Challenges Associated with Developing Discursive Classrooms in High-Poverty, Rural Schools

2004 ◽  
Vol 97 (1) ◽  
pp. 28-31
Author(s):  
Richard S. Kitchen
Keyword(s):  
Mathematics Teachers ◽  
Rural Schools ◽  
Mathematical Thinking ◽  
Secondary Level ◽  
Mathematical Discourse ◽  
High Poverty ◽  
Navajo Students

That teacher was discussing the challenges associated with initiating mathematical discourse with his Navajo students. Although he is interested in developing a classroom in which students regularly share their mathematical thinking with one another, such a discursive classroom may in fact be incongruent with the students' culture. This example demonstrates one of many issues that impede secondary-level mathematics teachers in their efforts to negotiate toward a classroom in which students' ideas are valued and frequently solicited.

scholarly journals Promoting Exploratory Teaching in Mathematics: A Design Experiment on a CPD course for Teachers

2015 ◽  
Vol 3 (6) ◽  
pp. 905-924 ◽  
Author(s):  
Henna Heikkinen ◽  
Peter Hästö ◽  
Vuokko Kangas ◽  
Marko Leinonen
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Thinking ◽  
Research Question ◽  
Mathematical Problem ◽  
Substantial Effect ◽  
Design Experiment ◽  
Exploratory Learning ◽  
High School Mathematics ◽  
Factors Affecting ◽  
Main Research

In this paper we present a design experiment on a continued professional development (CPD) course for mathematics teachers. It consisted of three teaching cycles. Between them we analyzed the collected data in order to discover the factors affecting the course’s effectiveness and improve the next implementation. The general themes of the course, Introduction to Exploratory Learning in Mathematics, are teaching methods that promote active learning and exploratory learning environments. The course consists of one-day, on-site training and is aimed at elementary, middle and high school mathematics teachers. It is the first part of a larger CPD unit. We were especially motivated by the recent study of Stylianides & Stylianides (The Journal of Mathematical Behavior, 33 (1), 8–29) who proposed that even a very short intervention can impact positively on mathematical problem solving (attitudes) in initial elementary teacher training. Our main research question is thus to replicate and expand on their study: Can we impact positively on in-service teachers’ mathematical thinking over the course of a one-day seminar? In this article we describe the goals and implementation of our one-day course, some observations made during the implementations and conclusions. We replicate the findings of Stylianides and Stylianides (2014) that their “blond hair problem” makes a great impression on the participants. However, we found that the intervention did not have a substantial effect, at least in the short term, on what were considered good problems to use in an exploratory setting.

scholarly journals Machine Learning based novel Autism Spectrum Disorder Screening

2021 ◽  
Vol 12 (3) ◽  
pp. 4866-4879
Author(s):  
Dr. K. SeshadriRamana Et. al.
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
Autism Spectrum ◽  
Examination System ◽  
Problem Solving Skills ◽  
8Th Grade ◽  
Service Training ◽  
Asking Questions ◽  
The Right

Man tries to learn his surroundings by showing tendencies such as discovering, researching, asking questions, and noticing the relationships between objects. In other words, he tends to understand the world he lives in with various judgments. Therefore, it is important to raise individuals with advanced reasoning skills, mathematical thinking skills, proofing skills, problem solving skills, metacognitive knowledge, skills or qualifications. It can be said that this can only be possible with the right teaching models, methods, techniques and teachers who can use them in the most efficient way. In this context, the aim of the study is; To determine the difficulties in the preparation process for LGS, which has been implemented in our country since 2018, and the reflections of LGS on mathematics education applied in schools within the framework of the opinions of mathematics teachers and make suggestions accordingly. In the study, the screening model was adopted because it was tried to portray the thoughts of a certain group of participants on a subject. The sample of the study; It consists of 110 mathematics teachers who attended 8th grade classes in the 2018-2019 academic year. The data obtained from teachers' opinions were analyzed by content analysis method. According to this; The predominant opinion is that students have problems in understanding, interpreting, thinking and reasoning in the new examination system, however, because the textbooks and the exam are not parallel, teachers have various difficulties. In this direction, various activities can be organized to increase students' motivation and to gain reading habit. In addition, it is thought that it would be beneficial to provide teachers with in-service training for the exam.

scholarly journals Making a Rhombicosidodecahedron: Mathematical Thinking Revisited

2019 ◽  
pp. 120-140
Author(s):  
ÖZLEM ÇEZIKTÜRK ◽  
SINEM İNCE ◽  
GÜLAY YALIM ◽  
KÜBRA KARADENIZ ◽  
ZÜLAL KENAR
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Thinking ◽  
Mathematical Object ◽  
Construction Process ◽  
Future Studies ◽  
Archimedean Solid ◽  
Creative Insight ◽  
Art Course ◽  
Model Formation

A rhombicosidodecahedron (an Archimedean solid with 30 square, 20 triangles, and 12 pentagon faces) was redeemed from 60 pieces by modular origami. This study used a qualitative research case study as it asked about how participants experienced this construction process of rhombicosidodecahedron. Preservice primary mathematics teachers from a mathematics and art course were participants of the study.  Additionally, one student; the first student who came out with the totally symmetric and no damaged object was interviewed for the assembly process. Mathematical thinking throughout the process was noted. Student brought her/his previous experiences as much as specific aptıtudes. Student took this project as a creative writing piece so that the process gone through similar phases as intro, progress, and artifact. Deformations and sinking occurred but student investigated the specifics of the real mathematical object did it without a fault. To deal with problems occurred in the phases; students used a creative insight as using paperclips to attach modules and assembly of half spheres. Two main processes; organizational and structural took place in the creative model formation and assembly. Suggestions and future studies are also discussed.  

scholarly journals The Advanced Placement Expansion of the 1990s:How Did Traditionally Underserved Students Fare?

2004 ◽  
Vol 12 ◽  
pp. 68 ◽  
Author(s):  
Kristin Klopfenstein
Keyword(s):  
Advanced Placement ◽  
Rural Schools ◽  
Low Income ◽  
Academic Preparation ◽  
College Level ◽  
High Poverty ◽  
Low Income Students ◽  
Underserved Students ◽  
Small Rural Schools ◽  
The Right

The College Board’s Advanced Placement (AP) Program, which allows students to take college-level courses while in high school, enjoyed tremendous growth in the 1990s. Despite overall growth, small rural schools and high poverty schools continue to offer relatively few AP courses, and black, Hispanic, and low income students remain grossly underrepresented in AP classes. During the 1990s, AP incentive programs primarily subsidized test fees for low income students, but this provided no incentive for low income and rural schools to expand their AP course offerings and did nothing to strengthen the weak academic preparation of low income, black and Hispanic students. Recent federal funding changes provide a step in the right direction by supporting a comprehensive approach to increasing the AP access and participation of traditionally underserved students.

Facilitating Mathematical Discourse in Online Learning Environments

2020 ◽  
pp. 245-256
Author(s):  
Kanita K. DuCloux
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Mathematical Discourse ◽  
Online Learning Environments ◽  
Secondary Mathematics Teachers ◽  
Asynchronous Discussions ◽  
Online Setting

Facilitating meaningful mathematical discourse in an online setting can be a challenge for instructors. The purpose of this chapter is to analyze an instructor's discourse interventions to encourage mathematical discourse in online asynchronous discussions in an analysis course for secondary mathematics teachers (SMTs). The SMTs were required to participate in the discussions and encouraged to ask/answer questions, share/compare their ideas, and explain their thinking/answers. Instructor responses were analyzed using both Mazzolini and Maddison's four categories of response the respect to instructor intervention—(1) question, (2) answer, (3) mix of answer and question, and (4) other—and Simonsen and Banfield's five recurring categories—(1) resolve, (2) validate, (3) redirect, (4) expand, and (5) withhold. With respect to instructor intervention, the author suggests mainly withholding from responding and to use expand, redirect, question, or mix if necessary to encourage mathematical discourse.

A Rural School’s Adaptations, Improvements, and Innovations During the COVID-19 Pandemic

2021 ◽  
pp. 155545892110581
Author(s):  
Kristen C. Wilcox
Keyword(s):  
Rural Schools ◽  
Educational Leaders ◽  
Rural School ◽  
Research Practice ◽  
High Poverty ◽  
Improvement Science ◽  
School Based ◽  
Improvement Effort ◽  
Improvement Team

COVID-19 prompted unprecedented disruptions to schools with challenges particularly severe for high-poverty remote rural schools. This case study recounts the story of a rural school that had participated in a research–practice partnership (RPP) multi-year improvement effort prior to the pandemic and documents the ways the RPP and the school-based improvement team worked to navigate pandemic-related disruptions. This case study provides educational leaders with insights into ways to surmount challenges and innovate especially during times of significant disruption and provides prompts to consider with regard to the use of RPP support and improvement science-based processes and tools.

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