Education, School of
http://hdl.handle.net/2027.42/58605
Thu, 20 Oct 2016 21:23:39 GMT2016-10-20T21:23:39ZNaming 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.
Sat, 01 Oct 2016 00:00:00 GMThttp://hdl.handle.net/2027.42/1343212016-10-01T00:00:00ZObservation 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.
Fri, 21 Sep 2012 00:00:00 GMThttp://hdl.handle.net/2027.42/1228642012-09-21T00:00:00ZMathematics Education at U.S. Public Two-Year Colleges
http://hdl.handle.net/2027.42/117629
Mathematics Education at U.S. Public Two-Year Colleges
Mesa, Vilma
In this chapter I synthesize past and current research conducted at U.S. public two-year colleges and propose future directions for research in this context. The chapter is organized into four sections. In the first section I present a summary of the evolution of public two-year colleges, also known as community colleges, to provide a context for the work described here. The section includes a brief overview of the main characteristics of this particularly American postsecondary institution. The next two sections review mathematics education research conducted at two-year colleges between 1975 and 2004 and more recent work done since 2005. The final section is devoted to future directions for research in this context.
Thu, 28 Apr 2016 00:00:00 GMThttp://hdl.handle.net/2027.42/1176292016-04-28T00:00:00ZThe Calculus Curriculum in the National Study of Calculus in the U.S.A.
http://hdl.handle.net/2027.42/113669
The Calculus Curriculum in the National Study of Calculus in the U.S.A.
Mesa, Vilma; Burn, Helen
We describe findings of an analysis of curricular aspects related to the teaching of first-year of university calculus in the US, based on data collected as part of the Mathematical Association of America’s Characteristics of Successful Programs in College Calculus study. The study was conducted in two phases, first via surveys and questionnaires on programs, teaching and learning of calculus, and student motivation and performance; and second via qualitative case studies of 18 institutions identified as “successful” in terms of student performance and motivation. Our analysis using Rico’s (1997) conceptualization of curriculum illustrates the stability of the calculus curriculum in spite of the reform efforts of the 90s. It also gives departments tools to propose possible more viable interventions.
Fri, 02 Oct 2015 00:00:00 GMThttp://hdl.handle.net/2027.42/1136692015-10-02T00:00:00Z