Keynote Addresses

Title:An Interdisciplinary Perspective on the Study of METS Attainment

Abstract: The goals of this paper are threefold. The first goal is to offer a working description of interdisciplinary research. The second goal is to argue that research is often advanced where scholars across disciplines or traditions read, advise, engage, and critique one another’s scholarship. The intent is to describe how a social problem is more fully articulated and addressed using the tools, theories, and methods of multiple disciplines operating in an interactive and iterative fashion.  The third goal is to suggest the need for an organizational framework to engage in interdisciplinary scholarship on pressing social problems. The specific social problem solving activity to be addressed is the advancement of mathematics, science, engineering, and technology (METS) attainment in metropolitan America..

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Title:Issues and Challenges in Mathematics Teaching and Learning

Abstract: The session will discuss topics of interest ranging from the common curriculum initiative to teacher education and a variety of other issues which impact teachers of mathematics.

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Title:Engaging K-12 Teachers in the Mathematics Education Research Community

Abstract: The work of mathematics education researchers involves the domains orf reading, asking questions, gathering evidence, analyzing information, and making claims (Boaler, Ball, & Even, 2003). This presentation discusses the challenges and benefits of engaging techers in the mathematics education research community. Using the domains of practice for research in mathematics education as a framework, I discuss the various roles researchers and teachers assume during the research process, my work encouraging and engaging teachers to participate in the research process, and what I am continuing to learn from this work. I will pay particular attention to ways of establishing and maintaining university partnerships with teachers, administrators, and district personnel.

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Mini-Presentations

Presenter: S. Raj Chaudhury, Associate Director of the Biggio Center for the Enhancement of Teaching and Learning, Auburn University, Auburn, AL

Abstract: Topics such as 'Motion' allow teachers to integrate concepts across the disciplinary boundaries of mathematics and science but they present special challenges in helping students make sense of multiple representation systems e.g. symbolic, numerical, graphical that are the typical tools of study. This talk will discuss the TELS online environment within which curriculum modules have been designed that allow teachers to promote an inquiry based approach to learning while scaffolding students' use of multiple representations. The TELS modules are embedded in the WISE environment which also provides strong support for teacher practice.

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Presenters: Catie Culleton, Southside Middle School, Tallassee, AL and Debra Davis, Millbrook Middle/Jr. High, Millbrook, AL

Abstract: This presentation is a personal account of two teachers that are enrolled in the TEAM-Math Teacher Leader Academy (TLA) which is a graduate program at Auburn University funded by the National Science Foundation for teachers seeking to continue their education.  Debra Davis has taught mathematics for 22 years in a rural county in Alabama. Catherine Culleton is a third year teacher teaching Pre-Algebra and Algebra 1 in Tallassee, Alabama. Both teachers are enrolled in the Master of Science in Secondary Mathematics Education program.  Ms. Davis and Ms. Culleton have had different experiences and backgrounds upon enrolling and being accepted into the program.

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Presenter: John C. Mayer and Joshua H. Argo, Dept. of Mathematics, University of Alabama at Birmingham, Birmingham, AL

Abstract:The Greater Birmingham Mathematics Partnership (GBMP) is a mathematics partnership of local school districts and institutions of higher education in the Birmingham area.  The professional development provided to teachers by the Greater Birmingham Mathematics Partnership (GBMP) consists in large part of two-week intensive (all-day) summer mathematics courses for teachers modeling inquiry-based pedagogy.  There are also grade-level sessions held several times during the school year, as well as sessions for administrators, parents, and the community.  There are seven different courses that teachers can take during the summer, including Patterns: an introduction to Algebraic Reasoning (the basic course taken, pre-requisite to all the other summer courses), Geometric and Proportional Reasoning, Probability, Numerical Reasoning, and three more advanced algebraic reasoning courses.
A grade level at a school was classified as

• high implementing if all teachers at that grade level had taken at least one GBMP course, and at least 2/3 of the teachers scored 12.5 points or higher on the RTOP (Reformed Teaching Obeservation Protocol – a protocol for observing behaviors of teachers and students engaged in inquiry-based learning, scale 0-20), and
• low implementing if we had no observational data or not all teachers had taken at least one course.
• All others grades were classified as moderate implementing. 

Students whose teachers provided a high level of implementation of GBMP inquiry-based pedagogy showed significantly more gains statistically (p>0.05) in student achievement in mathematics on the SAT-10 than students whose teachers provided a moderate or low level of GBMP inquiry-based instruction. These findings were consistent across diverse school districts and grade levels.
In this talk, we will address

• the effectiveness of the professional development provided to teachers in the partnership,
• its impact on teacher pedagogical style and student achievement, and
• the possibility of bringing the gains seen in about 12% of students (the proportion taught by high-implementing teachers) to scale in a school, in a district, and in the partnership. 

We will also address some data acquisition issues that partnerships would do well to consider when beginning such a study.

This research is supported by the National Science Foundation, Math/Science Partnership Program, through a $10 million award to the Greater Birmingham Mathematics Partnership (GBMP).  GBMP is a targeted partnership among 9 school districts in the Birmingham area with total student enrollment over 85,000, the University of Alabama at Birmingham, Birmingham-Southern College, and the Mathematics Education Collaborative of Bellingham, WA.  Our research and professional development is targeted at middle school grades (5-8), though our project involves professional development for in-service teachers in grades K-20, as well as pre-service teachers at UAB and BSC.  GBMP recently received a three-year Phase II MSP award to study bringing high implementation to scale.                                                                                                

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Presenter: Lisa Kasmer, Dept. of Curriculum and Teaching, Auburn University, Auburn, AL

Abstract:Research in various disciplines has substantiated the significance of using prediction to assist students’ learning. Recent studies have examined the effect of using prediction in algebra classrooms, and have documented the validity of this construct in the teaching and learning of algebra. In spite of such significance and potential of using prediction, we know little about the kinds of predictions students make and what aspects of students’ predictions can prompt learning, which is the focus of this study.

Prediction questions were developed by modifying teacher questions suggested by the curriculum or creating questions related to the mathematical concepts of each lesson. When the teacher presented these prediction questions in conjunction with the launch of the investigation, students recorded in writing their individual responses to each prediction question. The teacher elicited student responses as well as their rationale, without commenting on the accuracy of the prediction or the appropriateness of their reasoning. Students were also encouraged to discuss each other’s ideas. The prediction questions and student responses were revisited during the summary segment of the lesson.

Students appeared to employ one or a combination of the following categories: (a) connections to previous knowledge, (b) visualization, (c) previous problems, (d) a mathematical procedure, (e) a guess, or (f) an indiscernible mechanism. Across the study, students seemed to use connections to previous knowledge and visualization more frequently than any other methods.

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Presenter: Kamilya Green, grade 10 student, Booker T. Washington High School, Tuskegee, AL; Mohammed A. Qazi, Dept. of Mathematics, Tuskegee University, Tuskegee, AL and Bertha Walker, School Improvement Specialist, Macon County School District, Tuskegee, AL

Abstract: The Macon County School District hosted the “Summer Academy of Mathematics” (SAM) at Booker T. Washington High School in Tuskegee, Alabama, over the summer of 2009. SAM is a five-week summer enrichment program which was designed to target rising 9th and 10th grade students in order to improve their skills in algebraic concepts. The program consisted of two instructional tiers: (1) job embedded professional development for secondary mathematics teachers; and (2) hands-on mathematics and problem solving for the students. At the Academy, students worked in a cooperative learning environment throughout the Academy, using manipulatives and technology. This session describes the planning, organization and implementation of the Academy by a partnership of school district officials, mathematics teacher educators, mathematicians, and school teacher leaders, all working closely together to improve mathematics education.

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Title:A Secondary Teacher's Perspective: Advanced Mathematical Connections

Presenter: Nancee Garcia, Dept. of Mathematics, Florida A & M University, Tallahassee, FL.

Abstract: This session will briefly describe the content and experiences of the participants in the course “Advanced Mathematical Connections to the Secondary Mathematics Curriculum” that was offered at Auburn University in the Spring 2009 for secondary mathematics teachers. The course was co-taught by a mathematics professor and a mathematics education professor. The topics included Linear Algebra and Analytic Geometry, Number Systems, and Statistics and Data Analysis.  This session will outline the content and give insight into teacher’s perceptions about the course and its usefulness in the secondary classroom.

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Round Table Discussions

Facilitator: Christine Franklin, Dept. of Statistics, University of Georgia, Athens, GA

Abstract: Statistical literacy is a must have competency for our citizenry to thrive in our information rich modern world.  Sound statistical reasoning skills take time to develop and cannot be honed in a single introductory college statistics course. To acquire proficiency in statistical thinking requires that statistics education begin early. Foundational statistical concepts should be introduced and nurtured in the elementary grades, and these ideas should be strengthened and expanded throughout the middle, high school and postsecondary grades. The participants in this session will experience examples of a developmental framework based upon the American Statistical Association PreK-12 GAISE Framework describing a conceptual and cohesive structure for statistical education at Grades PreK-12. We will discuss the importance of letting go of the standard introductory statistics course to prepare PreK-12 teachers and growing to develop college-level courses designed specifically for teachers that advance both content and pedagogical knowledge for delivering data analysis within the PreK-12 mathematics curriculum.

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Facilitator: W. Gary Martin, Dept. of Curriculum and Teaching, Auburn University, Auburn, Alabama

Abstract: There has been renewed attention on national standards over the past few years—including the National Council of Teachers of Mathematics’ (NCTM) Curriculum Focal Points which set forth suggested content for grades K-8; NCTM’s forthcoming Focus on High School Mathematics, which promotes a renewed focus on reasoning and sense making; suggested grade-by-grade objectives developed by Achieve, Inc.; and parallel grade-by-grade objectives developed by the College Board. Most recently, the Common Core State Standards initiative has been endorsed by 49 states and territories and has the goal of producing national consensus on what mathematics should be taught at each grade level. What do all these initiatives, which may or may not be in agreement, mean for the future of mathematics education in this country? What can we learn from these different efforts that will inform our efforts to improve mathematics teaching and learning?

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Facilitator: Marilyn Strutchens, Dept. of Curriculum and Teaching, Auburn University, Auburn, Alabama

Abstract:In this session we will examine teaching practices that are dubbed to promote effective mathematics learning for all students. Vignettes, case studies, and other artifacts from research articles will be examined to help participants think about the validity of the claims.

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Exemplary Teaching Practices

Facilitators: Pamela Norris, K–3 Math Specialist, and Kristy Mann, 4-12 Math Specialist, Alabama Math Science Technology Initiative, Auburn University Site, Auburn, AL.

Abstract: Participants will be given the opportunity to explore the use of TI-73 graphing calculators as a technology tool.  Hands-on activities will demonstrate ways to enhance instruction through integration. The affect graphing calculators have on students' conceptual understanding and critical thinking in the elementary classroom will also be examined.

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Facilitators: Gayle Holladay, Opelika Middle School, Opelika, AL; Ann Stuedeman, Southside Middle School, Tallassee, AL; and Anna Wright, Auburn Junior High School, Auburn, AL

Abstract: Analyzing Games of Chance: Join us for a fun session where you will make the connection for math concepts throughout the 6-8 grade band and the importance of developing the skills at the appropriate level. Come ready to play the game and roll the dice.

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Facilitator: Jehanara Ali and Ellen Tolbert, Booker T. Washington High School, Tuskegee, AL

Abstract: The States of the US is a lesson that involves statistical values and graphs. Students determine the neighbors of each of the fifty states and use this data in Fathom Dynamic Data Software to construct bar graphs, histograms and dot plots. They determine mean, median, and mode. They also determine the three quartiles, the range and the inter-quartile range. In this activity they determine the letters that are at the beginning of state names, the maximum number of neighbors any of the states have, etc.

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