Journal articles: 'Middle grades mathematics teachers'

1

Rubenstein, Rheta N. "Focused Strategies for Middle-Grades Mathematics Vocabulary Development." Mathematics Teaching in the Middle School 13, no. 4 (November 2007): 200–207. http://dx.doi.org/10.5951/mtms.13.4.0200.

Full text

Abstract:

Principles and Standards for School Mathematics reminds us that communication is central to a broad range of goals in mathematics education (NCTM 2000). These goals include students' being able to (1) organize and consolidate mathematical thinking; (2) communicate coherently with teachers, peers, and others; (3) analyze and evaluate others' strategies; and (4) use language to express mathematics precisely. One part of communication is acquiring mathematical language and using it fluently. This article addresses learning vocabulary as one dimension of mathematics communication.

APA, Harvard, Vancouver, ISO, and other styles

2

Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.

Full text

Abstract:

This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.

APA, Harvard, Vancouver, ISO, and other styles

3

Courtney, Scott A., and Joanne Caniglia. "Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks." International Journal of Research in Education and Science 7, no. 3 (July 24, 2021): 954–71. http://dx.doi.org/10.46328/ijres.2335.

Full text

Abstract:

In the U.S., state adopted or developed college- and career-ready mathematics standards, including the Common Core State Standards for Mathematics, not only impact districts, students, and their teachers, but also university teacher preparation programs. In order to attain and sustain Common Core’s vision of developing mathematically competent citizens, teacher preparation programs must support pre-service teachers’ development of practical conceptions of the Standards for Mathematical Practice. In this article, we examine the mathematical practices middle grades pre-service teachers (grades 4-9 licensure) and mathematics teacher educators identified as playing a role in attempts to make sense of and work toward solutions to mathematics problems. In addition, we compare the mathematical practices indicated both within and across pre-service teachers and mathematics teacher educators. Results identify pre-service teachers’ potential difficulties operationalizing six specific mathematical habits of mind. Finally, we describe how such comparisons can guide the design of future teacher education and professional learning by describing a process for identifying problems and tasks with the greatest potential to support pre-service teachers’ development of practical conceptions of mathematics or other content-specific habits of mind.

APA, Harvard, Vancouver, ISO, and other styles

4

Suominen, Ashley L., AnneMarie Conner, and Hyejin Park. "Prospective mathematics teachers’ expectations for middle grades students’ arguments." School Science and Mathematics 118, no. 6 (September 23, 2018): 218–31. http://dx.doi.org/10.1111/ssm.12292.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Koirala, Hari P., and Phillip M. Goodwin. "Teaching Algebra in the Middle Grades Using Mathmagic." Mathematics Teaching in the Middle School 5, no. 9 (May 2000): 562–66. http://dx.doi.org/10.5951/mtms.5.9.0562.

Full text

Abstract:

A LARGE NUMBER OF MATHEMATICS EDUCATORS and teachers argue for including algebra in the middle school mathematics curriculum (Fouche 1997; Silver 1997). Recommended algebraic concepts to be taught in the middle grades include variable, expression, and equation (NCTM 1989), and middle-grade students should be able to “apply algebraic methods to solve a variety of real-world and mathematical problems” (NCTM 1989, 102). In spite of this emphasis on teaching algebra, a large number of middle school students, especially at the fifth- and sixthgrade levels, are never taught algebraic concepts.

APA, Harvard, Vancouver, ISO, and other styles

6

Middleton, James A., and Marja van den Heuvel-Panhuizen. "The Ratio Table." Mathematics Teaching in the Middle School 1, no. 4 (January 1995): 282–88. http://dx.doi.org/10.5951/mtms.1.4.0282.

Full text

Abstract:

The middle grades offer unique challenges to the mathematics teacher, especially in this time of transition from traditional to reformed curricula and methods. The range and conceptual quality of mathematical knowledge that students have as they enter grades 5 and 6 vary greatly. Many students have been accelerated through textbooks, resulting in a high degree of proficiency at arithmetic computation but sometimes with little conceptual understanding of the underlying mathematics. Many other students will enter the middle grades with only rudimentary understanding of addition and subtraction. This disparity of skills and understanding creates a difficult dilemma for middle school teachers. Should they review the arithmetic that students have already experienced, or should they forge ahead to a higher level of more difficult mathematics? This decision need not be perceived as a dichotomy. Methods exist for exploring higher-order mathematical topics conceptually that allow understanding by students of varying knowledge levels whatever their base knowledge may be.

APA, Harvard, Vancouver, ISO, and other styles

7

Turner, Julianne C., Karen Rossman Styers, and Debra G. Daggs. "Encouraging Mathematical Thinking." Mathematics Teaching in the Middle School 3, no. 1 (September 1997): 66–72. http://dx.doi.org/10.5951/mtms.3.1.0066.

Full text

Abstract:

With these words, the NCTM (1989, 65) portrays a dilemma familiar to many middle-grades teachers. Although many teachers strive to involve their students in active and challenging problem-solving activities, students' past experiences may have instilled preconceptions that mathematics is mechanical, uninteresting, or unattainable. In addition, many teachers lack models and examples of how to design mathematics instruction so that it fosters students' engagement. Because the middle grades are crucial years for developing students' future interest in mathematics, middle-grades teachers must take seriously the challenge of presenting mathematics as an exciting discipline that is relevant and accessible to all students. For the past two year, we have been experimenting with approaches that will inte rest students in challenging mathematics while supporting them in constructing meaning.

APA, Harvard, Vancouver, ISO, and other styles

8

Hughes, Elizabeth M., Sarah R. Powell, and Joo-Young Lee. "Development and Psychometric Report of a Middle-School Mathematics Vocabulary Measure." Assessment for Effective Intervention 45, no. 3 (December 21, 2018): 226–34. http://dx.doi.org/10.1177/1534508418820116.

Full text

Abstract:

Proficiency with mathematics requires an understanding of mathematical language. Students are required to make sense of both spoken and written mathematical terms. An essential component of mathematical language involves the understanding of the vocabulary of mathematics in which students connect vocabulary terms to mathematical concepts or procedures. In this brief psychometric report, we developed and tested a measure of mathematics vocabulary for students in the late middle-school grades (i.e., Grades 7 and 8) to determine the reliability of such a measure and to learn how students answer questions about mathematics vocabulary terms. The vocabulary terms on the measure were those terms determined as essential by middle-school teachers for success with middle-school mathematical language. Analysis indicates the measure demonstrated high reliability and validity. Student scores were widely distributed and students, on average, only answered two-thirds of vocabulary terms correctly.

APA, Harvard, Vancouver, ISO, and other styles

9

Smith, Ryan C., Somin Kim, and Leighton McIntyre. "Relationships Between Prospective Middle Grades Mathematics Teachers' Beliefs and TPACK." Canadian Journal of Science, Mathematics and Technology Education 16, no. 4 (May 24, 2016): 359–73. http://dx.doi.org/10.1080/14926156.2016.1189624.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

DiPillo, Mary Lou, Robert Sovchik, and Barbara Moss. "Exploring Middle Graders' Mathematical Thinking through Journals." Mathematics Teaching in the Middle School 2, no. 5 (March 1997): 308–14. http://dx.doi.org/10.5951/mtms.2.5.0308.

Full text

Abstract:

Not so long ago, writing was considered to be the exclusive domain of the English teacher. However, the current emphasis on subject integration has made writing a cross-curricular affair. Middle grades' students no longer write just in English class; they may find themselves writing in science, social studies, or mathematics class. In fact, involving students in the act of writing about mathematics is gaining widespread acceptance among teachers (Kliman and Richards 1992; Wilde 1991).

APA, Harvard, Vancouver, ISO, and other styles

11

Fueyo, Vivian, George Roy, and Phillip Vahey. "SunBay Digital Mathematics." Educational Renaissance 1, no. 2 (February 19, 2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.

Full text

Abstract:

By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project’s continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project’s sustainable impact.

APA, Harvard, Vancouver, ISO, and other styles

12

Wilkerson, Trena. "Introducing Volume 14: Reflection Time." Mathematics Teaching in the Middle School 14, no. 1 (August 2008): 3. http://dx.doi.org/10.5951/mtms.14.1.0003.

Full text

Abstract:

It is with excitement that we bring you volume 14 of Mathematics Teaching in the Middle School (MTMS). You will find articles that offer specific ideas on teaching a variety of topics in middle-grades mathematics, delve into critical issues about curriculum, and engage learners (and teachers) in stimulating mathematical experiences.

APA, Harvard, Vancouver, ISO, and other styles

13

Aljaberi, Nahil, and Eman Gheith. "In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices." Journal of Education and Learning 7, no. 5 (July 20, 2018): 156. http://dx.doi.org/10.5539/jel.v7n5p156.

Full text

Abstract:

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

APA, Harvard, Vancouver, ISO, and other styles

14

Izsák, Andrew, Erik Jacobson, Zandra de Araujo, and Chandra Hawley Orrill. "Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities." Journal for Research in Mathematics Education 43, no. 4 (July 2012): 391–427. http://dx.doi.org/10.5951/jresematheduc.43.4.0391.

Full text

Abstract:

Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsák, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study investigated the utility of an alternative called the mixture Rasch model that allows for subgroups. The model was applied to middle-grades teachers' performance on pretests and posttests bracketing a 42-hour professional development course focused on drawn models for fraction arithmetic. Results from psychometric modeling and evidence from video-recorded interviews and professional development sessions suggested that there were 2 subgroups of middle-grades teachers, 1 better able to reason with 3-level unit structures and 1 constrained to 2-level unit structures. Some teachers, however, were easier to classify than others.

APA, Harvard, Vancouver, ISO, and other styles

15

Izsák, Andrew, Erik Jacobson, and Laine Bradshaw. "Surveying Middle-Grades Teachers' Reasoning About Fraction Arithmetic in Terms of Measured Quantities." Journal for Research in Mathematics Education 50, no. 2 (March 2019): 156–209. http://dx.doi.org/10.5951/jresematheduc.50.2.0156.

Full text

Abstract:

We report a novel survey that narrows the gap between information about teachers' knowledge of fraction arithmetic provided, on the one hand, by measures practical to administer at scale and, on the other, by close analysis of moment-to-moment cognition. In particular, the survey measured components that would support reasoning directly with measured quantities, not by executing computational algorithms, to solve problems. These components—each of which was grounded in past research—were attention to referent units, partitioning and iterating, appropriateness, and reversibility. A second part of the survey asked about teachers' professional preparation and history. We administered the survey to a national sample of in-service middle-grades mathematics teachers in the United States and received responses from 990 of those teachers. We analyzed responses to items in the first part of the survey using the log-linear diagnostic classification model to estimate each teacher's profile of strengths and weaknesses with respect to the four components of reasoning. We report on the diversity of profiles that we found and on relationships between those profiles and various aspects of teachers' professional preparation and history. Our results provide insight into teachers' knowledge resources for enacting standards-based instruction in fraction arithmetic and an example of new possibilities for mathematics education research afforded by recent advances in psychometric modeling.

APA, Harvard, Vancouver, ISO, and other styles

16

Parrish, Christopher W., Kelly O. Byrd, Todd M. Johnson, Jacob Dasinger, and Andre M. Green. "Middle Grades Mathematics Teachers’ Mixed Perceptions of Content-Focused Professional Development." RMLE Online 43, no. 8 (September 13, 2020): 1–16. http://dx.doi.org/10.1080/19404476.2020.1814626.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Caddle, Mary C., Alfredo Bautista, Bárbara M. Brizuela, and Sheree T. Sharpe. "Evaluating mathematics teachers' professional development motivations and needs." Journal of Research in Mathematics Education 5, no. 2 (June 24, 2016): 112. http://dx.doi.org/10.17583/redimat.2016.2093.

Full text

Abstract:

While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers’ motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD may significantly vary. We present three representative cases that illustrate this diversity. The cases were selected from a cohort of 54 grades 5-9 mathematics teachers in the northeastern United States. The results show that: 1) these three teachers dramatically differed in their motivations and self-perceived needs regarding mathematical content, classroom instruction, and student thinking; 2) their perceptions were closely aligned with the results of our own assessments; and 3) the motivations and needs of these three teachers reflected the general trends identified in the cohort of 54 teachers. We conclude that “giving teachers voice” is essential when designing and implementing PD.

APA, Harvard, Vancouver, ISO, and other styles

18

Edwards, Thomas G. "Some Big Ideas of Algebra in the Middle Grades." Mathematics Teaching in the Middle School 6, no. 1 (September 2000): 26–31. http://dx.doi.org/10.5951/mtms.6.1.0026.

Full text

Abstract:

Without question, mathematics in general, and algebra in particular, have served as “gatekeepers” to the study of other academic fields, such as engineering, the physical sciences, computer science, and medicine, as well as to increased vocational opportunities in technical support fields. As a result, middle school teachers have felt increased pressure both to teach algebraic concepts directly and to develop mathematical concepts in ways that will support students' formal study of algebra in the future. A recent call for manuscripts in Mathematics Teaching in the Middle School noted that “the rate of students' success with this subject has been linked to the careful, planned development of algebra as a way of thinking about and modeling various phenomena at every grade level” (NCTM 1999). Such a careful, planned development requires clearly identifying the “big ideas” of algebra that are appropriate to middle school.

APA, Harvard, Vancouver, ISO, and other styles

19

Jackson, Kara, Anne Garrison, Jonee Wilson, Lynsey Gibbons, and Emily Shahan. "Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction." Journal for Research in Mathematics Education 44, no. 4 (July 2013): 646–82. http://dx.doi.org/10.5951/jresematheduc.44.4.0646.

Full text

Abstract:

This article specifies how the setup, or introduction, of cognitively demanding tasks is a crucial phase of middle-grades mathematics instruction. We report on an empirical study of 165 middle-grades mathematics teachers' instruction that focused on how they introduced tasks and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole-class discussion. Findings suggest that in lessons in which (a) the setup supported students to develop common language to describe contextual features and mathematical relationships specific to the task and (b) the cognitive demand of the task was maintained in the setup, concluding whole-class discussions were characterized by higher quality opportunities to learn.

APA, Harvard, Vancouver, ISO, and other styles

20

Booker, Keonya C., and Jae Hoon Lim. "Belongingness and Pedagogy." Youth & Society 50, no. 8 (May 30, 2016): 1037–55. http://dx.doi.org/10.1177/0044118x16652757.

Full text

Abstract:

In the present study, school belongingness was explored in the context of a mathematics classroom over the course of one academic year. In-depth interviews with eight African American middle school students and their three White teachers were conducted at two time periods. This phenomenological qualitative investigation of African American middle school girls revealed two primary themes of personal connection with their teachers and authentic pedagogy. As practitioners and researchers continue to examine the factors related to African American student achievement, empirical research should highlight the importance of teacher warmth and instructional relevance in the experiences of students of color in middle grades and secondary mathematics classes.

APA, Harvard, Vancouver, ISO, and other styles

21

Lappan, Glenda, and Ruhama Even. "Research into Practice: Similarity in the Middle Grades." Arithmetic Teacher 35, no. 9 (May 1988): 32–35. http://dx.doi.org/10.5951/at.35.9.0032.

Full text

Abstract:

Simila rity is an important topic in geometry, basic to understanding the geometry of indirect measurement, proportional reasoning, scale drawing and modeling, and the nature of growing. When United States’ teachers were asked to rate the importance of this topic for the Second International Study of Mathematics, they rated similarity of plane figures as being important for all students in grade 8.

APA, Harvard, Vancouver, ISO, and other styles

22

Burk, Jill, and Pam Littleton. "Professional Development: Reflective Journals: Enhancing Mathematics Staff Development." Mathematics Teaching in the Middle School 1, no. 7 (November 1995): 576–83. http://dx.doi.org/10.5951/mtms.1.7.0576.

Full text

Abstract:

In 1993 tarleton state university sponsored the Pre-Algebra Experience, which was developed to improve mathematics instruction in the middle grades with funding from the Eisenhower Mathematics and Science Program. The major goal of this project was to stress to middle school mathematics teachers the content necessary for students to succeed in high school algebra.

APA, Harvard, Vancouver, ISO, and other styles

23

Arbaugh, Fran, Carolyn Scholten, and N. Kathryn Essex. "Spotlight on the Principles/Standards: Data in the Middle Grades: A Probability WebQuest." Mathematics Teaching in the Middle School 7, no. 2 (October 2001): 90–95. http://dx.doi.org/10.5951/mtms.7.2.0090.

Full text

Abstract:

“Spotlight on the Standards” focuses on the grades 6–8 content and process standards found in NCTM's Principles and Standards for School Mathematics (2000). The articles compare NCTM's Curriculum and Evaluation Standards for School Mathematics, published in 1989, with the Principles and Standards relating to the middle grades and suggest ways that teachers might incorporate Standards-based practices into their instruction.

APA, Harvard, Vancouver, ISO, and other styles

24

Frykholm, Jeffrey A., and Mary E. Pittman. "Innovation in Curriculum: Fostering Student Discourse: Don't Ask Me! I'm Just the Teacher!" Mathematics Teaching in the Middle School 7, no. 4 (December 2001): 218–21. http://dx.doi.org/10.5951/mtms.7.4.0218.

Full text

Abstract:

Throughout the past several years, middle-grades mathematics curricula have undergone a significant shift. Recently developed curriculum programs based on both recommendations of the NCTM and contemporary learning theories now emphasize problem solving, critical thinking, mathematical connections, and mathematical communication in ways that they did not before. As these powerful curriculum programs continue to find a stronghold in our middle schools, new implications and roles for both teachers and students are becoming clear.

APA, Harvard, Vancouver, ISO, and other styles

25

McLeod, Kevin, and Deann Huinker. "University of Wisconsin-Milwaukee mathematics focus courses: mathematics content for elementary and middle grades teachers." International Journal of Mathematical Education in Science and Technology 38, no. 7 (October 15, 2007): 949–62. http://dx.doi.org/10.1080/00207390701579498.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Martinie, Sherri, and Janet Stramel. "Families Ask: Manipulatives in the Middle School." Mathematics Teaching in the Middle School 9, no. 6 (February 2004): 332–33. http://dx.doi.org/10.5951/mtms.9.6.0332.

Full text

Abstract:

Students of all ages need to do math to understand math. Manipulatives provide a way for students to do mathematics in a concrete manner, and they learn some mathematics concepts better when explored with manipulatives. Middle school teachers sometimes fail to see the purpose of manipulatives, citing reasons such as time constraints and management problems, and generally feel that they are not important. Training students in the appropriate use of manipulatives alleviates many management problems and results in the effective use of time. Learning new concepts in the middle grades is just as complex a task as learning new concepts at grades K–3.

APA, Harvard, Vancouver, ISO, and other styles

27

Avcı, Esat, and Orkun Coşkuntuncel. "Middle school teachers’ opinions about using Vustat and Tinkerplots in the data processing in middle school mathematics." Pegem Eğitim ve Öğretim Dergisi 9, no. 1 (June 14, 2018): 01–36. http://dx.doi.org/10.14527/pegegog.2019.001.

Full text

Abstract:

The purpose of this research is to examine the views of middle school mathematics teachers about the usability of VUstat and TinkerPlots software in data processing learning in the Curriculum of Mathematics Teaching in Middle School (5th, 6th, 7th and 8th grades). In the study, the phenomenology design from qualitative research patterns was employed. The study group was determined by maximum variation sampling method of purposeful sampling methods. The number of middle school mathematics teachers in the study group is 14. Pre-Interview Form, Activity Forms, Software Evaluation Forms and Focus Group Interview Form were used as the data collection tool in the research. The analysis and interpretation of the data was done by content analysis. The results of the research show that teachers have some problems regarding the use of technology in teaching mathematics and that VUstat and TinkerPlots software can be used in statistical teaching even though they have certain deficiencies. Some suggestions were made according to the results of the research.

APA, Harvard, Vancouver, ISO, and other styles

28

Brosnan, Patricia A. "Implementing Data Analysis in a Sixth-Grade Classroom." Mathematics Teaching in the Middle School 1, no. 8 (January 1996): 622–24. http://dx.doi.org/10.5951/mtms.1.8.0622.

Full text

Abstract:

A middle school mathematics classroom is an exciting place to be. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) presents for grades 5-8 many curricular idea that have generated much enthusiasm by incorporating teaching strategies that promote active student learning. Middle school teachers have taken great strides toward implementing ideas that are both innovative and instructive. This article explains how one teacher is converting her traditional mathematics classroom into one that more closely reflects the standards document. These result could not have happened as quickly without the cooperative efforts of school and university personnel.

APA, Harvard, Vancouver, ISO, and other styles

29

Maida, Paula. "Using Algebra without Realizing It." Mathematics Teaching in the Middle School 9, no. 9 (May 2004): 484–88. http://dx.doi.org/10.5951/mtms.9.9.0484.

Full text

Abstract:

The phrase “Algebra for All” has been suggested as a standard for mathematics education. “By viewing algebra as a strand in the curriculum from prekindergarten on, teachers can help students build a solid foundation of understanding and experience as a preparation for more-sophisticated work in algebra in the middle grades and high school” (NCTM 2000, p. 37) Although current mathematics teachers are working toward achieving this goal, it is crucial to prepare future elementary and middle school teachers to integrate algebraic concepts into their lessons.

APA, Harvard, Vancouver, ISO, and other styles

30

Neumayer DePiper, Jill, Josephine Louie, Johannah Nikula, Pamela Buffington, Peter Tierney-Fife, and Mark Driscoll. "Promoting teacher self-efficacy for supporting English learners in mathematics: effects of the Visual Access to Mathematics professional development." ZDM – Mathematics Education 53, no. 2 (February 16, 2021): 489–502. http://dx.doi.org/10.1007/s11858-021-01227-4.

Full text

Abstract:

AbstractTeachers’ confidence and facility with strategies that position and support students who are English learners (ELs) as active participants in middle grades mathematics classrooms are key to facilitating ELs’ mathematics learning. The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This study examines whether VAM PD has a positive impact on teachers’ self-efficacy in supporting ELs in mathematics and how components of the PD may have influenced teacher outcomes. Results from a field test involving a cluster randomized trial of 101 teacher participants from 47 schools showed that VAM PD had a positive impact on participants’ self-efficacy related to teaching ELs in mathematics, based on pre/post self-efficacy survey responses. An analysis of participants’ written reflections suggests that supported implementation of language strategies with ELs in their mathematics teaching contexts was a key PD component that contributed to teacher self-efficacy outcomes. Findings offer implications for mathematics teacher PD and for facilitating ELs’ learning in mathematics.

APA, Harvard, Vancouver, ISO, and other styles

31

Bossé, Michael J. "Data-Driven Mathematics Investigations on Curved Data." Mathematics Teacher 99, no. 1 (August 2005): 46–54. http://dx.doi.org/10.5951/mt.99.1.0046.

Full text

Abstract:

Investigations of real–world data begin in elementary school. Students often produce scatter plots, leading to trend lines. In the middle grades, lines of best fit are often investigated through median–median lines and double–centroid lines (Shawer et al. 2002). In the secondary grades, linear regression is produced by the least squares line. While these techniques are adequate for data that is more or less linear, teachers and students often encounter data that produce a “curved” scatter plot. In these cases additional techniques are required. This article demonstrates three techniques to determine the equation of a polynomial function through two or more points that model the graph of “good fit” for a set of data. Using these techniques, students can develop functions through which they can evaluate mathematical behavior and make predictions. Secondary mathematics teachers will find these techniques particularly valuable. Each technique can be applied within various secondary mathematics courses such as algebra 2, statistics, or precalculus.

APA, Harvard, Vancouver, ISO, and other styles

32

Moses, Barbara. "Developing Spatial Thinking In The Middle Grades: Designing A Space Station." Arithmetic Teacher 37, no. 6 (February 1990): 59–63. http://dx.doi.org/10.5951/at.37.6.0059.

Full text

Abstract:

The recently published Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989, 21) clearly states that educators should devote less attention to “ complex paper-andpencil computations” and “rote memorization of rules.” The time currently spent in the elementary school mathematics curriculum on these topics should instead be devoted to other areas, such as geometry and problem solving. Students should “visualize and represent geometric figures with special attention to developing spatial sense” and learn to appreciate “geometry as a means of describing the physical world” (p. 112). But elementary school mathematics textbooks typically contain few activities that deal with the development of spatial sense.

APA, Harvard, Vancouver, ISO, and other styles

33

Sink, Christopher A., Jerrold E. Barnett, and Jon E. Hixon. "Self-Regulated Learning and Achievement by Middle-School Children." Psychological Reports 69, no. 3 (December 1991): 979–89. http://dx.doi.org/10.2466/pr0.1991.69.3.979.

Full text

Abstract:

The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.

APA, Harvard, Vancouver, ISO, and other styles

34

McClain, Kay, and Paula Schmitt. "Teachers Grow Mathematically Together: A Case Study from Data Analysis." Mathematics Teaching in the Middle School 9, no. 5 (January 2004): 274–79. http://dx.doi.org/10.5951/mtms.9.5.0274.

Full text

Abstract:

During the past two years, we have been engaged in a collaborative effort focused on improving middle-grades statistics instruction in the Madison School District in Phoenix, Arizona. Part of our work has entailed rethinking what might constitute an instructional “unit” that highlights the importance of students' engaging in genuine data analysis while paying attention to the conventions of the discipline (e.g., calculating measures of central tendency and using correct procedures for creating graphs). Central to our exploration (or lack thereof) of the tasks. In so doing, it would provide intellectual resources for the teachers to use as they anticipated how students might reason. The cyclic process of task solving and task posing supported the teachers' developing understandings of the mathematics they teach while placing students' ways of reasoning in the foreground. This process presented a continuous improvement model that guided the work of the group. An overarching goal was to investigate what mathematics should comprise the middle-grades units on statistical data analysis. This information could only be examined by first understanding the mathematics.

APA, Harvard, Vancouver, ISO, and other styles

35

Hyde, Arthur, Katie George, Suzanne Mynard, Christina Hull, Sharon Watson, and Patrick Watson. "Creating Multiple Representations in Algebra: All Chocolate, No Change." Mathematics Teaching in the Middle School 11, no. 6 (February 2006): 262–68. http://dx.doi.org/10.5951/mtms.11.6.0262.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Windle, Tara. "Short Takes: Another Good Idea: Pasta Symmetry." Mathematics Teaching in the Middle School 12, no. 9 (May 2007): 516–17. http://dx.doi.org/10.5951/mtms.12.9.0516.

Full text

Abstract:

Students enjoy the chance to be creative, especially those in the middle grades. Teachers can channel that creative energy into an authentic assessment tool that students will love. Principles and Standards for School Mathematics states that students in middle school are expected to “apply transformations and use symmetry to analyze mathematical situations” (p. 232). Our students have also been challenged to “recognize and apply mathematics in contexts outside of mathematics” (p. 274) and to “create and use representations to organize, record, and communicate mathematical ideas” (p. 280). Using card-stock paper, glue, gold spray paint (optional), and as many varieties of pasta as I could find, I gave my sixthgrade middle school students the opportunity to convince me that they understood the concepts of reflectional and/or rotational symmetry while creating a unique piece of art.

APA, Harvard, Vancouver, ISO, and other styles

37

Preston, Ron, and Tony Thompson. "Integrating Measurement across the Curriculum." Mathematics Teaching in the Middle School 9, no. 8 (April 2004): 436–41. http://dx.doi.org/10.5951/mtms.9.8.0436.

Full text

Abstract:

“MEASUREMENT!” THAT REPLY is the most common answer we receive from middle-grades teachers of mathematics when we ask, “What content strand gives your students the most difficulty?” Why measurement? What is so difficult about this strand? Is measurement important? What can we do to improve the situation with measurement? What tools or materials or ideas do teachers need to help students? We discuss these questions and provide examples that we believe are promising solutions to the problem but that do not take away from other mathematical strands.

APA, Harvard, Vancouver, ISO, and other styles

38

Harrell, Gregory K. "Integrating Mathematics and Social Issues." Mathematics Teaching in the Middle School 13, no. 5 (December 2007): 270–76. http://dx.doi.org/10.5951/mtms.13.5.0270.

Full text

Abstract:

The Connections Standard in grades 6–8 in Principles and Standards for School Mathematics recommends that middle school students “recognize and apply mathematics in contexts outside of mathematics” (NCTM 2000, p. 274). This goal can be reached by providing students with rich problem contexts that involve connections to the real world (NCTM 2000). To find such contexts, mathematics teachers can look to the local community, because our culture influences the mathematics we do and influences the issues that are important to us. If teachers present students with interdisciplinary experiences within the context of local community issues, students will understand the usefulness of mathematics and it will help them develop the skills and knowledge necessary to become active participants in their communities (Zaslavsky 1996).

APA, Harvard, Vancouver, ISO, and other styles

39

Cain, Barbara, and Jerry Bell. "By Way of Introduction: Measurement." Mathematics Teaching in the Middle School 9, no. 8 (April 2004): 403. http://dx.doi.org/10.5951/mtms.9.8.0403.

Full text

Abstract:

AS TEACHERS OF MIDDLE GRADES, WE RECOGNIZE THAT MEASUREMENT IS an integral part of the curriculum throughout each year. Middle-grades students come to the mathematics classroom with formal and informal experiences in measurement from prior instruction and from activities in their everyday lives. Building on this foundation, we want to provide a curriculum in which students develop an understanding of the relationships among measurable attributes of an object. We want students to learn to apply appropriate techniques, tools, and formulas to make measurements and obtain derived quantities.

APA, Harvard, Vancouver, ISO, and other styles

40

Lee, Lesley, and Viktor Freiman. "Developing Algebraic Thinking through Pattern Exploration." Mathematics Teaching in the Middle School 11, no. 9 (May 2006): 428–33. http://dx.doi.org/10.5951/mtms.11.9.0428.

Full text

Abstract:

Pattern exploration is A pivotal activity in all mathematics, indeed in all the scientific disciplines. Children who are attempting to express perceived patterns mathematically are in an excellent position to learn algebraic language and engage in algebraic activity. Principles and Standards for School Mathematics (NCTM 2000) acknowledges the relationship of pattern exploration and algebraic thinking by placing pattern work within the Algebra strand. Yet one can undertake considerable pattern exploration without engaging students in any algebraic thinking whatsoever and teachers may, themselves, be unclear about how patterns can be used to further algebraic thinking. Work with repeating patterns in the early grades, or teaching patterns as a “topic” in the middle grades, may not foster the development of algebraic thinking in students. In this article, we will address this question: How can teachers exploit pattern work to further algebraic thinking and introduce the formal study of algebra in middle school?

APA, Harvard, Vancouver, ISO, and other styles

41

Thompson, Anthony D., and Stephen L. Sproule. "Deciding When to Use Calculators." Mathematics Teaching in the Middle School 6, no. 2 (October 2000): 126–29. http://dx.doi.org/10.5951/mtms.6.2.0126.

Full text

Abstract:

The influence of technology, particularly the calculator, in the middle school classroom has become a compelling issue for both practicing and prospective teachers. The National Council of Teachers of Mathematics (1989) encourages the use of calculators in the middle grades, but teachers face a number of difficulties when they introduce calculators in their classrooms. In our work with both prospective and practicing teachers, we frequently hear the same concerns, particularly from middle school teachers, about incorporating calculators into the curriculum. These teachers ask, “When should I use calculators?” and “What should students know before I allow them to use calculators?” In particular, teachers want to be able to justify their answers to these questions to other teachers and parents who might be concerned about including calculator use in the middle school curriculum. The larger question that teachers often ask is “On what basis do I make the decision to use calculators with my students?”

APA, Harvard, Vancouver, ISO, and other styles

42

Wiest, Lynda R. "Selected Resources for Encouraging Females in Mathematics." Mathematics Teacher 94, no. 1 (January 2001): 14–18. http://dx.doi.org/10.5951/mt.94.1.0014.

Full text

Abstract:

Girls seem to do fine in mathematics until the middle grades, when a number of factors begin to influence their mathematics achievement and attitude negatively (e.g., NCES 1997). As Yusuf (1995) points out, “Gender differences in mathematics performance are predominantly due to the accumulated effects of sex-role stereotypes in family, school, and society” (p. 187). Unfortunately, research shows that schooling exacerbates rather than improves this situation, even in the classrooms of well-meaning teachers of either gender or any ethnic background (e.g., Sadker and Sadker [1995]).

APA, Harvard, Vancouver, ISO, and other styles

43

Posamentier, Alfred S. "Soundoff: Geometry: A Remedy for the Malaise of Middle School Mathematics." Mathematics Teacher 82, no. 9 (December 1989): 678–80. http://dx.doi.org/10.5951/mt.82.9.0678.

Full text

Abstract:

Many mathematics educators perceive that the weakest part of the precollege mathematics curriculum is at the middle school level, more specifically, the years immediately preceding the study of algebra. It seems that in the middle grades the development of mathematics has been put into a “holding pattern.” A quick glance at the curriculum for seventh and eighth grades—or in some cases sixth and seventh gradesshows that much arithmetic is still being taught. Haven't we, or shouldn't we have, completed teaching arithmetic in the previous five or six years? Indeed, how much arithmetic teaching do we need to do in an age of ever-improving calculators (Heid 1988)? Very often students greet a unit in these grades with the now famous comment, “Oh, I had this already.” “Sure,” thinks the teacher, “you may have had it, but have you learned it?” It is clear to many educators that these middle grades are key to turning a student “on” to or “off” from mathematics.

APA, Harvard, Vancouver, ISO, and other styles

44

Eli, Jennifer A., Margaret J. Mohr-Schroeder, and Carl W. Lee. "Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks." Mathematics Education Research Journal 23, no. 3 (August 9, 2011): 297–319. http://dx.doi.org/10.1007/s13394-011-0017-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Meyer, Margaret. "On My Mind: New Tricks for Old Dogs." Mathematics Teaching in the Middle School 10, no. 1 (August 2004): 6–7. http://dx.doi.org/10.5951/mtms.10.1.0006.

Full text

Abstract:

One of my favorite far side cartoons features Rex the Wonder Dog. Rex is shown balancing an elaborate array of objects while traversing a tightrope on a unicycle. The caption reads, “High above the hushed crowd, Rex tried to remain focused. Still, he couldn't shake one nagging thought: He was an old dog and this was a new trick.” Maybe that cartoon speaks to you the way it does to me. As one of the developers of the middle-grades curriculum Mathematics in Context (MiC), one of the Standardsbased middle school curriculum projects funded by the National Science Foundation, I have used that cartoon many times to describe to teachers, young and old, how it might feel to be a teacher who is about to implement a mathematics curriculum such as MiC. I can usually tell from the nervous laughter that although they might not be old, they recognize that the new Standards-based curricula will require them as teachers to learn “new tricks.”

APA, Harvard, Vancouver, ISO, and other styles

46

Baltaci, Serdal, Avni Yildiz, and Bilal Özcakir. "The Relationship between Metacognitive Awareness Levels, Learning Styles, Genders and Mathematics Grades of Fifth Graders." Journal of Education and Learning 5, no. 4 (August 30, 2016): 78. http://dx.doi.org/10.5539/jel.v5n4p78.

Full text

Abstract:

Previous studies have shown that students, who have high levels of metacognitive awareness, perform better achievement levels than other students. Besides, it can be said that learning styles may affect metacognitive awareness of students. In the literature, studies about metacognition focused on problem solving and learners’ mathematical achievement, improvement in metacognition, and supporting some learning environments with metacognition. Therefore, in this study, relationship between metacognitive differences, learning styles, genders and mathematics grades of the fifth grade students are examined. This study was designed as descriptive study and conducted by using relational screening model. The participants consist of 330 fifth grade students from public middle schools. Data collection tools of this study are “Metacognitive Awareness Scale for Children” and “Learning Styles Scale”. The data gathered through these scales were analyzed by using Statistical Package for Social Science (SPSS) 21.0. As a result, there is no statistically significant relationship between learning styles and gender. But, there is statistically significant relationship between learning styles-mathematics grades, metacognitive awareness levels (MAL)—grade levels in mathematics, MAL-gender and MAL-learning styles. Learning styles may affect individuals’ way of thinking in every moment of the life. Thus, this result has a significant part in education. In fact, parents, teachers and administrators should know metacognitive awareness and learning styles. Thus, knowing these terms can be helpful to understand how the problematic and unsuccessful students show undesirable behaviors since those students’ learning styles and metacognitive awareness levels are not considered.

APA, Harvard, Vancouver, ISO, and other styles

47

Koellner, Karen, and Faith Wallace. "Alternative Uses for Junk Mail: How Environmental Print Supports Mathematical Literacy." Mathematics Teaching in the Middle School 12, no. 6 (February 2007): 326–32. http://dx.doi.org/10.5951/mtms.12.6.0326.

Full text

Abstract:

With the recent call for teachers to foster reading across the content areas (Bean 2000; NCTM 2000), mathematics teachers are looking for sources that both support complex mathematical content and are rich in literacy. These sources are often difficult to find, especially for middle-grades teachers. One rich source is found everyday in our mailboxes, stuffed in our front doors, and thrown on our driveways. Environmental print (Harris and Hodges 1995) or realtime text includes junk mail, spam, advertisements, and magazines. These items are in great supply and rich with mathematics content (Wallace, Clark, and Cherry 2005). for example, advertisements often require the calculations of costs, tax, and delivery charges as well as comparisons between buying in bulk and buying individual items. Credit card solicitations require comparisons of variables. In all these sources and in life generally, knowledge of statistics and probability is essential in understanding leading and misleading information.

APA, Harvard, Vancouver, ISO, and other styles

48

Star, Jon R., Beth A. Herbel-Eisenmann, and John P. Smith. "Innovation in Curriculum: Algebraic Concepts: What's Really New in New Curricula?" Mathematics Teaching in the Middle School 5, no. 7 (March 2000): 446–51. http://dx.doi.org/10.5951/mtms.5.7.0446.

Full text

Abstract:

New mathematics curricula serve middle grades students well when they provide students with richer and more accessible introductions to a wide range of mathematical content. New curricula also serve teachers well when they lead us to examine and reflect on what and how we teach. When these curricula enter our working lives and conversations, we are often forced to question exactly what is “new” about them and how this “newness” may affect our students' learning. To address this issue and, we hope, to support further reflection and discussion, we take a closer and more careful look at what is new in one middle school curriculum's approach to algebra. The curriculum we examine is the Connected Mathematics Project (CMP) (Lappan et al. 1998), particularly the eighth-grade units, but the issue of what is new in algebra is relevant to many other innovative middle school curricula, as well.

APA, Harvard, Vancouver, ISO, and other styles

49

Hall, Jeffrey, and Gregory Chamblee. "Teaching Algebra and Geometry with GeoGebra: Preparing Pre-Service Teachers for Middle Grades/Secondary Mathematics Classrooms." Computers in the Schools 30, no. 1-2 (January 2013): 12–29. http://dx.doi.org/10.1080/07380569.2013.764276.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Groff, Patrick. "On My Mind: It Is Time to Question Fraction Teaching." Mathematics Teaching in the Middle School 1, no. 8 (January 1996): 604–7. http://dx.doi.org/10.5951/mtms.1.8.0604.

Full text

Abstract:

As teachers well know, fractions instruction has long been a dominant part of the mathematics curriculum of the middle school. In this respect, the six mathematics textbooks currently adopted for use in California's fifth and sixth grades on the average devote 15 to 17 percent of their pages, respectively, to the study of fractions. One sixth-grade text (Hake and Saxon 1992) dedicates 24 percent of its content to fractions.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Middle grades mathematics teachers'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles