U.S. Middle School Mathematics Teachers’ Perceptions of the Standards for Mathematical Practice by Textbook Type

Davis, Jon D.; Choppin, Jeffrey; Drake, Corey; McDuffie, Amy Roth; Carson, Cynthia

doi:10.21890/ijres.382934

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…While there are a number of studies on how mathematics teachers have implemented the CCSS-M mathematical practices (e.g., Davis et al, 2013;Selling, 2016), we found little research on science teachers' understanding and/or implementation of the NGSS practice of using mathematics and computational thinking. A few studies focus on what PSTs learn as a result of courses that target some aspect of this particular practice; these studies report mixed success in helping PSTs understand and implement mathematics and computational thinking.…”

Section: Review Of Relevant Literaturementioning

confidence: 76%

Preservice Secondary Science Teachers’ Implementation of an NGSS Practice: Using Mathematics and Computational Thinking

Aminger

Hough

Roberts

et al. 2020

Journal of Science Teacher Education

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We investigated six preservice secondary science teachers' implementation of reform-based science, in particular, their teaching of the Next Generation Science Standards' (NGSS) science and engineering practice of using mathematics and computational thinking. A modified version of the Task Analysis Guide in Science served as our conceptual framework: It assesses both the integration of practices and content (i.e., the kind of thinking required), and the cognitive demand of tasks (i.e., the level of thinking required) in teachers' lessons. We used this framework to qualitatively analyze our preservice teacher participants' edTPA (teacher performance assessment) lessons-including their written commentaries, video-recorded lesson excerpts, and student work samples-for their implementation of the NGSS using mathematics and computational thinking practice. We examined (1) the integration of the mathematical content and practices outlined in the Common Core State Standards for Mathematics within the target NGSS practice, and (2) the cognitive demand of the mathematics in relation to science and mathematical practices. We found that four of our six preservice teachers implemented lessons that were integrated and cognitively demanding: These participants used the mathematics to move students' understanding of the science phenomena forward. However, the other two participants implemented lessons that integrated mathematical content and practices but were low in cognitive demand. We conclude with implications for how teacher education programs can better support preservice teachers' implementation of lessons that are both integrated and cognitively demanding so as to promote students' mathematical reasoning and scientific sensemaking.

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Section: Review Of Relevant Literaturementioning

confidence: 76%

Preservice Secondary Science Teachers’ Implementation of an NGSS Practice: Using Mathematics and Computational Thinking

Aminger

Hough

Roberts

et al. 2020

Journal of Science Teacher Education

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“…Students and teachers of mathematics need to engage with the mathematical practice daily actively. According to Davis et al (2018), middle mathematics teachers' knowledge and understandings of the standards for mathematical practice are limited and will require more training regarding the use of the standards. The selection of appropriate curricular resources can enhance teachers' knowledge of the standard and affect its use (Davis et al, 2017).…”

Section: Teacher's Role In Implementing the Standardsmentioning

confidence: 99%

“…Kruse et al (2017) found a lack of observable evidence of mathematics teachers implementing the standards for mathematical practice in Grades 4 through 12. When investigating the implementation of the use of the standards for mathematical practice in middle school, Davis et al (2018) found that one in three middle school mathematics teachers struggles in naming the eight standards for mathematical practice despite having training on the standards. The literature does not address how teachers perceive they use the standards and the supports they may need to make a shift in their practice (Kruse et al, 2017).…”

Section: Problem Statementmentioning

confidence: 99%

Embracing Common Core Standards for Mathematical in Secondary Mathematical Practice

2021

JEP

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Teachers' support in implementing the standards for mathematical practice has been an area of study since the implementation of the Common Core state standards initiative. The research problem had a gap in the literature regarding what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. The Common Core initiative's standardized educational reform goal is to better prepare students for career and college readiness in the United States. Fidelity in implementation is essential to the success of the reform. The purpose of this qualitative research was to explore what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. Twelve middle school mathematics teachers participated in semistructured interviews to provide data on their use of the standards and their perception of support needs. The conceptual framework of this study was the interconnected model of professional growth. The results of the study indicated a reported gap in practice regarding the use of the standards from the teachers' account. They further identified the need for formal training to understand better and use the standards. The support teachers seek is to have training that can allow them to learn more about the purpose of the standards and training that can be adapted to their needs based on their current practices and experiences. The research findings can help with the fidelity of implementation, and possibly influence social change by assisting teachers in using best practices to prepare students for college and career readiness in mathematics.

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“…In addition to an increased focus on research involving the mathematical practices over the past decade (e.g., Bernander et al, 2020;Bleiler et al, 2015;Bostic & Matney, 2014;Davis et al, 2018), there exists extensive research pertaining to those processes (National Council of Teachers of Mathematics [NCTM], 2000) and proficiencies (National Research Council [NCR], 2001) that ground them. Furthermore, there is a growing body of research (e.g., Riordan & Noyce, 2001;Senk & Thompson, 2003) indicating that students in classrooms that utilize reform curricula (e.g., aligned to NCTM Standards) not only perform as well on standardized tests as do their counterparts in more traditional programs, but also outperform these same students on tests measuring conceptual understanding, applications, and problem-solving ability (Schoenfeld, 2007, p. 540).…”

Section: Introductionmentioning

confidence: 99%

Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks

Courtney

Caniglia²

2021

IJRES

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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.

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U.S. Middle School Mathematics Teachers’ Perceptions of the Standards for Mathematical Practice by Textbook Type

Abstract: . (2018). U.S. middle school mathematics teachers' perceptions of the standards for mathematical practice by textbook type.

Cited by 5 publications

References 13 publications

Preservice Secondary Science Teachers’ Implementation of an NGSS Practice: Using Mathematics and Computational Thinking

Preservice Secondary Science Teachers’ Implementation of an NGSS Practice: Using Mathematics and Computational Thinking

Embracing Common Core Standards for Mathematical in Secondary Mathematical Practice

Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks

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