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Enhancing Mathematics Teaching and Learning for At-Risk Students: Influences of Reform-based Methodologies and Materials |
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Abstract:
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This study evolved out of a commitment to improve mathematics teaching and learning in an alternative high school and to begin to reverse the cycle of educational failure for students labeled “at-risk.” Although research in teacher preparation has explored the ways in which preservice teachers learn to teach mathematics, few studies have focused on how teaching in an alternative high school interacts with and complicates this process. Paralleling the need to improve the preparation of preservice teachers to work with at-risk and other marginalized students is the need for more effective mathematics education programs for at-risk students. The purpose of this study was to investigate the influences of reform-based methodologies and materials on preservice teachers’ instructional strategies and the mathematical development of at-risk students in an alternative high school. The analysis suggests that, in addition to influencing the preservice teachers’ instructional practices and constructs of student knowledge and student learning, the reform-based methodologies and materials had a positive impact on student knowledge, learning, and attitudes. By examining the experiences of preservice teachers and students in an alternative high school, the study discussed here offers a model for the improvement of mathematics education for at-risk students. |
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mathemat (48), student (48), teacher (41), learn (21), preservic (20), educ (19), risk (17), studi (16), teach (15), school (15), research (13), at-risk (12), reform (12), experi (12), new (12), j (12), practic (12), methodolog (11), ed (11), instruct (11), materi (10), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Dunn, Thea. "Enhancing Mathematics Teaching and Learning for At-Risk Students: Influences of Reform-based Methodologies and Materials" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117521_index.html> |
APA Citation:
| Dunn, T. K. , 2004-10-21 "Enhancing Mathematics Teaching and Learning for At-Risk Students: Influences of Reform-based Methodologies and Materials" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117521_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study evolved out of a commitment to improve mathematics teaching and learning in an alternative high school and to begin to reverse the cycle of educational failure for students labeled “at-risk.” Although research in teacher preparation has explored the ways in which preservice teachers learn to teach mathematics, few studies have focused on how teaching in an alternative high school interacts with and complicates this process. Paralleling the need to improve the preparation of preservice teachers to work with at-risk and other marginalized students is the need for more effective mathematics education programs for at-risk students. The purpose of this study was to investigate the influences of reform-based methodologies and materials on preservice teachers’ instructional strategies and the mathematical development of at-risk students in an alternative high school. The analysis suggests that, in addition to influencing the preservice teachers’ instructional practices and constructs of student knowledge and student learning, the reform-based methodologies and materials had a positive impact on student knowledge, learning, and attitudes. By examining the experiences of preservice teachers and students in an alternative high school, the study discussed here offers a model for the improvement of mathematics education for at-risk students. |
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| Document Type: |
.PDF |
| Page count: |
6 |
| Word count: |
2100 |
| Text sample: |
| Enhancing Mathematics Teaching and Learning for At-Risk Students: Influences of Reform-based Methodologies and Materials Purpose This study evolved out of a commitment to improve mathematics teaching and learning in an alternative high school and to begin to reverse the cycle of educational failure for students labeled "at-risk." Although research in teacher preparation has explored the ways in which preservice teachers learn to teach mathematics few studies have focused on how teaching in an alternative high school interacts with and |
| A. L. and Corbin J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park CA: Sage. Thompson A. G. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics 15(2) 105-27. Thompson A. G. (1992). Teachers' beliefs and conceptions: A synthesis of research. In D. A. Grouws (Ed.) Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan. Tobias R. (1992). Raising student self-esteem through |
Similar Titles:
Pre-service secondary mathematics teachers’ educational experiences related to reform-oriented practices of teaching mathematics
Reforming Mathematics Teaching and Learning in Elementary Schools: The Role of Communities of Practice
Learning the Language of Mathematics Teaching: Situating the Educative Experiences of Prospective Teachers in the Domain of Diverse Learners
Preparing Preservice Teachers to Teach Students Who are at Risk for Mathematics Disabilities: Evidence-Based Practices for Early Mathematics Instruction
“Teaching how one was taught:” A case of a student from reform-oriented schooling implementing traditional instructional practices
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