When Are We Ever Going to Use This? Lessons From a Mathematics Methods Course

Taylor, P. Mark

doi:10.1111/j.1949-8594.2000.tb17265.x

Cited by 3 publications

(4 citation statements)

References 7 publications

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“…In addition to field experiences, the preservice teachers designed a standards‐based unit (Anderson, 2000; Taylor, 2000). Writing the unit demonstrated the preservice teachers' ability to arrange a series of cohesive standards‐based lesson plans that smoothly transitioned from one to the next.…”

Section: Course Designmentioning

confidence: 99%

“…Using the BAR model also enabled the preservice teachers to learn a hands-on method of teaching mathematics grounded in: (a) foundational knowledge (Martin & Speer, 2009); (b) active participation (Taylor, 2000); (c) reflection (Brown et al, 2008;Hart, 2002;Soto-Johnson, Iiams, Oberg, & Hoffmeister, 2008); (d) discussion (Brown et al;Martin & Speer, 2009); and (e) feedback (Bandura, 1977;Chickering & Gamson, 1999;Fernandez, 2005;Liang & Richardson, 2009;Mewborn & Stinson, 2007). This moved teaching away from a direct instruction approach to a more constructivist approach (Beswick, 2006;Lowery, 2002;NCTM, 2000) to teaching mathematics.…”

Section: Course Designmentioning

confidence: 99%

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A Mixed‐Method Study: Assessing the BAR Model's Impact on Preservice Teachers' Efficacy Beliefs

Rethlefsen

Park

2011

School Sci & Mathematics

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This study took place at a mid‐sized, Midwestern university located in a mid‐sized town. The researchers developed the BAR model to teach mathematics methods both in the classroom and in the field. The preservice teachers took Enochs, Smith, and Huinker's Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) on the first and last day of class. A total of 297 responses were collected from the pre‐ and posttests, with 280 matching responses, which were then used for data analysis. Mixed methods were used to analyze qualitative and quantitative data. The researchers sought to determine if the specific teaching methods from the BAR model led to positive changes in preservice teacher efficacy beliefs. They also explored if efficacy beliefs changed as a result of field experiences. Preservice teachers' efficacy scores changed positively on every item on the MTEBI. The researchers also determined that there was an increase in preservice teachers' outputs as a result of their field experiences.

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Section: Course Designmentioning

confidence: 99%

Section: Course Designmentioning

confidence: 99%

A Mixed‐Method Study: Assessing the BAR Model's Impact on Preservice Teachers' Efficacy Beliefs

Rethlefsen

Park

2011

School Sci & Mathematics

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“…What if your colleagues do not agree with your teaching philosophy? The idea is to get the students to view implementing the standards as a matter of problem solving in a particular context rather than something unattainable because of issues beyond their control (Taylor, 2000).…”

Section: Overcoming the Challenges Via Immerse And Instillmentioning

confidence: 99%

“…Preservice teachers can be engaged in lesson studies, in which a group of teachers (and perhaps teacher educators) engage in a focused study of a lesson through the planning, teaching, refining, reteaching, and preparing to share what they learned with other teachers (Ma, 1999; Stigler & Hiebert, 1999). In both methods courses and in field experiences, preservice teacher groups should engage in the planning of a standards‐based lesson, teaching with it, observing others teach it, refining it, and teaching it again (Taylor, 2000).…”

Section: Overcoming the Challenges Via Immerse And Instillmentioning

confidence: 99%

Implementing the Standards: Keys to Establishing Positive Professional Inertia in Preservice Mathematics Teachers

Taylor

2002

School Sci & Mathematics

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This paper summarizes and integrates the lessons learned from the last decade of professional development efforts based on the standards of the National Council of Teachers of Mathematics (1989, 1991, 1995). The fundamental challenges to such reform are identified, then the rest of the paper is dedicated to strategies that have been helpful in overcoming these obstacles. The challenges include both the teachers' views of mathematics and their image of teaching. The Immerse and Instill approach describes strategies that encourage teachers to implement standards‐based teaching upon entering the teaching field (Immerse) as well as instilling some of the professional habits necessary to keep teachers and their students actively engaged (Instill).

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Some canaries left behind? Evaluating a state‐endorsed lesson plan database and its social construction of who and what counts

Hughes

2005

International Journal of Inclusive Education

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When Are We Ever Going to Use This? Lessons From a Mathematics Methods Course

Cited by 3 publications

References 7 publications

A Mixed‐Method Study: Assessing the BAR Model's Impact on Preservice Teachers' Efficacy Beliefs

A Mixed‐Method Study: Assessing the BAR Model's Impact on Preservice Teachers' Efficacy Beliefs

Implementing the Standards: Keys to Establishing Positive Professional Inertia in Preservice Mathematics Teachers

Some canaries left behind? Evaluating a state‐endorsed lesson plan database and its social construction of who and what counts

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