2009  

AMTE AMTE Journal MEC09 Rutgers Precalc Teaching Professor ICTMT9
MCC: lec. dis. MATYCNJ AMTNJ AMATYC AMTNJ Special Ed PreService Math Ed


Association of Math Teacher Educators 2009 Annual Conference,
February 2009, Orlando, FL

A Comparison of Teaching Environments: Microteach vs. Virtual
– Haciomeroglu, Andreasen, Cristwell, Coskun, & Akyuz
  • The behavior of 1 student can contaminate others. This undermines behavior of entire class.
  • The Virtual class "forgives" mistakes the practice teacher makes. The practice teacher can go back with a fresh impression not possible to obtain in Micro Teaching Experiences.
 
Virtual vs. Hands-on Manipulatives in Teacher Education:
Is One Type More Effective than the Other?
– Annita Hunt, Nash, & Nipper
  • See the National Library of Virtual Manipulatives
  • Virtual manipulatives self-correct.
  • They're JavaScript based.
  • Kids love electronic appendages.
  • They are available, timesaving, motivating.
  • They are visual, tactile, kinesthetic.
  • Hands-on do not give immediate feed back, virtual manipulatives do.
  • With vitual manipulatives, there are no pieces to lose. The have "less mess."
  • Virtual manipulatives help the "technology generation" focus on the problem.
  • With each, "teacher facilitation" is not the same as "w/o teacher facilitation."
  • There are anecdotal differences in virtual and hands-on manipulative use with respect to age, sex.
  • See clayton.edu.
 
The Living Laboratory: Professional Growth for Practicing Teachers Through Action Research and Online Learning
– Luebeck & Burroughs
  • One can not transfer an traditional course to an on-line course w/o modification.
  • On line courses might be: asynchronous / synchronous, text-based / not, face-to-face / not.
  • Sketchpad and GeoGebra facilitate communication.
  • On line courses:
    • create evidence in text form
    • slows everything down
    • monologues exist rather than dialogues
    • develope a class wiki - a common editable class product
 
Mathematics Teaching and Learning in a Single-Gender Educational Environment
– S. Megan Che (Clemson U) & Elaine Wiegert
  • See singlesexschools.org
  • Read Leonard Sax, Michael Gurian, Abagail James [Teaching the Male Brain].
  • There exist essential biological and physical differences.
  • Brown vs. Board of Ed: "Sererately but is inherently uneequal.
  • Some differences:
    Teams
    Girls want the team to be the best.
    Boys want to be the best.
    Things
    Girls believe things are externally controlled -- "The test was easy," "The teacher likes me."
    Boys believe they are in control -- "I studies," "I am smart."
    Talk / Work
    Girl talk - suppotive, work in groups, sit in groups.
    Boy talk - interuptive, sit in rows.
    Room color & lighting
    Girls like bright multi-colors and good lighting.
    Boys like dark colors and dim lighting.
    When dealing with an issue,
    Stand next to or walk with a boy as you discuss the issue.
    Don't face the boy face-to-face or demand eye contact.
    Movement
    Girls can sit still.
    Boys work better when they move.
    Hint:
    Let a boy sit on a ball and bounce or walk around in the back of the room.
    No reason not to permit girls to do the same things.
  • Geist & King, 2008: Supportive strategies
    • Avoid labeling.
    • Allow kids to solve problems in different ways.
    • Go with open ended.
    • Be deliberate about your choice of competition or cooperation.
    • Be deliberate about your choice of individual work or group work.
 


MEC2009, Microcomputers in Education Conference March '09, Phoenix, AZ

CK12.org Free Textbooks -- Neeru
  • Textbooks to Flexbooks -- Web2.0 textbooks
  • 6-7 years is the life span of a textbook
  • A text represents a single perspective which can't be updated.
  • Involved in the choice of a text: time to choose, cost of production, quantity to publish, teacher training for transition to a new text.
  • In the publishing of a text: 40% of income goes toward marketing, 30% to sales & printing, 10-11% to content development.
  • In the US publishing is a $4 billion business.
  • california its $600,000, NYCis $250,000.
  • At CK12.ORG, create templet & assign chapters, log in, upload, edit, download, print, create & save.

Technologically Enhanced Instruction – Barnaby Wasserman, Paradise Valley S. District.
  • rhubric for content & quality
  • on-line algebra course
  • 600-700 pod casts
  • a "few" PDF lesson plans
  • Pod and audio casts, not MP3
  • recording document cameras
  • keynote broadband boards
  • digital camcorders
  • public service announcements
  • intillectual property right policy, protect creativity, branding
  • no commercials w/o check
  • material produced ahead of use
  • ability of students to review material before class
  • 1st delivery can be through multimedia
  • anytime, anywhere, any user has access
  • ASU (Arizona State University) technical support! a phone call away
  • BEST PRACTICES:
    Embrase Multimedia Formats
    imovies, digital cameras, wikis, web2.0, apps, MyApps, MyFiles
    Create a uniform structure
    for lesson, unit, course, program, grade level
    Have teachers COLLABORATE on building a unit
    or lesson
    ACCESS, CREATE, SAVE
wikispaces.com
  • What's your learning style?
    Competative?   Passive?   Active / Reflective?
    Provide each focus on your wiki.
  • Start the wiki with a strong video, story, quote.
  • Wikis were never supposed to b e an entire program
  • Include Power Points, which are linear
  • Include FlyPaper stuff, which is nonlinear
  • Include Interactivity, nonlinearity, review of materials
  • Make it eLearning compliant.
  • Flash rquired.
  • Check out Plato, Gizmos, explorelearning.com.
 
Wolverhampton, UK School District
– David Whyley
  • Comments to http://www.twitter.com/asumec twitter@asumec#mec2009,
    http://search.twitter.com/searchterm=mec2009
    mec2009 for del.icio.us flicker
  • "Technology is no longer an option" -- Jim Knight, 2008
  • 18 miles north of Stratford there exists a district which embraced technology at the cost of a few beers a week.
  • Web1 is delivery. Web2 is collaboration.
  • There exists BECTA, the national technology agency
  • Technologies include sketchy, EDAs, Windows mobile, Ipod Touch, Pocket Work, Pocket Slides.
  • MyMobilier is used and permits all to "see my screens in real time."
  • Permits synchronous communication.
 
Other good stuff
  • Check out tumblr.com.
  • Check out google translate.
  • Check out noaawatch.gov/widgets/.
 

Rutgers Precalc, March 2009

Addressing Student Misconceptions about Calculus
-- Jay Schiffman, Rowan U.
  • functions, continuity, limits, divergence, the TI84
    limit(f(x),indep variable, approach, a side #)[ENTER]


Teaching Prof June 5-7,'09 MAGNA Workshop, Washington, D.C.

Faculty Work in the Twenty-First Century: Changes, Challenges, and Opportunities
– Ann Austin, Michigan State U.
  • 56% of new full-time facuty and NOT tenure track, but in FIXED-TERM positions.
  • Part timers increase
          2004: 44% are part time
          2008: 96% are part time
  • Old model of the "ideal worker" --
          entered tenure-track after education
          decades of uninterupted work for institution
          work is 1st priority so puts in long hours of work
          supportive spoise for care of dependents and home
  • Millenial students:
          expect more structure & guidance
          expect relevance, convenience, & economy
          expect guidance from their parents
                [parents camped in parking lot!]
          have a late night life
          expect serious material to be repeated
          are "digital natives" rather than "digital immigrants"
  • Changes will occur in:
          academic freedom & grievance procedures as 75% of the faculty becomes nontenured.
          balance & flexibility as far as elder & child care, and time for appointments
          professional growth as in mentoring by senior faculty members
          collegiality & community are central to professionals

Interactive, Learning-Centered Methods of Teaching
-- Phyllis Blumberg & Salar Alsardary
Passing the Flame: Engaging Non-traditional Student to Inspire Millennials
-- Betsy Greenleaf Yarrison, U. of Baltimore
  • If you have juniors in your class, you don't have to deal with parents.
  • Nothing levels the playing field as much as 2 years of college.
  • The highest SAT scorers may bomb out.
  • Millennials' expections are derived from high school experience.
  • Non-traditionals' expectations are derived from work place experience.
     
  • The curriculum motives success.
  • Millennials are not independent thinkers.
  • Non-traditionals are independent thinkers -- promotions often come because of independent action.
     
  • Millennials don't easily work w/o supervision.
  • Traditional 4-year institutions reward independent effort.
     
  • Millennials' knowledge is "black & white."
  • Non-traditionals' knowledge has "gray areas."
     
  • Millennials believe if the follow directions they deserve an A.
  • Non-traditionals believe if they follow directions they deserve a C.
     
  • Millennials think deductively.
  • Non-traditionals think inductively.
     
  • Millennials want to be treated like adults.
  • Non-traditionals are adults, with jobs.
     
  • Millennials ask "how did ..."
  • Non-traditionals ask "why did ..."
     
  • Millennials poor at time management.
  • Non-traditionals make decisions.
     
  • Millennials make generalizations with no data.
  • Non-traditionals think, make a context dependent arguement.
     
    • Closing Lunch Debriefing & Contributions
    – all participants present
    • One doesn't learn from experience. One learns from reflecting on experience.
    • Break up a passive lecture.
    • A trivial chemistry quiz show is not trivial.
    • Do anything but lecture.
    • What is the use of lectures?!
    • Share assumptions with students so they understand your motivation, why we do what we do.
    • Students expect more guidance.
    • Students want to help design syllabus.
    • Talk about the philosophy of education.
    • Teaching is a cross-cultural journey without boundaries.
    • Students may hate change, but, I'M TENURED (and can do as I wish).
    • Reenergize yourself.
    • Draw energy from your peers.
    • Wear what you believe on your sleeve -- show your enthusiasm for teaching.
    • Teaching is the profession that makes all others. - Richard W. Riley



    Mathematics Association of Two-Year Colleges of NJ, Oct. 2009

    Paul Nolting
    © 2009, www.academicsuccess.com
    • With online courses:
             The LOWER the course the LESS effective the online time.
             The HIGHER the course the MORE effective the time.
             
             On line work helps the ADHD to hyperfoucs and this is good.
             On line work does not work for those who are kenisthetics or auditory learners.
    • Never use untrained tutors in the tutoring center.
    • 80& of all F grades are earned by those who had a C or worse in the last course.
    • The more times a course is repeated the less chance there is for success in the class
    • If you are stuck on a test question, recopy the question.
    • Those who do not do homework or take notes are "living off short term memory."
    • Ten Steps for Taking a Test
      1. Memory Data Dump
        -- Create a Cheat Sheet before the test so you know what you know or don't know and don't need to worry about it.
      2. Preview Test
      3. 2nd Memory Data Dump
      4. test Progress Schedule
      5. Answer Easy Questions
      6. Skip Difficult Questions
      7. Review Skipped Questions
      8. Guess at Remaining Questions
      9. Review All of the Test
      10. Use all the Test Time
    Cyndi Roemer -- Union CC
    Pedagogy & Assessment
    • Cooperative Learning
    • Information Literacy & Writing Across the Curriculum
    • Experimential Education
    • Interdisciplinary Study
    • Alternative Assessment

    Web Resources

    PreService Mathematics Education, November 2009



     

    P-12
    Mathematics Preparation
    of
    Pre-Service Teachers
    in New Jersey
        middlesexcc.edu/faculty/AAzzolino/su09/prof09.htm    © 2009, A², Agnes Azzolino