Journal of Mathematics Education at Teachers College

Jumping on the Shower Curtain

2021-10-14T12:54:13+00:00

In this paper I discuss the possibilities for exploring the hundred chart kinesthetically with elementary preservice teachers using a life-size hundred chart—an innovative tool, homemade from a shower curtain—to build quantity sense. Preservice teachers explored creative approaches to teach mathematics using the life-size hundred chart and planned engaging movement activities for young students. I detail the activity prompts for students, sample lesson ideas from preservice teachers, and reflections from those who implemented the tool in their instruction. I provide additional suggestions for teacher educators to use this tool in building quantity sense with their students.

Two Modes of Game-Based Learning for Middle School Mathematics

2021-10-12T21:35:22+00:00

Game-based learning has received more focus as a way to engage students and increase interest in mathematics. Game-based learning should be integrated with effective practices for teaching mathematics, though these is a need for further research on effective implementation models. The purpose of this article is to describe two modes of game-based learning that are aligned with National Council of Teachers of Mathematics effective practices for teaching mathematics including multiple representation and meaningful discourse. Examples will be discussed from the implementation of game-based learning in a Saturday Science, Technology, Engineering and Mathematics (STEM) program for middle school students offered at a large research university.

Teaching Statistics with an Inquiry-Based Learning Approach

2021-10-20T18:08:03+00:00

Two case studies were conducted to examine whether inquiry-based learning (IBL) can help students in understanding normal distributions, and to determine if IBL methods have any effect on students' conceptual and computational capabilities. There were 16 students in the traditional class and 17 students in the IBL-implemented class who participated in each of two case studies. The experimental group performed significantly better than the control group in terms of conceptual understanding and computational skills. These outcomes suggest that IBL methods such as discussions, asking questions, and guided lectures helped students to develop statistical reasoning.

Supporting and Retaining Early Career Mathematics Teachers Using an Online Community of Practice

2021-10-19T21:36:56+00:00

This study reports on efforts over several years to design and implement a yearlong intervention intended to support secondary mathematics teachers in their early years of teaching. The intervention is designed to retain early career mathematics teachers in the professions by engaging them in the development of meaningful professional relationships with a school-based mentors, and by creating an online community of practice for support with other professionals. The intervention itself consists of early career teachers and their mentors participating in monthly professional learning activities such as online meetings, videoconferencing panels with experts, and collaborative reading and discussing timely, purposeful, and relevant content. The intervention is designed to not over burden the participants and to be feasible for national implementation with little to no funding. This article presents the purpose, design, and implementations of the intervention, as well as a discussion of challenges faced and potential next steps and future directions for similar work.

About the Authors and Reviewer Acknowledgment

2022-02-03T13:23:44+00:00

Preface

2022-02-02T21:31:32+00:00

Reflections on the Field of Mathematics Education Introduction

2022-02-03T13:26:29+00:00