1997 AMTE Conference Schedule

Note: The following is a copy of the online version of the 1997 AMTE Conference Program, found in digital archives and posted on 8/19/2014. Please Contact the Web Team if you have any questions.

AMTE Conference Schedule

February 14-15, 1997

Last updated December 22, 1996


Summary

    Friday (8:00-9:30 a.m.)
  1. The Role of Quantitative Analysis in Analyzing Mathematical Situations
  2. Assisting Teachers with Cognitively Demanding Tasks: A Case Approach (Part I)
  3. Implications of Hand-held Computer Symbolic Algebra (TI-92) for Mathematics Teacher Education (Part I)
  4. Gender Equity in Mathematics

    (10:00 - 11:30 a.m.)

  5. Place Value Concepts: What do Teachers Understand? Is it Enough?
  6. Assisting Teachers with Cognitively Demanding Tasks: A Case Approach (Part II)
  7. Implications of Hand-held Computer Symbolic Algebra (TI-29) for Mathematic s Teacher Education (Part II)

    (1:00 - 2:30 p.m.)

  8. Revising the Vision: Reconsidering Objectives for the Elementary Content Course
  9. Teacher Research: A Powerful Tool in Mathematics Teacher Education
  10. Exploring the Potential of Technology for Teacher Education (Part I)
  11. California Mathematics Project: A State-wide Professional Development Program

    (3:00 - 4:30 p.m.)

  12. Interactive Mathematics Teacher Preparation
  13. Multimedia Materials for Pre- and Inservice Mathematics Education
  14. Exploring the Potential of Technology for Teacher Education (Part II)

    Saturday (8:00 - 9:30 a.m.)

  15. Prompting Mathematics to Think about Pedagogy
  16. Paper Presentations
  17. Reshaping the Preparation of Teachers of Middle Grades Mathematics (Part I)
  18. Eisenhower National Clearinghouse and Mathematics Teacher Educators (Part I)

    (10:00 - 11:30 a.m.)

  19. Rational Numbers in Content and Methods Courses in Teacher Preparation
  20. Reshaping the Preparation of Teachers of Middle Grades Mathematics (Part II)
  21. Using Video Tapes as Part of an Elementary Methods Course
  22. Eisenhowever National Clearinghouse and Mathematics Teacher Educators (Part II)

    (1:00 - 2:30 p.m.)

  23. Paper Presentations
  24. Paul Bunyan and the Mobius Strip
  25. Teaching a Reformed High School Mathematics Curriculum: Inservice and Preservice Perspectives
  26. A Compulsory Mathematics Unit For Elementary Preservice Teachers: Content Pedagogy and Assessment

    (3:00 - 4:30 p.m.)

  27. Coaching the Teaching of Mathematics
  28. Paper Presentations
  29. NH's PERP Project: Reflecting on Current Practice in Preservice Teacher Education Programs
    Assessment Projects in Methods Courses
  30. Rethinking Teacher Preparation in Terms of Secondary School Reform Curriculum


Detail



Friday, February 14, 1997
8:00-9:30 AM


Session 1

The Role of Quantitative Analysis in
Analyzing Mathematical Situations

Judith Sowder, San Diego State University
Lisa Clement, San Diego State University
Jamal Bernhard, San Diego State University
Anna Graeber, University of Maryland
Tad Watanabe, Towson State University

This session offers instructors of prospective elementary teachers an opportunity to learn about the role quantitative analysis plays in having students make sense of mathematical situations. Participants will have an opportunity to perform and discuss a quantitative analysis.

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Session 2

Assisting Teachers with Cognitively Demanding Tasks:
A Case Approach
Part I (continued at 10 AM)

Margaret Smith, University of Pittsburgh
Marjorie Henningsen, University of Pittsburgh
Edward A. Stein, University of Pittsburgh
Mary Kay Stein, University of Pittsburgh
Paul Trafton, University of Northern Iowa

In this session we will discuss a set of cases of classroom instruction designed to increase teachers' awareness of the cognitive demands of instructional tasks and their recognition of factors which support or inhibit students' engagement with these challenging tasks.

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Session 3

Implications of Hand-held Computer Symbolic Algebra
(TI-92) for Mathematics Teacher Education
Part I (continued at 10 AM)

Bert Waits, Ohio State University

This session will include some hands-on instruction using computer symbolic algebra and will discuss how the school mathematics curriculum will change, based on the availability of technology. Difficult issues will be discussed such as "How much paper and pencil manipulative algebra skill is necessary . . .today . . .in the future?"

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Session 4

Gender Equity in Mathematics

Larry Feldman, Indiana University of Pennsylvania
Lynn Fox, American University
Susan Klein, US Dept. of Education, Office of Education Research and Improvement
Margaret Stempien, Indiana University of Pennsylvania

This session will consist of a classroom simulation that teacher educators can use to heighten awareness around gender equity, followed by activities around work at the national level to disseminate exemplary and promising equity programs, products, and practices.

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10:00-11:30 AM



Session 5

Place Value Concepts:
What do Teachers Understand? Is it Enough?

Mary K. Hannigan, Austin Community College
Tracy Rusch, Austin Community College

This session will introduce a new theoretical framework for organizing and describing place value concepts. The framework will illustrate the role of the place value structure beyond the traditional elementary arithmetic algorithms. This session includes research-supported recommendations for assessment and instruction.

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Session 6

Assisting Teachers with Cognitively Demanding Tasks:
A Case Approach
Part II (continued from 8 AM)

[ Back to Summary ]


Session 7

Implications of hand-held computer symbolic algebra
(TI-92) for mathematics teacher education
Part II (continued from 8 AM)

[ Back to Summary ]




1:00-2:30 PM



Session 8

Revising the Vision:
Reconsidering Objectives for the Elementary Content Course

Tracy Rusch, Austin Community College

This session is a directed collegial discussion exploring essential objectives for content courses and implementation of constructivist strategies. We will examine alternatives to traditional textbook objectives, and provide research results supporting an innovative content course. Bring five Macintosh disks for curriculum materials.

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Session 9

Teacher Research:
A Powerful Tool in Mathematics Teacher Education

Sandra Attkins, University of Central Florida
Nicki Clausen-Grace, Sypress Springs Elementarry School
Jody Dawson, Clay Springs Elementary School
Rosemary McGrath de Gracia, Kilarney Elementary School

We will provide a window into the thinking and learning of graduates of the Lockheed Martin/UCF Academy for Mathematics and Science. An integral part of this program is teacher research. We will describe this process and its influence on classroom practice.

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Session 10

Exploring the Potential of Technology
for Teacher Education
Part I (continued at 3 PM)

Edwin McClintock, Florida Atlantic University
Azita Manoucheri, Maryville University
Mary Enderson, Indiana University of Pennsylvania
Lyle Pagnucco, University of Minnesota, Duluth
Zhonghong Jiang, Florida International University

This symposium will discuss ways in which technology could serve as a vehicle for assisting teachers to develop their necessary skills for teaching mathematics. The role of technology in facilitating learning, teaching, communication, assessment, and field experiences will be explored.

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Session 11

California Mathematics Project:
A State-wide Professional Development Program

Nicholas Branca, Executive Director, California Mathematics Project
Judith E. Jacobs, California Stae Polytechnic University, Pomona

The California Mathematics Project is a state-wide program with 17 coordinated sites. Each site's program is based on a common philosophy that is implemented in very different ways. Join us and experience some of the activities that are used to develop mathematics teacher leaders for California's schools.

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3:00-4:30 PM



Session 12

Interactive Mathematics Teacher Preparation

William Fisher, California State University , Chico
Richard Ford, California State University , Chico
Dale Oliver, Humboldt State University
Ted Britton, National Center for Improving Science Education

In this session a new undergraduate preservice secondary teacher preparation program, which incorporates reform ideas and includes a paid teaching internship, will be described and two respondents will comment. Issues concerning implementation on other campuses also will be discussed.

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Session 13

Multimedia Materials
for Pre-and Inservice Mathematics Education

Bill Masalski, University of Massachusetts
Gordon Lewis, Annenberg/CPB Project
Amy Tonkonogy, WBGH Boston

An overview of the Annenberg/CPB mathematics and science project, including the WBGH math video library for grades K-12. These materials are available without cost via the recently launched Annenberg/CPB channel and its accompanying web site.

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Session 14

Exploring the Potential of Technology
for Teacher Education
Part II (continued from 1 PM)

[ Back to Summary ]




Saturday, February 15,1997
8:00-9:30 AM



Session 15

Prompting Mathematicians to Think about Pedagogy

Dale R. Oliver, Humboldt State University
Phyllis Z. Chinn, Humboldt State University

Participants experience one or more activities that have been effective in motivating mathematics faculty to consider their roles in teacher preparation. There also will be a discussion of the activities of other lessons learned in the NSF-supported Project PROMPT.

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Session 16

Paper Presentations

Facilitating Change:
Role of Reflection in Pre-service Mathematics Education

David K Pugalee, Saginaw State University

The role of reflection in facilitating the development of beliefs among pre-service teachers will be discussed. The information is based on qualitative analysis of reflections collected from over 200 elementary and middle-school education majors.

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Journal Writing: A Model for Mathematics Teacher Education

Cathy Liebars, The College of New Jersey

Journal writing serves as a model of behavior in preservice education. Various formats for journals will be described, and samples of writing will demonstrate the effectiveness of journals in convincing students of the advantages of integrating writing into the mathematics curriculum.

[ Back to Summary ]

The effect of a 6 month professional development program
and 5th and 6th grade teachers, 2 years later

Mary Ellen Schmidt, Ohio State University

Teachers who participated in a six-month professional development program sustained positive disposition toward calculators and mathematics, but showed no significant change in their beliefs about calculators and mathematics two years after the project. However, their disposition toward constructivist views was developed and sustained.

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Session 17

Reshaping the Preparation of Teachers
of Middle Grades Mathematics
Part I (continued at 10AM)

Sid Rachlin, East Carolina University Edwin McClintock, Florida International University Jennifer Earles Szydlik, University of Wisconsin-Oshkosh

How three middle-grades teacher preparation programs have changed to facilitate development of Knowledge of Mathematics, Knowledge of School Mathematics, Knowledge of the Teaching of Mathematics, Knowledge of the Learning of Mathematics, and Knowledge of the Learner of Mathematics.

[ Back to Summary ]


Session 18

Eisenhower National Clearinghouse
and Mathematics Teacher Educators
Part I

(continued at 10 AM)

Gail Hoskins, Eisenhower National Clearinghouse for Mathematics and Science Education
Donna Berlin, The Ohio State University
Michael Grote, Ohio Wesleyan University

This session will include a guided tour of the Eisenhower Natioanl Clearinghouse Online and first-hand accounts by mathematics teacher educators from public/private and small/large institutions, aimed at encouraging ing mathematics teacher educators to infuse these resources into their courses.

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10:00-11:30 AM



Session 19

Rational Numbers in Content and Methods Courses
in Teacher Preparation

Dolores Simoneaux, Southeastern Louisiana University
Elizabeth Gray, Southeastern Louisiana University
Tena Golding, Southeastern University

Various components that are being explored in mathematics and mathematics education preservice courses to better facilitate the learning of rational numbers by elementary education majors will be presented and discussed.

[ Back to Summary ]


Session 20

Reshaping the Preparation of
Teachers of Middle Grades Mathematics
Part II (continued from 8 AM)

[ Back to Summary ]


Session 21

Using Video Tapes
as Part of an Elementary Methods Course

Susan Friel, University of North Carolina--Chapel Hill

This session will consider the use of videotapes in an elementary methods course and address issues related to what preservice teachers appear to "see or hear" from viewing the tapes. Tapes will include Annenberg K-4 tapes, Richardson Interview Tapes, Kamii Tapes, and others.

[ Back to Summary ]


Session 22

Eisenhower National Clearinghouse
and Mathematics Teacher Educators
Part II (continued from 8AM)

[ Back to Summary ]




1:00-2:30 PM




Session 23

Paper Presentations

[ Back to Summary ]

Modeling Good Instruction in Preservice Mathematics Courses:
Voices of College Instructors and Their Students

Tad Watanabe, Towson State University

This session will discuss how college instructors (mathematics and science) perceived the notion of "modeling good instruction" in content courses for prospective middle school teachers. Voices of some of their students also are included.

[ Back to Summary ]

Preparing Teachers for Middle/High School Teaching:
Our Methods Course and Beyond

Anthony Piccolino, Montclair State University

This session will detail the preparation program for undergraduate students preparing to teach secondary mathematics with special emphasis on the structure and components of the methods course

[ Back to Summary ]

How are Mathematics Methods Courses Taught?

Virginia Harder, State University of New York College at Oneonta
Lynne Talbot, State University of New York College at Oneonta

Results of a study whose goal was to broaden the knowledge of how methods courses are taught be examining syllabi from various universities. This study presents a description of what types of experiences preservice teachers are having prior to student teaching.

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Session 24

Paul Bunyan and the Moebius Strip

Andrew White, Robert Homeyer, Parker Manhart,
Jamie Motejzik, Kevin Spawr, Jon Will
Eastern Illinois University

Preservice teachers are exposed to many mathematical activities which can be introduced through children's literature. The Eastern Illinois program is completing its second year of successful workshops presented from the NCTM to local schools. The program gives a new teaching tool to math educators.

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Session 25

Teaching a Reformed High School Mathematics Curriculum:
Inservice and Preservice Perspectives

Steven Ziebarth, University of Iowa
Judy Slezak, Prairie High School
Dave LaGrange, Prairie High School
Natalie Kleinfelter, Prairie High School

This session will deal with inservice, preservice, and practical issues of teaching in a reformed secondary mathematics classroom which is implementing materials from the CORE-Plus Mathematics Project. Discussion and presentations will include university, project research, inservice, and preservice perspectives.

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Session 26

A Compulsory Mathematics Unit for Elementary
Preservice Teachers: Content, Pedagogy and Assessment

Doug Clarke, Australian Catholic University

This session will provide information on content and pedagogy, as well as on the innovative forms of assessment used in a unit for preservice elementary teachers aimed at increasing their confidence and competence with mathematics.

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3:00-4:30 PM



Session 27

Coaching the Teaching of Mathematics

Susan N. Boyer, Maryland Collaboration for Teacher Preparation
Anna Graeber, University of Maryland

The participants will view a videotape of a mathematics lesson and then use coaching techniques developed through the Maryland Collaborative for Teacher Preparation Mentor Teacher Workshop to provide simulated feedback to the teacher. General questions about the coaching of student teachers and new teachers as well as peer coaching will be examined.

[ Back to Summary ]


Session 28

Paper Presentations

Alternative Assessments

Elsa Geskus, Kutztown University

This presentation presents various activities that are used as alternative assessments in the elementary mathematics education class.

[ Back to Summary ]

Assessment and Instruction Working Together
in a Preservice Mathematics Content Course

Tom Bassarear, Keene State College

The presentation will include a summary of various assessment tools available to instructors and a framework for examining how the assessment tools connect to the instructional goals of the course and to the NCTM Assessment Standards.

[ Back to Summary ]

Introducing Preservice Teachers to
Assessments Reform in Mathematics Education

Jeffrey Frykholm, Virginia Polytechnic Institute and State University

How is authentic assessment introduced to preservice teachers who have rarely experienced anything other than traditional evaluation? Several activities are described that challenge preservice teachers' existing beliefs about evaluation, leading toward explorations of alternative assessment.

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Session 29

NH's PERP Project: Reflecting on Current Practice
in Preservice Teacher Education Programs

Judy Curran Buck, Plymouth State College
Richard Evans, Plymouth State College

This session will inform participants about the New Hampshire Preservice Education Review Project (PERP) while providing an opportunity for participants to reflect on their own preservice programs.

[ Back to Summary ]

Assessment Projects in Methods Courses

Daniel Brahier, Bowling Green State University

This session will focus on the use of an assessment project as an assignment in elementary and secondary mathematics methods courses to support a discussion of individual differences and the NCTM Assessment Standards.

[ Back to Summary ]


Session 30

Rethinking Teacher Preparation in Terms
of Secondary School Reform Curriculum

Christine Browning, Western Michigan University
Dwanye Channell, Western Michigan University
Laura van Zoest, Western Michigan University

This session will focus on the implications of reform curricula for the design of content-specific methods courses in preservice programs for middle and secondary school mathematics teachers. A program containing three methods courses will be presented and discussed.

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