for that is y subscript 2 minus y subscript 1 divided by x subscript 2 minus x subscript 1.“ “This line is considered my slope. Because it’s on a hill, there’s a slant. If I go up I’m increasing, so that’s my slope. We can also determine what the value of a slope is. If this goes down, then this is positive or negative. If your line rises, goes down, then the slope is negative.” Lesson launched with concrete example of slope with which students are familiar

  9. New mathematics teachers need opportunities to learn how to use curriculum materials judiciously, choose and use representations and tools skillfully and design tasks that are useful (Ball, Lubienski, & Mewborn, 2001). Students Teachers Content

  10. Ona Atanassov • BS in Computer Science • Mathematics teacher for 5th-8th grade • Small, rural K-8 public school • 125 students, 10 teachers • 98% White, 2% Hispanic • 70% receive free/reduced lunch

  11. I'm not clear how to teach them, how much to teach them, what they have to give me and what I have to give to them. So, I'm not quite clear about that, but I have to do it anyways. That's where I am and I'm going to do think aloud and hope that I don't have togive them too much information, yet I will give them enough so that they can go on and do the problem on their own. -Ona

  12. Constructing Role • Not about controlling students • Her role in connecting with the relationship between students and content Students Teachers Content

  13. I'm not clear how to teach them, how much to teach them, what they have to give me and what I have to give to them. So, I'm not quite clear about that, but I have to do it anyways. That's where I am and I'm going to do think aloud and hope that I don't have togive them too much information, yet I will give them enough so that they can go on and do the problem on their own. -Ona

  14. ‘I want to be a teacher who is not standing in front of the classroom and thinking of kids as an empty vessel and filling them up. ‘Here, I know all and here’s what you have to figure out.’ I would like to be a facilitator more than a lecturer. I don't see that right now and that's my goal that kids can, that I can make a classroom culture so that I can be out of the school and kids will carry the class. I don't know the recipe how to get there. I don't know exactly what would it take but that's my goal.” Students Students Teacher Teacher Teacher Content Content

  15. “And they keep saying, ‘You’re doing a good job!’ So maybe they just think I don’t need them with the help. Because it seems like when I ask for it they say, ‘You don’t need it.’ But I DO need it.” - Helen

  16. Implications Induction must attend to more than • “Squeaky Wheels” • Even new teachers with many strengths have many needs • Students and Content • Instead focus on teachers’ connection to the relationship between students and content Students Teachers Content

More Related