Education, School of
http://hdl.handle.net/2027.42/58605
2016-12-09T15:28:08ZHow Theory-Building Research on Instruction can Support Instructional Improvement: Toward a Modeling Perspective in Secondary Geometry
http://hdl.handle.net/2027.42/134508
How Theory-Building Research on Instruction can Support Instructional Improvement: Toward a Modeling Perspective in Secondary Geometry
Herbst, Patricio
How can basic research on mathematics instruction contribute to instructional
improvement? In our research on the practical rationality of geometry teaching we describe
existing instruction and examine how existing instruction responds to perturbations. In this
talk, I consider the proposal that geometry instruction could be improved by infusing it with
activities where students use representations of figures to model their experiences with
shape and space and I show how our basic research on high school geometry instruction
informs the implementing and monitoring of such modeling perspective. I argue that for
mathematics education research on instruction to contribute to improvements that teachers
can use in their daily work our theories of teaching need to be mathematics-specific.
2016-11-26T00:00:00ZFraternity Member Reflections About Civic Values
http://hdl.handle.net/2027.42/134399
Fraternity Member Reflections About Civic Values
Matney, Malinda; Biddix, Patrick; Arsenoff, Sarah; Keller, Sarah; Dusendang, Jennifer; Martin, Darin
Fraternity members are exposed to developmental opportunities through service, leadership, and involvement, guided by organizational values. The purpose of this study was to learn more about how members interpret their experiences in relation to civic values. Data sources were responses from essays (n = 196) written by graduate and undergraduate members of an international fraternity. Results from thematic analysis evidenced a range of applications, from a literal inter- pretation of rules to a broader sense of agency in the world. Discussion focuses on addressing gaps in what members are learning based on the core tenets of NASPA’s Civic Learning and Democratic Engagement (CLDE).
2016-11-07T00:00:00ZNaming One-Third on the Number Line
http://hdl.handle.net/2027.42/134321
Naming One-Third on the Number Line
Mathematics Teaching and Learning to Teach
This three-minute video segment was taken from a summer mathematics class in Michigan for rising fifth graders. In the video, students are discussing a "warm up problem" focused on identifying fractions as points on a number line. The correct answer to the particular problem being discussed is 2/3, and the target explanation would draw on the notions of the whole (the interval from 0 to 1), equal partitions of that whole, naming one part, and naming the number of equal parts. Aniyah shares her solution of 1/7 and other students –Toni, Lakeya, and Dante – ask her questions about her solution and her thinking. The video ends just before the class begins discussing this and other solutions.
The "Naming One-Third on the Number Line" video consists of a three-minute video segment that can be viewed as a streaming video on this page. In addition, background information about the lesson and video (including samples of students' work) and a transcript of the video with a seating chart are included as pdf downloads. *** INQUIRIES/USES: This footage comes from an actual fifth grade classroom. Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies and presentations, as well as other types of educational uses require special permission. Please direct all inquiries to mtlt@umich.edu.
2016-10-01T00:00:00ZObservation Protocol for CSPCC (Characteristics of Successful Programs in College Calculus)
http://hdl.handle.net/2027.42/122864
Observation Protocol for CSPCC (Characteristics of Successful Programs in College Calculus)
White, Nina; Mesa, Vilma
This observation instrument was developed at the University of Michigan to characterize Calculus I lessons observed in post-secondary institutions as part of the National Study of Calculus.
2012-09-21T00:00:00Z