Education, School of
http://hdl.handle.net/2027.42/58605
2017-12-14T04:13:38ZTEACHERS’ RECOGNITION OF THE DIAGRAMMATIC REGISTER AND ITS RELATIONSHIP WITH THEIR MATHEMATICAL KNOWLEDGE FOR TEACHING
http://hdl.handle.net/2027.42/137972
TEACHERS’ RECOGNITION OF THE DIAGRAMMATIC REGISTER AND ITS RELATIONSHIP WITH THEIR MATHEMATICAL KNOWLEDGE FOR TEACHING
Boileau, Nicolas; Dimmel, Justin; Herbst, Patricio
We examine responses from a national sample of high school mathematics teachers to a
questionnaire, which had been developed to study teachers’ recognition of a system of
hypothesized norms that stipulate that geometry proof problems are to be posed using a
diagrammatic register. We report on the psychometric properties of the questionnaire, as well as the relationship between these mathematics teachers’ mathematical knowledge for teaching geometry (MKT-G) and their stances on breaching those norms. Although Herbst et al. (2013) hypothesized that the system consisted of five distinguishable sub-norms, the factor structure of the questionnaire suggested that two of those norms might not truly be distinguishable. We also found a positive and significant relationship between teachers’ MKT-G and their stances on breaching two of the determined components of the system of norms.
2016-11-01T00:00:00ZTeachers’ Expectation About Geometric Calculations in High School Geometry
http://hdl.handle.net/2027.42/137971
Teachers’ Expectation About Geometric Calculations in High School Geometry
Boileau, Nicolas; Herbst, Patricio
This paper reports on a study of the instructional situation in high school Geometry that Hsu
(2010) called Geometric Calculation in Algebra (GCA). In particular, we conducted a virtual
breaching experiment in order to examine the extent to which high school teachers recognized breaches of two norms that we conjectured to describe geometry teachers’ expectations of this work context. The results of our analysis of the data (using z-tests and mixed effect regression models) provide evidence that, in the situation of GCA, (1) teachers appear not to take issue with giving students tasks that require them to set-up and solve equations whose solutions have no geometric meaning (e.g., the length of a side of the figure is zero), and (2) teachers do not appear to expect students to document the geometric theorem or property that justify the setup of those equations (highlighting the contrast between the situation GCA and that of doing proofs).
2015-11-01T00:00:00ZMEASURING RECOGNITION OF THE PROFESSIONAL OBLIGATIONS OF MATHEMATICS TEACHING: THE PROB SURVEYS
http://hdl.handle.net/2027.42/136788
MEASURING RECOGNITION OF THE PROFESSIONAL OBLIGATIONS OF MATHEMATICS TEACHING: THE PROB SURVEYS
Herbst, Patricio; Ko, Inah
This paper shows validation data of an instrument that estimates high school teachers’ recognition of four obligations of the mathematics teaching profession. Measures of internal consistency show three instruments reliably measure three of the four obligations. Factor analyses support a 3-factor model for the disciplinary obligation and 2-factor models for each of the individual, interpersonal, and institutional obligations. We inspected correlations between scores on those obligations and other individual teacher measures, including experience teaching and teachers’ beliefs (measured with the survey by Stipek et al., 2001), and found very low correlations that suggest recognition of obligations and beliefs are different constructs.
This paper is an extended version of a Brief Research Report presented at the 2017 Annual Meeting of PME-NA (Psychology of Mathematics Education-North America), Indianapolis, IN.
2017-05-27T00:00:00ZGood Teaching of Calculus I
http://hdl.handle.net/2027.42/136219
Good Teaching of Calculus I
Mesa, Vilma; Burn, Helen; White, NIna
the analysis of student survey data in the Characteristics of Successful Programs in College Calculus revealed that student responses to questions about instructor characteristics factored into three clusters: Good Teaching, Technology, and Ambitious Pedagogy. Of these three, only Good Teaching had a positive effect on the change in students’ attitudes towards mathematics (a composite of three outcomes: mathematics confidence, enjoyment, and persistence). In this chapter, we further analyze the data collected in the study to understand better what the construct Good Teaching mean.
2015-01-01T00:00:00Z