Education, School of
http://hdl.handle.net/2027.42/58605
Wed, 16 Apr 2014 18:29:06 GMT2014-04-16T18:29:06ZDescribing Cognitive Orientation of Calculus I Tasks Across Different Types of Coursework
http://hdl.handle.net/2027.42/106183
Describing Cognitive Orientation of Calculus I Tasks Across Different Types of Coursework
White, Nina; Mesa, Vilma
We discuss the findings of an analysis of cognitive orientation of 4,953 mathematical tasks (representing all bookwork, worksheets, and exams) used by five instructors teaching Calculus I in a two-year college in the United States over a one-semester period. This study uses data from one of 18 cases from the Characteristics of Successful Programs in College Calculus (CSPCC) and characterizes the tasks using and adaptation of an analytical framework developed by Tallman & Carlson (2012). We found differences in the cognitive orientation by type of course work assigned (graded vs. ungraded) and differences by the instructors who assigned the course work. We discuss implications for practice and propose some areas for further exploration.
Sun, 09 Mar 2014 00:00:00 GMThttp://hdl.handle.net/2027.42/1061832014-03-09T00:00:00ZAssigning and Reviewing Students' Work: A Decomposition of Practice
http://hdl.handle.net/2027.42/102572
Assigning and Reviewing Students' Work: A Decomposition of Practice
Herbst, Patricio
This table identifies strategies and moves a mathematics teacher can use when designing work assignments for students (homework, seatwork) and when making decisions regarding what problems to review in public and how to review each problem.
Thu, 30 Jan 2014 00:00:00 GMThttp://hdl.handle.net/2027.42/1025722014-01-30T00:00:00ZSetting Norms for Mathematical Work: A Decomposition of Practice
http://hdl.handle.net/2027.42/101119
Setting Norms for Mathematical Work: A Decomposition of Practice
Herbst, Patricio
This two-page decomposition of practice articulates some of the strategies that are useful for mathematics teachers to set up norms for classroom mathematical work. The material is often used as part of the curriculum for the teaching of secondary methods in teacher preparation.
Thu, 01 Sep 2011 00:00:00 GMThttp://hdl.handle.net/2027.42/1011192011-09-01T00:00:00ZMathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction
http://hdl.handle.net/2027.42/98833
Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction
Herbst, Patricio; Kosko, Karl W.
This paper documents efforts to develop an instrument to measure mathematical knowledge for teaching high school geometry (MKT-G). We report on the process of developing and piloting questions that purported to measure various domains of MKT-G. Scores on a piloted set of items had no statistical relationship with total years of experience teaching, but all domain scores were found to have statistically significant correlations with years of experience teaching high school geometry. Other interesting relationships regarding teachersâ€™ MKT-G scores are also reported. We use these results to propose a way of conceptualizing how instruction specific considerations might matter in the design of MKT items. In particular, we propose that the instructional situations that are customary to a course of studies, can be seen as units that organize much of the mathematical knowledge for teaching such course.
Fri, 12 Jul 2013 00:00:00 GMThttp://hdl.handle.net/2027.42/988332013-07-12T00:00:00Z