The 6th Annual AMTE Conferences
Conference
Materials and Registration
Participants may pick up
their registration and conference materials at the registration table located
in Foyer of Salon III during the
times listed below:
Thursday,
January 24 5:00
p.m. - 7:00 p.m.
Friday, January 25 7:30
a.m. – 3:00 p.m.
Saturday,
January 26 7:30
a.m. – 10:00 a.m.
Sessions
All conference sessions, meetings
and meal functions are in the Doubletree Hotel. A map of the facility is in the
back of this program book. The conference has two types of sessions, concurrent
and working. Working sessions are longer and may require “work” on the part of
the participants as well as the presenters.
Some sessions were developed as a
collage by the program committee from several proposals which had very similar
themes. (Our thanks to the speakers for their flexibility in making this
happen.)
AMTE
Browsing Room – Las Brisas I
Throughout the conference,
materials and software will be available for review in Las Brisas I. These materials will be distributed to
participants at the conclusion of the AMTE Business Meeting on Saturday. The
Browsing Room will be open at the times listed below:
Friday,
January 25 8:00 a.m. –
5 :00 p.m.
Saturday,
January 26 8:00 a.m. –
11:00 a.m.
Meals
Conference meals will be served
in the following locations:
Thursday Dinner Salon
II
Friday and Saturday Breakfasts East
Atrium
Friday Lunch Salon
I
Friday Dinner Salon
I
Saturday Lunch Salon
I
January 24,
2002
1:30-4:30 PM El
Vitral
Data-driven
Mathematics and Statistics with Fathom
Steven
Rasmussen, Key Curriculum Press
Susann
Mathews, Wright State University
Hollylynne
Drier Stohl, North Carolina State University
Fathom is a
new software tool for exploring mathematics, data, and statistics. In this hands-on session, learn how to use
Fathom, hear how it is used in two teacher education programs, and discuss ways
it might augment your own program.
Registration 5:00-7:00 Foyer of Salon III
6:00 – 7:00 PM Salon III
What Mathematics Do We Demand of Ourselves?
Johnny
Lott, University of Montana
President-elect,
National Council of Teachers of Mathematics
Dinner 7:15 Salon II
January 25, 2002
8:30-10:00 AM
Working Session 1 Salon III
Using Calculators in Elementary and Middle School Teacher Preparation
Barbara Ridener, Texas Instruments
In this session, the presenters will
demonstrate and explain the use of a variety of Texas Instruments calculators
and materials in the preparation of elementary and middle school mathematics
teachers.
—a requested collage on children’s thinking.
Using Inquiry to Change Prospective Teachers’ Models of Children’s Thinking
Sue Mau, Indiana University Purdue University Fort Wayne
Beth Berghoff, Indiana University Purdue University Indianapolis
A newly implemented performance-based
assessment required elementary education students to interview children about
mathematical concepts. Initial data
suggested students needed to better understand the concepts themselves, so an
inquiry project was added to the preparation sequence to bridge the gap.
Elementary Teachers’ Conceptions of
Children’s Mathematical Thinking
and Its Relationship to Teaching Practices
Maria A. Timmerman, University of
Virginia
Megan Kelly Murray, Coordinator,
Project MATRIX Charlottesville City Schools
Charlottesville, VA
We will present research that
examines two teachers’ conceptions and teaching practices after one year. One
of the teachers participated in a CGI professional development program and one
did not. Data on the relationship between teacher understanding of student
thinking and achievement will be discussed
AMTE 6th Annual
Conference January 24-26, 2002
Working Session 3 Los Portales
—a
requested collage on ideas and tools for elementary/middle methods classes
Developing a Probability and Data Analysis Course
for Elementary Education Majors
Elizabeth D. Gray, Southeastern Louisiana University
Mathematics departments must design content courses for elementry
education majors that cover all of the strands covered in the elementary school
curriculum. One of the areas getting
little attention is that of probability and data analysis. We have taken the 2000 Standards and the
current elementary curriculum and designed a course that is rich in probability
and in the concepts of data analysis.
It stresses the objectives of the process standards and is heavy in the
use of technology.
Calculators as Potential Teaching Tools in Elementary
School Mathematics
Susan
L. Hillman, Saginaw Valley State University
What do pre-service teachers need to know about using calculators to teach elementary school mathematics? What kinds of experiences should they have, and with what kinds of calculator technology? This session will describe experiences using calculators in an elementary mathematics methods course and position statements on using calculators to teach mathematics written by pre-service teachers at the end of the course.
Math
Penpals: A Writing Project Between
Preservice
Elementary Teachers and Sixth Graders
Preservice
elementary teachers write about mathematics, but instead of being read only by their
instructor, they each have a sixth grade penpal who writes back. Students love the interchange, and they get
feedback from someone who really matters.
The Use of a ‘Manipulative Kit’ as a Primary Means of Instruction in
Elementary and Middle School Methods Courses
Angela L.E. Walmsley, Maryville University
The students’ required material for my course includes the
purchase of a “manipulative kit” containing approximately sixteen manipulatives
as well as a resource binder. The
students “teach” our class in pairs using these manipulatives, and they are
allowed to incorporate suggestions from the binder, but must develop some
activities on their own.
AMTE 6th Annual Conference January 24-26, 2002
—a requested collage on
integrating mathematics and science
Charlene Beckmann, Grand Valley State
University
Denisse Thompson, University of South
Florida
Judy Flowers, University of Michigan—Dearborn
Angela Krebs, University of Michigan—Dearborn
Kathy Burgis, Aquinas College
The presenters will share their work
developing and piloting a course integrating content and methods and using a
constructivist approach for the preparation of preservice middle grades
teachers.
A Mathematics-Science Block: Preparing Pre-Service Teachers to
Integrate Math and Science in Elementary Schools
Suzanne Levin Weinberg, Temple
University
Pre-service teachers in an urban,
undergraduate Elementary Education program concurrently enroll in Math methods,
Science methods, and a Math-Science Practicum.
In groups of four, they planned and taught two integrated units, each
involving 8 integrated math and science lessons.
Giving Teachers the Credit They Deserve
Gordon Lewis, Annenberg Corporation
for Public Broadcasting
Learn how to use
Annenberg/CPB Channel’s free professional development programming for K-12
teachers. View video clips from standards-based programs and learn how to set
up workshops.
Working Session 6 Las
Brisas III
Developing Teachers’ Mathematical Knowledge
for Teaching
Nanette Seago, San Diego State
University
Judy Mumme, VCMPD, Co-PI
Deborah Ball, University of Michigan
Hyman Bass, University of Michigan
Using primary records of practice,
this session will examine and provide a framework to address these three
questions: What is the mathematics entailed by teaching? What and when is such
mathematical knowledge used in teaching? How might teachers develop useful and
usable knowledge?
Difficulties Preservice Teachers Face When
Implementing
Technology into the Secondary Mathematics
Classroom.
Brian Sharp, University of Virginia
Shannon O. Schirack, University of Virginia
Participants will discuss the role methods courses should play in preparing pre-service teachers to conduct mathematics lessons in a computer lab setting. Participants will also be introduced to an emerging technology related to lab-based lessons.
10:30 AM – 11:30 AM
Concurrent Session 1 Salon III
Prospective Teachers’
Development of Mathematical,
Pedagogical, and
Technological Knowledge
Hollylynne
Drier Stohl, North Carolina State University
Suzanne
R. Harper, University of Virginia
We
will present research on the development of prospective teachers’ mathematical
knowledge about transformations using dynamic geometry software, and their
pedagogical knowledge of facilitating and analyzing students’ problem solving
using interactive java applets. Implications for teacher education will be
discussed.
Concurrent Session 2 Las Fuentes
Implementing the New NCTM Standards Through Cognitively Guided Instruction (CGI)
Janet Warfield, Illinois State University
Cheryl Lubinski, Illinois State University
The speakers will present a two-year professional development project funded by the State of Illinois for K-3 teachers. The project’s goal is to assist teachers to implement the new NCTM standards incorporating the Cognitively Guided Instruction model.
Concurrent Session 3 Los Portales
What Makes Professional Development Effective?
Susan Beal, Saint Xavier University
Margaret Smith, University of Pittsburgh
Denisse R. Thompson, University of South Florida
Tad Watanabe, Towson University
This panel discussion will explore aspects of professional
development that are effective, integrating the varied personal experiences of
panelists with research and literature in this area.
Concurrent Session 4 La
Terraza
of Elementary/Middle School Teachers (TRUMPET)
Christine A. Browning, Western Michigan University
Mark L. Klespis, Sam Houston State University
Dwayne E. Channell, Western Michigan University
TRUMPET seeks to address the challenges of teaching
elementary/middle school reformed mathematics by redefining the manner in which
preservice teachers come to understand content. After an overview of the project, participants will discuss the
potential for effecting the desired change.
AMTE 6th Annual Conference January 24-26, 2002
Concurrent Session 5 Las
Brisas II
A University, Urban District, and Private Sector Partnership to Support
Mathematics Specialists for Low Performing, High Poverty Schools
Jane Gawronski, San Diego State University
The speaker will present the program and preliminary results
concerning student achievement and mathematics specialists practice. The discussants will share the lessons
learned including what worked, what did not, what will be done differently, and
what aspects from the SDCS and SDSU will be retained.
Concurrent Session 6 Las
Brisas III
Delivering a Master’s Degree Program through Compressed Video
Technology:
The Case of Middle Tennessee State University
MTSU’s Department of Mathematical Sciences designed an area of concentration for middle grades teachers in a degree program that traditionally served secondary teachers. Seven new courses, blending content with pedagogy and research in teaching and learning, were created. Mathematics educators in the department decided to offer the program through compressed video technology. This presentation will outline the learning experiences of faculty and students who have participated in compressed video classes and offer suggestions to others considering this type of learning environment. The audience will also be asked to share their experiences using this format.
Using Mathematics Applications and Technology to Help Teachers
Develop Conceptual Understanding of Mathematics
Frank Pullano, Winthrop University
This session will illustrate a variety of applied problems
we use in mathematics pedagogy courses. Discussion will focus on use of these
problems, technologies used to solve them, and what mathematics and pedagogy
teachers learn by solving them.
AMTE 6th Annual Conference January 24-26, 2002
Lunch
11:30-1:00 Salon I
NOTE: To help you meet like-minded colleagues,
some tables have been designated for: Graduate students, for those of you who want to share
information on dissertation topics or job prospects; Junior faculty, for those of
you who might want to talk about pursuing tenure and promotion,; First-Timers, for those of you who are new to AMTE; School-based personnel, for
our K-12 colleagues; or select an unmarked table and create your own community.
1:00-2:30 PM
Working Session 8 Salon III
Using Calculators in Secondary School Teacher Preparation
Barbara Ridener, Texas Instruments
In this session, the presenters will demonstrate and explain
the use of a variety of Texas Instruments calculators and materials in the
preparation of secondary school mathematics teachers.
Preservice by Word of Mouse
L. Carey Bolster, Bolster Education
Robert E. Reys, University of Missouri, Columbia
Working Session 10 Los Portales
Accreditation
and the Preparation of Mathematics Teachers
Antoinette Mitchell, NCATE
This session will focus on the role accreditation can play in a strong teacher preparation program in mathematics
AMTE 6th
Annual Conference January 24-26, 2002
Designing Mathematics Methods Courses Using
Principles & Standards for
School Mathematics as a Primary Text
In this working session, participants will be actively
involved in designing methods courses for elementary, middle, and high school
preservice teachers that are centered around Principles and Standards for School Mathematics.
. . a requested collage
A Course in Using Technology to Teach Mathematics:
What Should it Look Like?
Blake E. Peterson, Brigham Young University
Keith Leatham, Portland State Univeristy
Skip Wilson, Virginia Tech
Many mathematics teacher preparation programs have courses
which help preservice teachers learn about using technology to teach
mathematics. Some sample courses will be described and discussion of the key elements
of such courses will follow.
Redesigning Effective Mathematics Preparation in a Teacher Education Program:
Bringing Together Multiple Perspectives
Tommy Bryan, Baylor University
Baxter Johns, Baylor University
Trena Wilderson, Baylor University
This symposium will share perspectives on redesigning a
teacher preparation program to address new state guidelines and new NCTM
Standards for mathematics content and pedagogy.
AMTE 6th Annual Conference January 24-26, 2002
Beyond or Non-course Experiences in Quality
Doctoral Programs in Mathematics
Education: What form should they
take?
Robert Reys, University of
Missouri Diana V.
Lambdin, Indiana University
James Fey, University of Maryland Barbara Reys, University of
Missouri
Patricia Wilson, University of
Georgia
Doctoral programs in mathematics education
should provide for professional growth and development in a variety of
ways. What form can and should these beyond or non-course experiences take?
Preparing Mathematics Teachers to Teach
Using Technology
Julita G. Lambating, California
State University at Sacramento
Claire Graham, California State
University at Sacramento
Isabel Quita, California State
University at Sacramento
Each
speaker will describe how preservice teachers are prepared to teach using
technology in their methods classes.
Presentation will include a discussion on how technology was infused
into the content and scope of elementary and middle school mathematics methods
courses.
Break 2:30
– 2:50 PM East
Atrium
2:50-3:50 PM
Concurrent Session 8 Salon III
Symposium on Problem Solving
Jack Price, Cal Poly Pomona
Judy Devens-Seligman, Cal Poly Pomona
Judith E. Jacobs, Cal Poly Pomona
Sandra Hughes, Principal, Peppertree School, Upland Unified
School District
A reading of NCTM’s Principles
and Standards for School Mathematics implies that balanced mathematics instruction in the elementary school should consist
of conceptual understanding, basic skills, and problem solving. The symposium
will look at the AMTE
teaching of problem solving through two different lenses. First we will look at the
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AMTE 6th Annual Conference January 24-26, 2002