Elementary School Mathematics Teachers Research Articles

K--8 Teachers' Concerns about Teaching Latino/a Students

In this article, the authors examine elementary and middle school mathematics teachers' concerns about teaching Latino/a student populations across three regions in the United States: southern Arizona, northern New Mexico, and central California. Surveys were administered to 68 teachers who participated in professional development activities on language and culture diversity. Survey questions consisted of items from three domains: (a) concerns about social issues central to teaching Latino/a students, such as discrimination, multiculturalism, and stereotypes; (b) concerns about the task of teaching Latino/a students focusing on methods, strategies, materials, and new ideas for teaching; and (c) concerns about Latino/a students' learning, which dealt with factors that impact student performance in school, such as home environment, family culture, and expectations. In general, the authors found that the surveyed teachers were highly concerned with issues about teaching Latino/a students and their learning and were less concerned about social issues in teaching Latino/a students.

Elementary School Mathematics Teaching on a Viewpoint of Foucault's 'Similitude'

Elementary School Mathematics Teaching on a Viewpoint of Foucault's 'Similitude'

A constructivist computational platform to support mathematics education in elementary school

Many courses for elementary school are based upon teacher presentation and explanation of basic topics, rather than allowing students to develop their own knowledge. This traditional model may turn elementary-level lessons into an extremely theoretical, boring and non-effective process. In this context, research in mathematics elementary education in Mexico indicates the need to analyze alternative pedagogic practices and to find different ways to make mathematics education in early ages less difficult and more attractive. Constructivist theory can provide an alternative for developing pedagogic proposals. The objectives of this research were: (1) develop a computational platform to support the traditional Mexican method of education with practical mathematics problems simulated as part of the daily world environment and to increase the level of students' social involvement through direct collaboration, and (2) analyze how this computational tool affects student motivation, collaboration and discussion. An exploratory case study concerning dimensions of mathematics problem-solving using computer simulations was conducted with 6-8 year old elementary school children. After a theoretical class the children were involved in solving a series of verbal problems, using our computational platform. Sixty third-grade children participated in this case study and data were collected from their responses to questions and interviews in order to explore attitudes toward learning mathematics and assess self-efficacy in this area. The results obtained in this research indicate that the integration of computational tools into conventional method courses provides elements to improve student motivation, collaboration and discussion based on their own exploratory experiences. These results can assist other education programs to incorporate positive attitudes and their own knowledge creation from a constructivist approach using technology.

Effect of Writing-to-Learn Strategy on Undergraduates’ Conceptual Understanding of Electrostatics

The purpose of this study is to explore the effect of Writing-to-Learn (WTL) strategy on undergraduates’ conceptual understanding of electrostatics. The sample of the study was 54 university students registered at elementary school mathematics education department. While the experimental group was asked to conduct WTL activities like explanatory writing, the teachers in the control group carried on their classes with traditional methods like questioning. Conceptual discussions were made during the instruction in both groups. The data of the study were gathered by Electrostatics Conceptual Test. The data were analyzed both qualitatively and quantitatively. The results of the study showed that there was a significant difference between the levels of improvement of conceptual understanding in groups favoring the experimental group. It was suggested that writing-based activities should be used to improve the conceptual understanding of students in numerical calculation-based courses like physics and mathematics.

A vivência de uma intervenção docente: reflexões sobre o ensino e a aprendizagem de Matemática.

This paper proposes a reflection on the experience of a teaching intervention, in the format of higher education teaching training, in the Mathematics course of a university in Rio Grande do Sul, Brazil. The intervention was carried out in the teaching practice subject, which focused on the discussion of Brazilian National Curricular Parameters for Basic Education. This production is marked by moments, which, although separate are complementary and interrelated. The lessons given by the professional teacher were observed and analyzed as well as the activities employed by the teacher in pre-service training and these were followed by analysis of the undergraduate students’ registers, resulting from the reflections upon the activities carried out during the intervention. Contributions originated in this paper are mainly the links found by the undergraduate students among the fields, blocks of content and concepts of Mathematics in elementary school. The interrelations built reveal possibilities for the treatment of mathematical concepts in teacher education and project the trainees as elementary school mathematics teachers. Keywords: Teaching practice. Mathematics in Elementary School. Mathematics Instruction.

Determination of Cognitive Models about Sequences and Series of the Elementary Mathematics Prospective Teachers

In this study, 3rd grade elementary school mathematics education students’ cognitive models about sequences and series were determined. In the study, there was a comparison between students’ cognitive models and real scientific models. In the study, the data were gathered from the semi-structured interviews with 10 stu- dents and visualizations were obtained during these interviews. At the end of the study, results indicated that students have similar cognitive models about the series, sequences and their properties. However, students’ responses during the interviews are not appropriate when the scientific models were considered. In addition, some students were able neither to construct cognitive models nor to make a comment about sequences and series.

Saying versus doing: teachers’ conceptions of creativity in elementary mathematics teaching

The purpose of our study was to analyze teachers’ conceptions of creativity in mathematics teaching (CIMT). We differentiated between declarative conceptions that are expressed in teachers’ discourse about CIMT and conceptions-in-action that are expressed in teachers’ lessons. Elementary and middle school mathematics teachers (grades 4–8) were individually interviewed and then welcomed/allowed the first author of this paper to observe their lessons which in their view exemplified CIMT. In this paper we focus on two study participants, named Healy and Debby, in order to demonstrate that while teachers’ declarative conceptions seem to be very similar, their conceptions-in-action may differ dramatically. To explain this phenomenon we use a model of teachers’ conceptions of creativity devised earlier in this study (Lev-Zamir and Leikin, Res Math Educ 13:17–32, 2011). The distribution of teachers’ declarative conceptions, between those of a pedagogical and mathematical nature and those of a teacher-directed and student-directed nature, appears to be central when explaining the gap between declarative conceptions and conceptions-in-action. Additionally, we demonstrate that the model has not only descriptive but also explanatory and predictive power.

With Gratitude

Volunteer department editors, reviewers, and referees, as well as reader advisory panel and editorial panel members, are the backbone of our peer-reviewed academic journal for elementary school mathematics teachers. Once a year, we take the time to thank them by name.

Prospective elementary teachers’ perceptions of the processes of modeling: A case study

In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a specially designed questionnaire are analyzed on the basis of an a priori analysis made using a general scheme of reference on the epistemology of mathematics and physics. The study is performed by using quantitative data analysis methods, i.e. factorial analysis of the correspondences and implicative analysis. A qualitative analysis of key words and terms used by students during interviews is also used to examine some aspects that emerged from the quantitative analysis. The students have been classified on the basis of their different epistemological approaches to knowledge construction, and implications between different conceptual strategies used to answer the questionnaire have been highlighted. The study's conclusions are consistent with previous research, but the use of quantitative data analysis allowed us to classify the students into three ``profiles'' related to different epistemological approaches to knowledge construction, and to show the implications of the different conceptual strategies used to answer the questionnaire, giving an estimation of the classification or implication ``strength.'' Some hints on how a course for elementary school physics and mathematics education can be planned to orient the future teachers to the construction of models of explanation are reported.

The way adults with orientation to mathematics teaching cope with the solution of everyday real-world problems

The article aims to check the way adults, some who are practicing mathematics teachers at elementary school, some who are academicians making a career change to mathematics teachers at junior high school and the rest who are pre-service mathematics teachers at elementary school, cope with the solution of everyday real-world problems of buying and selling. The findings show that even adults with mathematical background tend to make mistakes in solving everyday real-world problems. Only about 70% of the adults who have an orientation to mathematics solved the sample problem correctly. The lowest percentage of success was demonstrated by the academicians making a career change to junior high school mathematics teachers whereas the highest percentage of success was manifested by pre-service elementary school mathematics teachers. Moreover, the findings illustrate that life experience of the practicing mathematics teachers and, mainly, of the academicians making a career change, who were older than the pre-service teachers, did not facilitate the solution of such a real-world problem. Perhaps the reason resides in the process of mathematics teaching at school, which does not put an emphasis on the solution of everyday real-world problems.

A Study on the Development of Elementary School Mathematics Teaching and Learning Model for the Slow Learner

A Study on the Development of Elementary School Mathematics Teaching and Learning Model for the Slow Learner

Transfer of Mathematical Knowledge: Series

The aim of this study is to explain students’ ability to transfer their knowledge about mathematical series to the problems that they encounter. The data of the study were obtained by using two different tests, namely “Problem Solving Test (PST)” and “Series Character Identification Test (SCT)” which were developed by the researchers. The study was conducted to third- grade students from department of elementary school mathematics education in the 2009-2010 academic year. In view of the analysis of the data, it was observed that the students experienced no difficulty in the SCT which required procedural knowledge. They experienced difficulty in the PST which required skill to transfer their knowledge about the series to the circumstances that they encounter. According to these results, it was determined that the students experienced difficulty in transforming real life problems to series and interpreting these problems.

Current Challenges in Integrating Educational Technology into Elementary and Middle School Mathematics Education

Developing curriculum and instruction for mathematics education and designing technologically enhanced learning environments are often pursued separately, but may need to be addressed together to effectively link the strengths of technology to performance in mathematics and conceptual understanding. This paper addresses current challenges with educational technology in elementary and middle school mathematics education, as well as technology’s influence on curriculum, instruction, and student performance. Three properties of computer-based technology are described; these properties determine technology’s unique value for elementary and middle school mathematics: engagement and motivation, informative feedback, and visualization. Three computer-based math applications, Doodle Math, Puzzle Me, and GeoShape, are introduced as examples that combine effective learning resources and technology.

When Will I Ever Use This?

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

Chinese upper elementary school mathematics teachers’ attitudes towards the place and value of problematic word problems in mathematics education

Word problems play a crucial role in mathematics education. However, the authenticity of word problems is quite controversial. In terms of the necessity of realistic considerations to be taken into account in the solution process, word problems have been classified into two categories: standard word problems (S-items) and problematic word problems (P-items). S-items refer to those problems involving the straightforward application of one or more arithmetical operations with the given numbers, whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process. This study aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary mathematics curriculum.

Welcome to Volume 18

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

Missing data in value-added modeling of teacher effects

The increasing availability of longitudinal student achievement data has heightened interest among researchers, educators and policy makers in using these data to evaluate educational inputs, as well as for school and possibly teacher accountability. Researchers have developed elaborate "value-added models" of these longitudinal data to estimate the effects of educational inputs (e.g., teachers or schools) on student achievement while using prior achievement to adjust for nonrandom assignment of students to schools and classes. A challenge to such modeling efforts is the extensive numbers of students with incomplete records and the tendency for those students to be lower achieving. These conditions create the potential for results to be sensitive to violations of the assumption that data are missing at random, which is commonly used when estimating model parameters. The current study extends recent value-added modeling approaches for longitudinal student achievement data Lockwood et al. [J. Educ. Behav. Statist. 32 (2007) 125--150] to allow data to be missing not at random via random effects selection and pattern mixture models, and applies those methods to data from a large urban school district to estimate effects of elementary school mathematics teachers. We find that allowing the data to be missing not at random has little impact on estimated teacher effects. The robustness of estimated teacher effects to the missing data assumptions appears to result from both the relatively small impact of model specification on estimated student effects compared with the large variability in teacher effects and the downweighting of scores from students with incomplete data.

Using GAISE and NCTM Standards as Frameworks for Teaching Probability and Statistics to Pre-Service Elementary and Middle School Mathematics Teachers

Statistics education has become an increasingly important component of the mathematics education of today's citizens. In part to address the call for a more statistically literate citizenship, The Guidelines for Assessment and Instruction in Statistics Education (GAISE) were developed in 2005 by the American Statistical Association. These guidelines provide a framework for statistics education towards the end of enabling students to achieve statistical literacy, both for their personal lives and in their careers. In order to achieve statistical literacy by adulthood, statistics education must begin at the elementary school level. However, many elementary school teachers have not had the opportunity to become statistically literate themselves. In addition, they are not equipped pedagogically to provide effective instruction in statistics. This article will discuss statistical concepts that have been identified as necessary for statistical literacy and describe how an undergraduate course in Probability and Statistics for pre-service elementary and middle school teachers was revised and implemented using the GAISE framework, in conjunction with the NCTM Standards for Data Analysis and Probability. The aims of the revised course were to deepen pre-service elementary and middle school teachers' conceptual knowledge of statistics; to provide them with opportunities to engage in, design, and implement pedagogical strategies for teaching statistics concepts to children; and, to help them make connections between the statistical concepts they are learning and the statistical concepts they will someday teach to elementary and middle school students.

Teachers attending to students’ mathematical reasoning: lessons from an after-school research program

There is a documented need for more opportunities for teachers to learn about students’ mathematical reasoning. This article reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in an after-school, classroom-based research project on the development of mathematical ideas involving middle-grade students from an urban, low-income, minority community in the United States. For 1 year, the teachers observed the students working on well-defined mathematical investigations that provided a context for the students’ formation of particular mathematical ideas and different forms of reasoning in several mathematical content strands. The article describes insights into students’ mathematical reasoning that the teachers were able to gain from their observations of the students’ mathematical activity. The purpose is to show that teachers’ observations of students’ mathematical activity in research sessions on students’ development of mathematical ideas can provide opportunities for teachers to learn about students’ mathematical reasoning.

산학서(算學書)에서의 평면도형 넓이에 관한 연구

In this paper, we investigate areas of plane in some San Hak Seos, and elementary and middle school mathematics education in Korea and China.