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CAMTE STRAND
California Association of Mathematics Teacher Educators
Sessions of particular interest to those involved in the
preservice and inservice education of K-12 mathematics teachers:
Friday
Asilomar
Grounds
8:30-10:00
112 LEVEL: Teacher ED TYPE: PRS
CONNECTING PRE-SERVICE MATH TEACHERS' LEARNING TO CLASSROOMSShuhua An, Professor, California State Univ., Long Beach
This
project explored a new way of enhancing pre-service teachers' learning
by offering math methods courses at a local school with the support of
six mentor teachers. A total of 24 model lessons, K-5 grade levels,
were designed by mentors and observed by pre-service teachers. The
process of engaging in learning, observing, discussing, reflecting,
working with children, and getting feedback from mentors not only
helped the pre-service teachers' learning, but also benefits classroom
teacher mentors.
CAMTE
123 LEVEL: Teacher ED TYPE: PRS
A FUNCTION AND ITS GRAPH: MATH ED STUDENTS' PERCEPTIONSChristopher Yakes, Assistant Professor & Jorgen Berglund, Associate Professor, CSU Chico
By
investigating functions from R2 to R2, we expose the advantages and
disadvantages of using graphs to represent functions. Considering how
such functions act on sets in their domains provides a new perspective
that is carried over to the R to R case. We discuss the results of an
action research project that explores the effect of such a lesson on
students' perceptions of the role of a graph in understanding functions.
CAMTE
10:30-Noon
212 LEVEL: Teacher ED TYPE: FG
SECONDARY MATHEMATICS EARLY FIELD EXPERIENCERapti de Silva, Assistant Professor, CSU Chico
In
2003 the CCTC mandated that all prospective secondary teachers (PSTs)
engage in "planned structured observations and experiences... beginning
as early as possible in the subject matter program". We believe PSTs'
mathematical learning should also integrate a deeper understanding of
the mathematics they will teach. This session will discuss ways to
integrate such experiences in the mathematical preparation of all PSTs
and share our ongoing efforts at CSU Chico.
CAMTE
223 LEVEL: Teacher ED TYPE: PRS
EXPLORING FIELDWORK: A NEW MODEL FOR MATHEMATICS TEACHER DEVELOPMENTBabette Benken, Professor, CSU, Long Beach
In
this session I share a new model that we are exploring at Cal State
Long Beach, which requires our single subject math candidates to take
an additional field experience prior to beginning an internship. This
work extends the mathematics teacher education research by: (1) having
prospective teachers be instructors during early field experiences, and
(2) providing a new context (remedial math courses at the university)
through which to prepare teachers and study models of teacher education.
CAMTE
1:30-3:00
312 LEVEL: Teacher ED TYPE: PRS
COLLABORATION IN TEACHING PRESERVICE MATH TEACHERSBrigitte Lahme, Professor & Edith Mendez, Professor, Sonoma State Univ.
Under
the auspices of the Carnegie Foundation for the Advancement of Teaching
and the Mathematical Sciences Research Institute, faculty at Sonoma
State University have been collaborating in the teaching and planning
of our math courses for prospective elementary teachers. The primary
curricular focus is place value. We have mentored new instructors and
observed others in the project, both on campus and across other project
campuses. We will share challenges and advantages of the collaboration.
CAMTE
323 LEVEL: Teacher ED TYPE: PRS
INSTRUCTIONAL INNOVATIONS FOR IMPROVED STUDENT LEARNINGAgnes Tuska, Professor, CSU, Fresno
The
innovative instructional approaches included the use of Geometer's
Sketchpad, the integration of algebra reviews into the instruction of
geometry, and the use of integrated mathematics and science projects.
Student achievement in treatment groups compared positively with the
control group results on school-wide assessments. The innovations could
be incorporated into high school mathematics teacher
education/professional development.
CAMTE
3:30-5:00
412 LEVEL: Teacher ED TYPE: INT
MULTIPLE SUBJECT TPAS: ISSUES, SOLUTIONS, AND SUGGESTIONSJulie McNamara, Lecturer, Univ. of California, Berkeley; & Jeanie Behrend, Associate Professor, CSU, Fresno
This
is an interactive session for participants who are new to the TPAs or
seasoned vets. We'll present an overview of how we are using two
different new teacher assessment systems, the PACT (Julie) and Fresno
State model (Jeanie). We'll discuss how the TPAs fit into our programs,
how we support candidates as they complete the TPAs, and how we've used
the information from students' scores to support program improvement.
Time provided for questions, discussion, and sharing.
CAMTE
423 LEVEL: Teacher ED TYPE: PRS
SINGLE SUBJECT TPAS: ISSUES, SOLUTIONS, AND SUGGESTIONSDaniel Zimmerlin, Lecturer, UC Berkeley; & Babette Benken, Professor, CSU, Long Beach
This
is an interactive session for participants who are new to the TPAs or
seasoned vets. An overview will be presented of how different new
teacher assessment systems are being used, how the TPAs fit into
specific programs, how candidates are supported as they complete the
TPAs, and how the information from students' scores is used to support
program improvement. Time provided for questions, discussion, and
sharing.
CAMTE
Saturday
Asilomar
Grounds
8:30-10:00
512 LEVEL: Teacher Educator TYPE: PRS
CAMTE SECONDARY METHODS TASK FORCEMichael Lutz, Associate Professor, CSU, Bakersfield; & Heather Calahan, Lecturer, UCLA
The
Task Force has created a web page and put out a call for a Monograph.
What expertise do you have or wish to gain regarding secondary
mathematics methods courses in California? Whatever it is, the Task
Force can use you. Attend, learn, and contribute. You won't regret it.
CAMTE
523 LEVEL: Teacher Ed TYPE: PRS
DEVELOPING & USING MATERIALS TO FOSTER MATHEMATICAL KNOWLEDGE FOR TEACHINGKara Suzuka, Research Scientist & Laurie Sleep, Research Assistant, Univ. of Michigan
Participants
will hear about our research on mathematical knowledge for teaching
(MKT) and its implications for teacher development. We'll then
introduce materials we've created for use in preservice and inservice
contexts to help teachers develop these types of mathematical knowledge
and skills. We'll examine an instance of use. Finally, we'll explore
some of the mathematical work of teaching occasioned by the tasks,
records of practice, and mathematical problems contained in the
materials.
CAMTE
10:30-Noon
623 LEVEL: Teacher Ed TYPE: PRS
CAMTE BUSINESS MEETINGNadine Bezuk, Professor, San Diego State Univ.; & Carol Fry Bohlin, Professor, CSU, Fresno
Come
and learn about the latest work of the California Association of
Mathematics Teacher Educators (CAMTE). Everyone involved in the
preservice or inservice education of math teachers is invited.
CAMTE
1:30-3:00
712 LEVEL: Admin/Teacher Leader TYPE: INT
PREPARING TO TEACH MATHEMATICS IN AN UNJUST POLITICAL CLIMATEBrian Lawler, Professor, CSU San Marcos
I
will present a framework for preparing future teachers to teach
secondary mathematics for social justice. Teachers must learn to
navigate new understandings of mathematics, such as conceptual as well
as procedural, constructed rather than transmitted, biased rather than
universal, and powered as well as empowering. Concurrently, they must
fit early career situations that may not match these values. The
framework instigates learning to read and write a teaching career with
mathematics.
CAMTE
This session is a change from the one listed in the printed brochure.
723 LEVEL: Teacher Education TYPE: PRS
PREPARING TEACHERS TO PREPARE STUDENTS FOR ALGEBRAJudith Sowder, Professor Emerita, San Diego State Univ
Many
school districts now require algebra at the 8th grade level, without
much regard for whether or not students are prepared. Large numbers of
students fail and are then required to take it again in 9th grade. They
are no better prepared and have now acquired an aversion to algebra.
What do teachers of middle grades need to know to prepare their
students for algebra, whenever it is taken? We will explore some
answers in this session.
CAMTE
3:30-5:00
812 LEVEL: 3-14 TYPE: INT
INSTRUCTIONAL CONVERSATION AND JOINT PRODUCT ACTIVITYViji Sundar, Professor of Mathematics, CSU Stanislaus; & Soleste Hilberg, Education Research Analyst, UC Berkeley
This
is an interactive session designed to explore standard-based problems
in Number Sense, Algebra, Geometry, and Data Analysis. Participants
will be introduced to the twin tools: Instructional Conversation (IC)
and Joint Product Activity (JPA). How do multiple representations in
solving any problem contribute to the mathematical reasoning? What role
does IC play in the conceptual understanding of a vocabulary or an
algorithm? How can JPA be designed as a performance assessment tool?
CAMTE BT
823 LEVEL: Teacher ED TYPE: PNL
BLENDED SINGLE SUBJECT MATHEMATICS PROGRAMS: PANEL DISCUSSIONCarol Fry Bohlin, Professor, CSU, Fresno; & Scott Farrand, Professor, CSU, Sacramento
Faculty
members from California State University mathematics departments will
share how their campuses are approaching the challenge of developing
and implementing blended (mathematics/education/field experience)
undergraduate teacher preparation programs for Single Subject
mathematics teachers. Come learn from their experiences and/or to share
your own!
CAMTE
Sunday
Asilomar
Grounds
9:00 - Noon
Although not specifically sponsored by CAMTE, all four Sunday morning sessions
will be of
particular
interest to teacher educators. Pick two of the four! See Asil Sunday
for more
details.
Jump to the main information page, North Reg
Main Conference
NOTE: These are all active links!
Click on any to go to descriptions of sessions at that time/place,
speakers, grade levels, and ticket requirements if any.
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This Page was last updated: Sunday, November 11, 2007 at 9:38:35 PM
This page was originally posted: 8/30/2005; 2:52:13 AM.
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