Friday Morning Sessions 10:55-11:20 #72 Jacksonville #73 St. Augustine Elaborating teachers’ choice and use of examples: Preparing Prospective Teachers to Work with Improving mathematics teaching Students who Struggle in Mathematics Oguz Koklu, Fatma Aslan-Tutak Christa Jackson, Margaret Mohr-Schroeder, Schroeder, Thomas Roberts, Maureen Cavalcanti, The study aims at emphasizing the critical role of Kayla Blyman, and Maranda Miller examples employed in classroom teaching. Based on our larger project, we will be focusing on According to the Teaching Principle from the mathematical examples used by six middle Principles and Standards of School Mathematics, school mathematics teachers in teaching the mathematics teaching requires “effective concept of slope. We will address types of understanding what students know and need to examples included as well as various ways they learn and then challenging and supporting them to were used to teach essential ideas of slope learn it well” (NCTM, 2000, p. 17). Traditionally, concept. The audience will observe the ones that teacher education programs have placed little are more effective, and the ones that have the emphasis on preparing mathematics teachers to potential to produce misconceptions, hence, work with struggling learners (Allsopp, Kyger, & interactively deduce some basic features of good Lovin, 2007). The purpose of this session is to examples for teaching the slope concept. discuss how a course situated in an informal learning environment affects the preparation of secondary mathematics prospective teachers to work with students who struggle in mathematics. #74 Miami Exploring Preservice Teachers’ Understanding of Science Instruction Through an International Research Experience Suzanne Nesmith, Betty Ruth Baker Significant documentation exists to demonstrate that in order to develop and improve teaching, educators must regularly reflect on what they do. For preservice teachers, reflective teaching often takes the form of role-playing, discussions, written journals, and observational reports. Another means of improving reflectivity is through classroom research, yet preservice teachers are often reluctant to engage in experiences of this type. This presentation will describe a U.S./Australia experience designed to involve preservice teachers in science pedagogy research. Findings related to the impact of the experience on preservice
Friday Morning Sessions 10:55-11:20 #72 Jacksonville Elaborating teachers’ choice and use of examples: Improving mathematics teaching Oguz Koklu, Fatma Aslan-Tutak The study aims at emphasizing the critical role of examples employed in classroom teaching. Based on our larger project, we will be focusing on mathematical examples used by six middle school mathematics teachers in teaching the concept of slope. We will address types of examples included as well as various ways they were used to teach essential ideas of slope concept. The audience will observe the ones that are more effective, and the ones that have the potential to produce misconceptions, hence, interactively deduce some basic features of good examples for teaching the slope concept. #73 St. Augustine Preparing Prospective Teachers to Work with Students who Struggle in Mathematics Christa Jackson, Margaret Mohr-Schroeder, Schroeder, Thomas Roberts, Maureen Cavalcanti, Kayla Blyman, and Maranda Miller According to the Teaching Principle from the Principles and Standards of School Mathematics, “effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well” (NCTM, 2000, p. 17). Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with struggling learners (Allsopp, Kyger, & Lovin, 2007). The purpose of this session is to discuss how a course situated in an informal learning environment affects the preparation of secondary mathematics prospective teachers to work with students who struggle in mathematics. #74 Miami Exploring Preservice Teachers’ Understanding of Science Instruction Through an International Research Experience Suzanne Nesmith, Betty Ruth Baker Significant documentation exists to demonstrate that in order to develop and improve teaching, educators must regularly reflect on what they do. For preservice teachers, reflective teaching often takes the form of role-playing, discussions, written journals, and observational reports. Another means of improving reflectivity is through classroom research, yet preservice teachers are often reluctant to engage in experiences of this type. This presentation will describe a U.S./Australia experience designed to involve preservice teachers in science pedagogy research. Findings related to the impact of the experience on preservice
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