June 12, 2005
June 12, 2005
June 15, 2005
10.173.1 - 10.173.15
An Experimental Mathematics Course for Middle and High School Mathematics Teachers
Abhijit Nagchaudhuri1/ Daniel M. Seaton 2 University of Maryland Eastern Shore
Too often mathematics content instruction for classroom teachers tends to be abstract and devoid of practical applications. However, simple devices and computer software, especially Computer Aided Engineering (CAE) software can help integrate physics and engineering applications into a mathematics class without loss of focus. In this paper we report our experiences in developing and delivering an experimental mathematics course to secondary in-service mathematics teachers where software and devices reinforce important concepts. The course structure balanced rigor with utility in secondary instructional environments.
1. Introduction Recent state and federal accountability requirements have renewed interest in student achievement in mathematics. In addition, many states monitor local school productivity against predetermined benchmarks of effectiveness and have attached well-publicized rewards and sanctions including school accreditation classifications and ranking systems[2, 3]. State sanctions based on assessment scores can affect graduation, student diplomas, school accreditation, school funding, teacher rewards and promotion, paperwork requirements, regulations, work expectations, improvement plans, and even real estate values. However, modest and initial gains in the results of high-stakes accountability assessments may accompany trends toward instruction that is more for procedural rather than for conceptual knowledge and increasingly traditional rather than reform-oriented .
Pressure on local districts to recruit and retain qualified teachers comes at the same time as critical and well-documented shortages of mathematics teachers. Traditional mathematics teacher education programs that require mathematics content courses generally taught in mathematics departments supplemented by professional education courses have failed to prepare teachers in sufficient quality and quantity to meet current demands. Recent graduates enter the mathematics teaching profession already in desperate need of intensive professional development. Moreover, state and district efforts to recruit and retain teachers too often fail to benefit high-poverty, high-minority, and low achieving schools where inexperienced and out-of-field teachers are more likely  . Consequently, efforts toward professional development of the current teacher workforce hold the greatest promise for improved achievement.
Fortunately, NCLB facilitates partnerships between K-12 districts and higher education institutions to provide teachers with professional development opportunities including
1 Associate Professor of Engineering and Aviation Sciences 2 Assistant Professor of Mathematics and Computer Sciences Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education
Nagchaudhuri, A. (2005, June), An Experimental Mathematics Course For Middle And High School Mathematics Teachers Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15187
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