Preservice Teachers

Implementing the Mathematical Practice Standards: Enhancing Teachers' Ability to Support the Common Core State Standards

This is a four-year project that is producing materials designed to help teachers see how the mathematical practices described in the Common Core State Standards for mathematics can be implemented in mathematics instruction. The goal of the improved instruction is to help students adopt and value these critical mathematical practices.

Award Number: 
1119163
Funding Period: 
Mon, 08/01/2011 to Tue, 07/31/2012
Full Description: 

The Implementing Mathematical Practices Standards (IMPS) is a four-year project that is producing materials designed to help teachers see how the mathematical practices described in the Common Core State Standards for mathematics can be implemented in mathematics instruction. The goal of the improved instruction is to help students adopt and value these critical mathematical practices. Researchers at the Education Development Center are developing videos and print materials that exemplify the mathematical practices and are working with teachers in grades 5-10 to help them use the materials effectively. The research questions of the project are focused on what features of the materials are most helpful to teachers and what professional development characteristics facilitate implementation of the mathematics practices in classroom instruction. The external evaluation of the project is being conducted by evaluators at TERC who are looking the process of developing materials and how the materials are used.

The materials will include professionally-produced videos exemplifying a particular mathematical practice being implemented in a classroom as well as printed dialogues that are designed to help teachers understand the practice and why it is critical for students to acquire that mathematical practice. The exemplars of mathematical practices are being developed based on pilot work and systematic advice from mathematicians, mathematics educators and mathematics teachers in grades 5-10. The design process is iterative and materials are refined based on feedback that is received. Facilitators are being prepared to conduct professional development and materials are being tested by more than 150 teachers in a variety of school districts.

Professional groups such as NCTM and NCSM have called for materials that exemplify the CCSS mathematical practices. They have argued that teachers need to understand how these standards can be achieved in classrooms. IMPS systematic effort to design materials that exemplify the standards and to test not only the materials but also the professional development associated with the materials is responding to the national need. The videos and dialogues will be available through broad dissemination.

Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades

This project is using Second Life and other technology to structure carefully planned learning experiences for pre-service teachers. Virtual technologies are used to provide pre-service teachers practice in presenting and assessing problem solving activities in a virtual classroom with diverse populations. Researchers hypothesize that technology enriched strategies have the potential to deepen pre-service teachers' understanding and effectiveness in teaching emerging algebra concepts to diverse student populations.

Project Email: 
Lead Organization(s): 
Award Number: 
1020132
Funding Period: 
Wed, 09/01/2010 to Fri, 08/31/2012
Full Description: 

This research study enriches the education of STEM teachers by using emergent technology to provide pre-service middle school mathematics teachers early teaching experiences that address topics in algebra and equity. In particular, the research team at Texas A&M University Main Campus is using Second Life and other technology to structure carefully planned learning experiences for pre-service teachers. Virtual technologies are used to provide pre-service teachers practice in presenting and assessing problem solving activities in a virtual classroom with diverse populations. Researchers hypothesize that technology enriched strategies have the potential to deepen pre-service teachers' understanding and effectiveness in teaching emerging algebra concepts to diverse student populations. The activities of the study are designed to answer five research questions:

1. How successful are the proposed design strategies for developing technology-rich activities for pre-service teachers?

2. How effective are technology-rich activities in developing pre-service teachers' deep knowledge and understanding of the algebra concepts of variable, change, and operations?

3. How effective are virtual simulations of problem-based teaching of algebra concepts in enhancing pre-service teachers' knowledge and skill in teaching diverse students?

4. What are the trajectories of pre-service teachers' development of knowledge of teaching algebra concepts to diverse students?

5. To what extent can technology-rich activities be effectively implemented in a whole-class setting?

The study is a design experiment using an iterative process to develop prototypes that pre-service teachers employ to become more effective in teaching algebra concepts to diverse student populations. Up to 25 students in a semester are piloting the materials that are continually being refined based on the results of the piloting. Growth in knowledge and practice by students is being measured by assessment instruments and research observations. The Mathematics Teacher Efficacy and Beliefs Instrument is an existing measure. The Knowledge for Teaching Algebra for Equity (KTAE) test is being developed to use as a pre- and posttest in the final phase of the project when students in sections who use and do not use the prototypes are compared. One hundred students are field testing the KTAE. The five member advisory board is being used for guidance and evaluation.

Products from the study will include prototype problem solving and equity activities, a knowledge for teaching algebra for equity (KTAE) assessment, guide to simulation of mathematics students in Second Life, and trajectories of knowledge for teaching algebra for equity. Findings from the study are being disseminated through journals and at professional conferences. This project capitalizes upon the use of state-of-the-art technology to simulate dynamic classroom experiences beyond the scope of prior teacher training programs. Successful implementation could revolutionize teacher training on a broad scale.

Beyond Bridging: Co-education of Pre-service and In-service Elementary Teachers in Science and Mathematics

This project will implement and study a professional community designed to alleviate the mismatch between the expectations of student teachers in mathematics and science and their mentor in-service teachers. The project is creating a neutral forum for the exchange of perspectives on issues of pedagogy with the expectation that student teachers would implement inquiry-based science and problem-solving mathematics pedagogies with the knowledgeable support of their mentor teachers.

Lead Organization(s): 
Award Number: 
1019860
Funding Period: 
Wed, 09/01/2010 to Sun, 08/31/2014
Project Evaluator: 
Horizon Research, Inc.
Full Description: 

The University of Arizona is partnering with the Tucson Unified School District to implement and study a professional community designed to alleviate the mismatch between the expectations of student teachers in mathematics and science and their mentor in-service teachers. This vexing problem often arises when student teachers expect to implement reform-based pedagogies while their mentor teachers insist on traditional approaches. The project is creating a "third space," a professional community that includes 40 pre-service and 50 in-service teachers, university scientists and mathematicians, science and mathematics education faculty, and school district administrators. The third space is providing a neutral forum for the exchange of perspectives on issues of pedagogy with the expectation that student teachers would implement inquiry-based science and problem-solving mathematics pedagogies with the knowledgeable support of their mentor teachers. The project is being implemented in two low-income, culturally and linguistically diverse elementary schools with a comparison school used as a control.

The evaluation/research component is a qualitative study led by Horizon Research, Inc. The fundamental research question is whether the third space model establishes interpretive systems that foster enactment of inquiry-based and problem-solving teaching practices. Data collection will include all participants in the third space forum, but focuses on the pre-service and in-service teachers through written products and discussions of lesson design activities, videotapes of teaching by pre-service and in-service teachers, and analysis of comments made in a web-based forum. Instruments to be used are the Reform Teaching Observation Protocol (RTOP), the Experiences Patterns Explanations (EPE) framework, and the Inquiry-Application Instructional Model (I-AIM).

The main product of this project is the third space model and the research that supports its success. The model will be disseminated broadly and if replicated widely, it would represent a major improvement in the professional development of teachers in the areas of inquiry-based science and problem-solving mathematics.

Response to Intervention in Mathematics: Beginning Substantive Collaboration between Mathematics Education and Special Education

This project is organizing and hosting a working conference on Response to Intervention (RtI) and related strategies in teaching and assessment in Mathematics. Goals of this work are: To build a community of researchers and practitioners to identify, expand and sustain research needs in this area; to identify and improve the research available related to teaching mathematics within an RtI model; and to develop resources to support teacher's understanding and application of RtI strategies.

Partner Organization(s): 
Award Number: 
1005328
Funding Period: 
Wed, 09/01/2010 to Wed, 02/29/2012
Full Description: 

The National Council of Teachers of Mathematics (NCTM) in collaboration with the Council on Exceptional Children (CEC) is organizing and hosting a focused working conference on Response to Intervention (RtI) and related strategies in teaching and assessment in Mathematics. The ultimate goals of this work are: To build a core community of researchers and practitioners from mathematics education and special education to identify, expand and sustain the research needs in this critical area; to identify and improve the research available related to teaching mathematics within a Response to Intervention model; and to develop professional development resources to support teachers's (pre-service and in-service) understanding and application of research-based RtI strategies in mathematics.

Expected outcomes include: a preliminary analysis of needed research studies; a synthesis of both mathematics education research and special education research around a key question of interest; and examples of content for inclusion in professional development and pre-service teacher education. Results will be disseminated through NCTM and CEC print, web, and conference facilities.

Teachers Empowered to Advance Change in Mathematics (TEACH MATH): Preparing Pre K-8 Teachers to Connect Children's Mathematical Thinking and Community-Based Funds of Knowledge

This project will modify the teacher preparation program for preK-8 teachers. The program is designed to help pre-service teachers learn mathematics well, learn to access students' cultural funds of knowledge, and learn to encourage students' mathematical thinking. The developers are designing (a) modules that can be used in teacher preparation courses, (b) a mentoring program for new teachers, and (c) on-line networks to facilitate collaboration among participating teachers and institutions.

Lead Organization(s): 
Award Number: 
1228034
Funding Period: 
Thu, 09/01/2011 to Thu, 08/31/2017
Project Evaluator: 
Research Institute for Studies in Education
Full Description: 

This research and development project will modify the teacher preparation program for preK-8 teachers at six universities located in different regions of the U.S. The new program is designed to help pre-service teachers learn mathematics well, learn to access students' cultural funds of knowledge in ways that will help them teach mathematics, and learn to encourage students' mathematical thinking. By integrating these important bodies of knowledge, pre-service teachers should be better prepared to teach mathematics to the variety of students in their classes. The developers are designing (a) modules that can be used in teacher preparation courses, (b) a mentoring program for new teachers, and (c) on-line networks to facilitate collaboration among participating teachers and institutions.

The project includes a study of how pre-service teachers learn to apply the knowledge they have gained in the program. The research team has planned a longitudinal collection of data that will track the pre-service teachers into their careers. Their goal is to document teachers' understandings of children's mathematical thinking and children's cultural funds of knowledge and to understand the relationship between teachers' understandings and the learning and disposition of preK-8 students. The study will be implemented at all six universities with staggered start dates allowing for analysis and revisions between cohorts.

These research and development efforts have the potential to impact preK-8 teacher preparation through (1) the development of modules that integrate several relevant proficiencies in mathematics teaching, and (2) the research that studies the impact of such a program on the mathematical learning and disposition of preK-8 students.

Integrating Engineering and Literacy

This project is developing and testing curriculum materials and a professional development model designed to explore the potential for introducing engineering concepts in grades 3 - 5 through design challenges based on stories in popular children's literature. The research team hypothesizes that professional development for elementary teachers using an interdisciplinary method for combining literature with engineering design challenges will increase the implementation of engineering in 3-5 classrooms and have positive impacts on students.

Lead Organization(s): 
Award Number: 
1020243
Funding Period: 
Wed, 09/01/2010 to Wed, 05/31/2017
Full Description: 

The Integrating Engineering and Literacy (IEL) project is developing and testing curriculum materials and a professional development model designed to explore the potential for introducing engineering concepts in grades 3 - 5 through design challenges based on stories in popular children's literature. The project research and development team at Tufts University is working with pre-service teachers to design and test the curriculum modules for students and the teacher professional development model. Then the program is tested and refined in work with 100 in-service teachers and their students in a diverse set of Massachusetts schools. The research team hypothesizes that professional development for elementary teachers using an interdisciplinary method for combining literature with engineering design challenges will increase the implementation of engineering in 3-5 classrooms and have positive impacts on students. The driving questions behind this proposed research are: (1) How do teachers' engineering (and STEM) content knowledge, pedagogical content knowledge, and perceptions or attitudes toward engineering influence their classroom teaching of engineering through literacy? (2) Do teachers create their own personal conceptions of the engineering design process, and what do these conceptions look like? (3) What engineering/reading thinking skills are students developing by participating in engineering activities integrated into their reading and writing work? The curriculum materials and teacher professional development model are being produced by a design research strategy that uses cycles of develop/test/refine work. The effects of the program are being evaluated by a variety of measures of student and teacher learning and practice. The project will contribute materials and research findings to the ultimate goal of understanding how to provide elementary school students with meaningful opportunities to learn engineering and develop valuable problem solving and thinking skills.

Achievements and Challenges of Modeling-based Instruction (ACMI) in Science Education: from 1980 to 2009

This project will synthesize existing literature on modeling-based instruction (MBI) in K-12 science education over the last three decades. It will rigorously code and examine the literature to conceptualize the landscape of the theoretical frameworks of MBI approaches, identify the effective design features of modeling-based learning environments with an emphasis on technology-enhanced ones, and identify the most effective MBI practices that are associated with successful student learning through a meta-analysis.

Award Number: 
1019866
Funding Period: 
Thu, 07/15/2010 to Sat, 06/30/2012
Full Description: 

The University of Georgia will carry out a two-year Synthesis Project that aims to provide a comprehensive review of the research and practices for modeling-based instruction (MBI) in K-12 science education. The project will synthesize existing literature on MBI in K-12 science education over the last three decades. It will rigorously code and examine the literature to conceptualize the landscape of the theoretical frameworks of MBI approaches, identify the effective design features of modeling-based learning environments with an emphasis on technology-enhanced ones, and identify the most effective MBI practices that are associated with successful student learning through a meta-analysis.

The project will build a systematic and analytic framework to conceptualize MBI, recommend best design strategies of technology-based modeling environments, evaluate MBI teacher professional development strategies associated with improved student learning, and propose appropriate assessment strategies created to evaluate and inform MBI. In addition to the comprehensive analysis of the theory and design of MBI, a meta-analysis will study the four components of student learning: theory, design, implementation, and assessment. Based on qualified quantitative studies, an examination of the four components will be made to evaluate how different empirical studies have established their effectiveness, examine the correlations among key components, and chart the impact of associated factors on student learning.

Blogs: Enhancing links in a professional learning community of science and mathematics teachers

Author(s): 
Loving, C. C.
Schroeder, C.
Kang, R.
Shimek, C.
Herbert, B.
Publication Type: 
Journal
Year: 
2007
In press?: 
In Press
Resource Format: 

Loving, C. C., Schroeder, C., Kang, R., Shimek, C., & Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 7(3). Available: http://www.citejournal.org/vol7/iss3/maintoc.cfm.

Exploring teacher knowledge and technology use in creating the inquiry classroom: Implications for novice science teacher professional development

Discipline / Topic: 

Kim, H., Miller, H. R., Herbert, B. E., Loving, C., & Pedersen, S. (2009). Exploring teacher knowledge and technology use in creating the inquiry classroom: Implications for novice science teacher professional development. Proceedings of the Annual Meeting of the Society for Information Technology and Teacher Education (SITE), Charleston, SC.

Evolution of collaboration and mentoring using social network tools within a professional-development community for novice science teachers.

Discipline / Topic: 

Kim, H., Miller, H. R., Herbert, B. E., Loving, C., & Pedersen, S. (2009). Evolution of collaboration and mentoring using social network tools within a professional-development community for novice science teachers. Proceedings of the Annual Meeting of the Society for Information Technology and Teacher Education (SITE), Charleston, SC.

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