Pre-Conference Technology Workshop

1:30–4:30 pm                                                                 Hartsfield

Mathematics and Handheld Devices

Joe Garofalo, University of Virginia, Charlottesville, VA

Beth Cory, University of Virginia, Charlottesville, VA

Agida Manizade, University of Virginia, Charlottesville, VA

Brian Sharp, University of Virginia, Charlottesville, VA

Maria Timmerman, University of Virginia, Charlottesville, VA

Graphing calculators are being used primarily in mathematics courses, but the latest handheld devices have the potential to be used in all subject areas. Many predict that such devices will become the tools most students will use in the future. This session will demonstrate a variety of handheld devices (with different platforms) equipped with graphing calculator, word processing, spreadsheet, printing, browsing, and other educational software. This hands-on session will focus primarily on secondary mathematics.

Pre-Conference Symposium

Presentation                                                                 5:30–7:00 pm                                                   Southern Ballroom

Studying Teacher Learning from Cases and Other Practice-Based Materials

Margaret S. Smith, University of Pittsburgh, Pittsburgh, PA

Edward A. Silver, University of Michigan, Ann Arbor, MI

For the past several years we have been developing practice-based materials for the education of mathematics teachers under the auspices of the NSF-funded COMET (Cases of Mathematics Instruction to Enhance Teaching) Project. Recently, we have begun to use these materials in teacher education settings and to systematically study their implementation and impact. Drawing on data collected from a course on proportionality in which various kinds of practice-based materials were interwoven, we will engage participants in analyzing data that focuses on both the processes of course enactment (e.g. videotape of a class session, work completed by teachers) and the pre- and post-knowledge of course participants. The goal of the session is to use the specific example from the proportionality course to discuss what teachers might learn from cases and other practice-based materials, how they might learn it, and what constitutes evidence of learning.

Dinner                                                              7:00–8:30 pm                                                                     Mercedes

Friday Jan 31^st

Session

Room

7:00–8:00 am

Continental Breakfast

Southern Ballroom Foyer

8:00–9:00 am

9:20–10:50 am

11:10 am–12:10 pm

12:10–1:30 pm

AMTE Luncheon

Bentleys

1:30–3:00 pm

3:30–4:30 pm

5:00–6:30 pm

General Session: AMTE’s Ten Year Anniversary &
                             The Judith E. Jacobs Lecture

Salon E

6:30–8:00 pm

AMTE Dinner

Salon D

Saturday Feb 1^st

Session

Room

7:00–8:00 am

Continental Breakfast

Southern Ballroom Foyer

8:00–9:00 am

9:20–10:50 am

11:10 am–12:10 pm

12:10–1:30 pm

AMTE Luncheon

Bentleys

1:30–2:30 pm

2:45–4:00 pm

AMTE Business Meeting

Salon E

Georgia

Alabama

Tennessee

Florida

Hartsfield

(Computer Room)

Salon E

Salon F/G

Salon H

(Browsing Room)

8:00–9:00

Re-Defining Leadership as a Learning Tool

Ronau, Nussbaum

Why Should K-8 Students, and their Teachers, Learn Discrete Mathematics?

DeBellis, Rosenstein

Using TI Technology with Pre-Service Teachers

Ridener

Integration of Technology into the Mathematics Content Courses

Ross, Hebert

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Learning With and About Curriculum Materials…

Lloyd, Behm, Spielman

Reflections: New NCTM Professional Development Web Site for Mathematics Teachers

Bezuk, Chappell

Connecting Middle School and College Mathematics

Tarr, Papick, Beem

NCATE: Performance-Based Accreditation

Mitchell

9:20–10:50

Increasing Pre-Service Teachers’ Understanding of Mathematical Concepts …

Wells, Beckmann, Golden, Novotny

Learning to Use Cases for Learning to Teach Elementary School Mathematics

Hillman, Breyfogle, Lester, Reynolds

The Long-term Effect of Using a Cognitively Guided Instruction Framework During the Pre-Service Teaching Experience

Lubinski, Cady, Meier

Understanding the Impact of Standards on Mathematics Education

Martin,

Ferrini-Mundy

Developing and Using Flash 5 Applications to Teach Fraction Concepts

Garofalo, Sharp,

Cory, Manizade

How Much Should and Can We Cover in Elementary Mathematics Content Courses?

Klespis, Bassarear

Browning, Kepner,

Stone

The Proposed NCATE Mathematics Standards: Your Input Please

Schrock, Fennell, O’Neal

11:10–12:10

Elementary Pre-Service Teachers’ and Students’ Conceptual Understanding of Geometric Topics

Driskell, Harper, Timmerman

Modeling Middle School Mathematics
 and More

Reys, Chavez, Jones

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Professional Development On Demand

Lewis

Mathematics Connections Within a Program for Preparing Middle School Mathematics Teachers

Mathews, Farrell

Enhancing Teachers’ Knowledge and Practice: Mathematics Specialist Program

Bezuk, Gawronski, Klass, Moriarty, Payne

Using Instructional Resources in Methods Courses

Pugalee

National Science Foundation Support of Mathematics Teacher Education

Chval

A Conversation About Improving Mathematics
Teaching Practices

Carbone, Beal

Wanted: Pre-Service Teachers for On-line Mentoring with Math Forum (Internet Resource Poster Session)

DeYoung

12:10–1:30 pm   AMTE Luncheon   (Bentleys)

Georgia

Alabama

Tennessee

Florida

Hartsfield

(Computer Room)

Salon E

Salon F/G

Salon H

(Browsing Room)

1:30–3:00

BuildingSHARING Communities with Middle Level Math Teachers

Erickson, Niess

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Monitoring Teachers’ Growth in the F.O.C.U.S. Project…

Chappell, Kimmins

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Integrating Measurement Across the Curriculum …

Preston, Thompson

Using Pre-Service Teachers’ Conceptions … in Curriculum Design

Flowers

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Pre-Service Elem. Teachers’ … Reasoning in a Standards-Based Content Course

Krebs

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Issues in Teaching … Geometry Collaboratively

Burgis, Spencer

Beliefs and Practices of Mathematics Teacher Educators: What are the Issues?

Kersaint, Horton, Thompson

Bridging Theory and Practice: Implementing Partnership Models for Field Experience

Powers, Lambating, Taube, Pinchback

Algebra to Calculus with The Geometer’s Sketchpad® Version 4

Rasmussen

Adding It Up: Implications for the Mathematical Education of Teachers

Kilpatrick, Ball, Swafford, Findell

Facilitating Teacher Learning: A Videocase Approach

Mumme, Carroll, Moretti

The Internet as an Instructional Tool in Early Childhood Learning of Mathematics

(Internet Resource Poster Session)

Herrera

H

3:30–4:30

Alternative Certification: Measuring the Impact on Post-Baccalaureate Future Mathematics Teachers

Capraro,

Capraro

Inquiry Groups and Professional Development Schools

Rowan

--------------

Elem. Teachers’ Reflective Thinking in a Workshop on the Investigations Curriculum

Kincaid

Mathematics-Specific, Field-Based Experiences for Elementary Education Majors: Identifying Fundamental Issues

Lambdin,

Sztajn, Smith,

D’Ambrosio

Multiple Perspectives of Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education

Reys,

Bay-Williams,

Lester, Long,

Wilson, Chavez

Developing Virtual

Communities for Mathematics Educators

Bohlin

A Framework for the Preparation of Secondary Mathematics Teachers

Burrill, Romagnano, Takahashi

The Mathematical Sciences Education Board: Current Studies and Future Plans of Interest to Mathematics Teacher Educators

Ball

Just What are Best Practices to Pre-Service Teachers?

(Internet Resource Poster Session)

Herrelko

5:00–6:30 pm   General Session: A Celebration of AMTE’s Ten Year Anniversary and The Judith E. Jacobs Lecture   (Salon E)

6:30–8:00 pm   AMTE Dinner   (Salon D)

Friday 7:00–8:00 am

Continental Breakfast                                                                                                                       Southern Ballroom Foyer

Friday 8:00–9:00 am

1

Reflections: New NCTM Professional Development Web Site for Mathematics Teachers   (Computer Session)

This session will describe and demonstrate Reflections, the new NCTM website designed to the professional development of teachers. The website includes video of elementary and middle school teachers teaching mathematics lessons, as well as related discussion questions. We also will discuss ways this site may be used in university coursework and professional development activities.

Nadine Bezuk, San Diego State University, San Diego, CA

Michaele F. Chappell, Middle Tennessee State University, Murfreesboro, TN

Hartsfield

2

Why Should K-8 Students and Their Teachers Learn Discrete Mathematics?

This session will focus on what is discrete mathematics (with participants doing sample hands-on activities) and why it should be introduced in K-8 classrooms. It will highlight how discrete mathematics can advance the goals of NCTM’s standards, and the proficiencies of ‘Adding It Up,’ and will discuss resources available for college-level instruction.

Valerie DeBellis, East Carolina
University, Greenville, NC

Joseph Rosenstein, Rutgers University,
Piscataway, NJ

Alabama

3

NCATE: Performance-Based Accreditation

This session will provide background information on performance-based accreditation and the implications for institutions undergoing an NCATE review. The session will also provide an overview of the process and allow time for questions and discussion.

Antoinette Mitchell, National Council for Accreditation of Teacher Education, Washington, DC

Salon F/G

4

Using TI Technology with Pre-Service Teachers

Incorporating technology to enhance mathematics means more than just knowing how to use the tool. Participants will use the latest Texas Instruments products to participate in activities that have been successful at developing mathematical understanding with students. Additionally, resources to support Teacher Educators will be discussed.

Barbara Ridener, Texas Instruments, Dallas, TX

Tennessee

5

Re-Defining Leadership as a Learning Tool

Presentation of findings from a study of six pre-service secondary mathematics teachers during the last two semesters of a three-semester education program. The study focused on how changes in understanding of teacher and student leadership impact instruction and student/teacher relationships.

Robert Ronau, University of Louisville, Louisville, KY

Sheryle Nussbaum, Hanover College, Hanover, IN

Georgia

6

Connecting Middle School and College Mathematics: A Cross-College Collaboration to Improve the Mathematical Preparation of Middle Grades Teachers

The Mathematical Education of Teachers (CBMS, 2000) and standards-based curricula have necessitated changes in the mathematical preparation of teachers. We will disseminate newly-developed instructional materials that provide explicit connections between college mathematics and standards-based investigations in middle school mathematics. We will facilitate discussion on the implications for teacher education.

James E. Tarr, University of Missouri, Columbia, MO

Ira J. Papick, University of Missouri, Columbia, MO

John Beem, University of Missouri, Columbia, MO

Salon E

Friday 8:00–9:00 am (continued)

7

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8

Integration of Technology into the Mathematics Content Courses for Pre-Service Elementary Teachers

The speakers will discuss the results of a three-year grant ‘Preparing Teachers to Teach with Technology’ that focused on the integration of technology into the mathematics content courses for pre-service elementary (K-8) teachers.

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Learning With and About Curriculum Materials: How Pre-Service Elementary Teachers Interpret and Use Mathematics Textbooks

This session focuses on the use of innovative K-12 curriculum materials in mathematics courses for pre-service elementary teachers. Participants will engage in sample curriculum-based activities from the perspectives of both students and teachers. Discussion of these sample activities will illustrate themes from a research study about teacher development.

Susan Ross, University of Southern Mississippi, Hattiesburg, MS

David J. Hebert, University of Southern Mississippi, Hattiesburg, MS

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Gwendolyn M. Lloyd, Virginia Tech, Blacksburg, VA

Stephanie L. Behm, Virginia Tech, Blacksburg, VA

Laura J. Spielman, Virginia Tech, Blacksburg, VA

Florida

Friday 9:20–10:50 am

9

How Much Should and Can We Cover in Elementary Mathematics Content Courses?

Progress in preparing effective elementary mathematics teachers rests on our coming to terms with the complex issues facing preparation. This session will focus on the aspect of ‘coverage’– what is realistic to cover and the effectiveness of different pedagogies and different institutional practices.

Mark Klespis, Sam Houston State University, Huntsville, TX

Tom Bassarear, Keene State College, Keene, NH

Christine Browning, Western Michigan University, Kalamazoo, MI

Henry S. Kepner, Jr., University of Wisconsin-Milwaukee,Milwaukee,WI

Patricia Stone, Tomball College, Tomball, TX

Salon E

10

Learning to Use Cases for Learning to Teach Elementary School Mathematics

Experiences in learning to use cases for learning to teach will be shared. The working group will examine the uses of cases as a vehicle for pre-service and in-service teachers learning to teach elementary school mathematics. Small groups will discuss ways to maximize the use of cases for learning to teach.

Susan L. Hillman, Saginaw Valley State University, University Center, MI

M. Lynn Breyfogle, Bucknell University, Lewisburg, PA

Jill B. Lester, Mt. Holyoke College, South Hadley, MA

Marion Reynolds, Tufts University, Medford, MA

Alabama

11

The Long-Term Effects of Using a Cognitively Guided Instruction Framework During the Pre-Service Teaching Experience

Findings from a longitudinal study on teacher development from pre-service to experienced teacher will be presented. Time will be allotted for a discussion period on implications of our findings.

Cheryl A. Lubinski, Illinois State University, Normal, IL

JoAnn Cady, Twin Grove Middle School, Buffalo Grove, IL/Southern Illinois University, Carbondale, IL

Sherry Meier, Illinois State University, Normal, IL

Tennessee

12

Developing and Using Flash 5 Applications to Teach Fraction Concepts  (Computer Session)

This session will present a collection of free downloadable Flash 5 game-like applications we developed to help teachers address various aspects and representations of fractions in their teaching. The applications include linear models, discrete models, area modelsand partitioning.

Joe Garofalo, University of Virginia, Charlottesville, VA

Brian Sharp, University of Virginia, Charlottesville, VA

Beth Cory, University of Virginia,
Charlottesville, VA

Agida Manizade, University of
Virginia, Charlottesville, VA

Hartsfield

Friday 9:20–10:50 am (continued)

13

Understanding the Impact of Standards on Mathematics Education

This session, presented by members of NCTM’s Standards Impact Research Group, will identify critical issues in understanding the impact of Principles and Standards for School Mathematics on mathematics education, based on a series of briefs prepared by the group. Participants will explore the relevance of those issues for their practice as teacher educators.

W. Gary Martin, Auburn University, Auburn, AL

Joan Ferrini-Mundy, Michigan State University, East Lansing, MI

Florida

14

The Proposed NCATE Mathematics Standards: Your Input Please

As a member of NCATE, NCTM is required to review and revise the NCATE-mathematics program standards every five years. The revised mathematics standards are to be presented in October 2003. The task force is requesting your reactions to a draft of the proposed program review standards.

Connie Schrock, Emporia State University, Emporia, KS

Francis “Skip” Fennell, McDaniel College, Westminster, MD

Judy O’Neal, North Georgia College & State University, Dahlonega, GA

Salon F/G

15

Enhancing the Core: Increasing Pre-Service Teachers’ Understanding of Mathematical Concepts through Inclusion of Exemplary K-12 Materials into Core Courses in the Mathematics Major

The Enhancing the Core project is designed to enhance core courses in the mathematics major by incorporating activities from K-12 curricula as launches of college level material. An overview of the project and specific examples from five courses will be presented. Participants will actively engage in some of these activities and in discussion.

Pamela J. Wells, Grand Valley State University, Allendale, MI

Charlene Beckmann, Grand Valley State University, Allendale, MI

John Golden, Grand Valley State University, Allendale, MI

Karen Novotny, Grand Valley State University, Allendale, MI

Georgia

Friday 11:10 am–12:10 pm

16

Enhancing Teachers’ Knowledge and Practice: A Mathematics Specialist Program for Teachers of Grades 3 through 6

This session will describe amathematics specialist certificate program for teachers of upper-elementary students designed to increase mathematical content knowledge while improving their mathematical pedagogy. The presentation will include samples of course materials, teacher assessment and results concerning student achievement, and mathematics specialists’ practice.

Nadine Bezuk, San Diego State University, San Diego, CA

Jane Gawronski, San Diego State University, San Diego, CA

Steve Klass, San Diego State University, San Diego, CA

Gail Moriarty, San Diego State University, San Diego, CA

Karen Payne, San Diego State University, San Diego, CA

Florida

17

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18

MMM and M: Modeling Middle School Mathematics and More

This session will focus on exploring exemplary programs, (Connected Mathematics Project, Math In Context, MathScape, MathThematics and Pathways to Algebra and Geometry), that help prepare perspective teachers. Sample the activities, videotapes, and web-based materials and how they might be used.

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Learning Math: Professional Development on Demand

View video clips and experience some of the accompanying activities from two new videotape and web-based professional development courses, Learning Math: Patterns, Functions, and Algebra and Learning Math: Data Analysis, Statistics, and Probability, from Annenberg/CPB. Discuss how these materials can be used in pre-service and in-service elementary and middle school teacher education.

Robert Reys, University of Missouri, Columbia, Missouri

Oscar Chavez, University of

 Missouri, Columbia, Missouri

Dustin Jones, University of Missouri,

 Columbia, Missouri

-----------------------------------

Gordon Lewis, Annenberg/ Corporation for Public Broadcasting, Millsboro, DE

Alabama

Friday 11:10 am–12:10 pm (continued)

19

A Conversation About Improving Mathematics Teaching Practices

An overview of the new Master's degree program, A Partnership in Preparing Master Mathematics Teachers, at Clarion University of Pennsylvania will be shared. The presenters, a mathematician and a mathematics educator, will initiate a conversation concerning what mathematics knowledge is necessary for secondary mathematics teachers to improve their teaching practices.

Elaine Carbone, Clarion University, Clarion, PA

Jon Beal, Clarion University, Clarion, PA

Salon F/G

20

Wanted: Pre-Service Teachers for On-Line Mentoring with Math Forum (Internet Resource Poster Session)

Sharpen the problem solving skills of your pre-service teachers by getting them on-line with students from around the world. Their email interaction will strengthen their own communication skills as they correspond with and mentor youngsters who participate in Math Forum’s Problem of the Week.

Mary J. DeYoung, Hope College,
Holland, MI

Salon H

21

Elementary Pre-Service Teachers’ and Students’ Conceptual Understanding of Geometric Topics

We will present research of fourth-grade students’ understanding of geometric shapes using the dynamic geometry software ShapeMakers. We will also highlight how pre-service elementary teachers develop mathematical and pedagogical knowledge through a variety of strategies and activities used in methods and content courses. Implications for teacher education will be discussed.

Shannon O. S. Driskell, College of Mount St. Joseph, Cincinnati, OH

Suzanne R. Harper, Miami University, Oxford, OH

Maria A. Timmerman, University of Virginia, Charlottesville, VA

Georgia

22

Mathematics Connections within a Program for Preparing Middle School Mathematics Teachers

To prepare to teach mathematics as part of a coherent whole, pre-service middle-grades mathematics teachers must understand connections within mathematics. We will discuss mathematical connections and facilitate discussion about further connections that could be made using rich example problems.

Susann Mathews, Wright State University, Dayton, OH

Ann Farrell, Wright State University, Dayton, OH

Tennessee

23

Using Instructional Resources in Methods Courses: NASA-CONNECT and Middle Grades Methods Students   (Computer Session)

NASA-CONNECT is a series of integrated mathematics, science, and technology instructional programs for 6-8 students. Use of materials in a middle grades methods course will be highlighted. Includes an overview of the program, analysis of student feedback and products, and a discussion of the implications for mathematics teacher education.

David Pugalee, University of North Carolina, Charlotte, NC

Hartsfield

24

National Science Foundation Support of Mathematics Teacher Education

The National Science Foundation (NSF) sponsors programs for curriculum development, the development of resources for teachers,
the research and development of models to prepare and support teachers, and research to advance the knowledge base about mathematics teaching. Participants will learn about the latest NSF funding initiatives.

Kathryn Chval, National Science Foundation, Arlington, VA

Salon E

Friday 12:10–1:30 pm

AMTE Luncheon                                                                                                                                          Bentleys

Friday 1:30–3:00 pm

25

Adding It Up: Implications for the Mathematical Education of Teachers

After a brief overview of the report's findings on teaching proficiency and what it takes to develop teaching proficiency, participants will consider ways that the report can be used in courses and programs for pre-service and in-service teachers as well as implications for research on teaching and teacher education.

Jeremy Kilpatrick, University of Georgia, Athens, GA

Deborah Ball, University of Michigan, Ann Arbor, MI

Jane Swafford, Illinois State University, Normal, IL

Bradford Findell, University of Georgia, Athens, GA

Salon E

26

Beliefs and Practices of Mathematics Teacher Educators: What are the Issues?

We will share research results on the beliefs and practices of mathematics teacher educators regarding the importance of various types of technology, the degree to which they have integrated it within their programs, and comfort levels in using technology. We will also share perceptions of barriers to the use of technology in the classroom.

Gladis Kersaint, University of South Florida, Tampa, FL

Robert Horton, Clemson University, Clemson, SC

Denisse R. Thompson, University of South Florida, Tampa, FL

Tennessee

27

The Internet as an Instructional Tool in Early Childhood Learning of Mathematics (Internet Resource Poster Session)

This poster session explores on-line examples of how this technology can potentially serve young learners in developing mathematical concepts.

Terese A. Herrera, Ohio State University, Columbus, OH

Salon H

28

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29

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30

Building SHARING Communities with Middle Level (5-10) Mathematics Teachers

This session describes a one-year professional development program provided for pre-algebra and algebra teachers. Teacher teams developed lessons for a unit taken from a standards-based curriculum. These teams also evaluated the units and presented their findings to other teachers in Oregon. Research on the program will be presented.

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Monitoring Teachers’ Growth in the FOCUS Project: Overview and Insights

Presenters will share anecdotal accounts illustrating growth of teachers in an 18-month Eisenhower-funded project. A project overview will be followed by discussion of growth in: content knowledge, task selection/analysis, attitudes toward and selection of curricula for purposes of standards-based instruction, and high-stakes testing success.

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Integrating Measurement Across the Curriculum: A Professional Development Effort

Session describes professional development that uses measurement to stimulate mathematical and pedagogical growth for middle grades mathematics teachers. Building off of NAEP and TIMSS studies and PSSM recommendations, this effort looks to improve teacher and student understanding of mathematics through measurement, which we see as cutting across all mathematical strands.

Dianne K. Erickson, Oregon State University, Corvallis, OR

Margaret L. Niess, Oregon State University, Corvallis, OR

-----------------------------------

Michaele F. Chappell, Middle Tennessee State University, Murfreesboro, TN

Dovie L. Kimmins, Middle Tennessee State University, Murfreesboro, TN

-----------------------------------

Ron Preston, East Carolina University, Greenville, NC

Tony Thompson, University of Alabama, Tuscaloosa, AL

Georgia

Friday 1:30–3:00 pm (continued)

31

Facilitating Teacher Learning: A Videocase Approach

Increasingly teachers are being deployed in leadership roles. What are the skills and sensibilities required? Who helps them acquire these skills? The LCMPD project is creating videocase materials to support the development of teacher leaders, specifically in designing and facilitating professional development. Engage with us in considering issues of teacher leadership.

Judy Mumme, WestEd, Camarillo, CA

Cathy Carroll, WestEd, Camarillo, CA

Gloria Moretti, WestEd, Camarillo, CA

Salon F/G

32

Bridging Theory and Practice: Implementing Partnership Models for Field Experience

The speakers will present similarities and differences among various models used in four different states and with prospective elementary, middle, and secondary teachers. Individual and collaborative research on developing partnerships with public schools will be shared and discussed. The audience will be asked to join in the discussion.

Joanne Powers, College of Saint Rose, Albany, NY

Julita Lambating, California State University-Sacramento, Sacramento, CA

Sylvia Taube, Sam Houston State University, Huntsville, TX

Carolyn Pinchback, University of Central Arkansas, Conway, AR

Florida

33

Beyond Geometry: From Algebra to Calculus with The Geometer’s Sketchpad® Version 4  (Computer Session)

See how Sketchpad 4 brings its full dynamic power to the study of mathematics, from algebra to calculus as well as geometry. Examples will range from sketches showing why a negative times a positive is a negative, to the summation of sine waves, to slope fields in integral calculus.

Steven Rasmussen, Key Curriculum Press, Emeryville, CA

Hartsfield

34

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35

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36

Using Pre-Service Teachers’ Conceptions of Mathematics in Curriculum Design

Mathematics education faculty members at the University of Michigan-Dearborn are drawing upon inquiry-based K-8 curricula to redesign mathematics content courses for future elementary teachers. In this session, we will discuss how to use what we are learning about pre-service teachers’ mathematical knowledge as a means for enhancing pre-service teachers’ learning.

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Pre-Service Elementary Teachers’ Algebraic & Proportional Reasoning in a Standards-Based Content

This session will report on the findings of pre-service teachers’ development of their algebraic and proportional reasoning in a Standards-based content course. Discussion will follow surrounding how classroom videotapes of students can be used to inform the teaching of future teachers.

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Issues in Teaching a Standards-Based Geometry Course Collaboratively: Report from a Mathematician and a Mathematics Educator

The session will focus on issues around the collaboration between a mathematician and a mathematics educator, using Standards-based K-8 materials, in teaching a geometry course for elementary teachers. Preliminary data from a longitudinal study of geometric reasoning and spatial visualization will be shared.

Judith Flowers, University of Michigan, Dearborn, MI

-----------------------------------

Angela S. Krebs, University of Michigan, Dearborn, MI

-----------------------------------

Kathy Burgis, Aquinas College, Grand Rapids, MI

Joseph Spencer, Aquinas College, Grand Rapids, MI

Alabama

Friday 3:30–4:30 pm

37

A Framework for the Preparation of Secondary Mathematics Teachers

How can pre-service teachers recognize the effect of their beliefs on their teaching? How can mathematics become integral in learning to teach? Resources such as How People Learn, Adding It Up, and Principles and Standards can provide a structure for considering what is important in the transition from student to teacher.

Gail Burrill, Michigan State University, East Lansing, MI

Lew Romagnano, Metropolitan State College of Denver, Denver, CO

Akihiko Takahashi, DePaul University, Chicago, IL

Salon E

38

Alternative Certification: Measuring the Impact on Post-Baccalaureate Future Mathematics Teachers

This session will describe one university’s post-baccalaureate program and how it prepares future mathematics educators. Results will compare candidates who complete this alternative certification program in comparison to traditionally trained secondary mathematics teachers and will discuss stressors that this brand of novice teacher has encountered.

Robert M. Capraro, Texas A&M University, College Station, TX

Mary Margaret Capraro, Texas A&M

 University, College Station, TX

Georgia

39

Developing Virtual Communities for Mathematics Educators   (Computer Session)

Professional networks for mathematics educators provide an important opportunity for sharing information, brainstorming ideas, problem solving, and even political activism. Come see how mathematics educators throughout California are developing a virtual community via the Mathematics Education Resource Center, the Mathematics Educator Forum, and two unique listservs.

Carol Fry Bohlin, California State University, Fresno, CA

Hartsfield

40

Just What are Best Practices to Pre-Service Teachers?
(Internet Resource Poster Session)

For best practice lesson plans access Ohiorc.org,- the Ohio Resource Center. Math teachers review websites and rate the lessons for content and standards. Come and access this website! See how your pre-service teachers can use this site to understand rubrics, lesson plan formats, and standards-based math classes.

Janet M. Herrelko, University of Dayton, Dayton, OH

Salon H

41

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42

Inquiry Groups and Professional Development Schools - What Works?

Implementation of professional development programs can be a challenge for universities and schools. Inquiry groups within the school led by university staff and/or graduate students have been used from the University of Maryland. A short videotape will be shown. Do such groups ease the way for implementation? What works?

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Elementary Teachers' Reflective Thinking in a Workshop on the Investigations in Number, Data, and Space Curriculum

The findings of a study on how teachers reflect in a semester-long workshop on the Investigations curriculum indicate that certain activities stimulate deep reflection. We will discuss video clips of the teachers' conversations that illustrate the content and process of their reflective thinking as they make sense of the mathematics reform movement.

Tom Rowan, University of Maryland, College Park, MD

-----------------------------------

Laura Kincaid, University of Delaware, Newark, DE

Alabama

43

The Mathematical Sciences Education Board: Current Studies and Future Plans of Interest to Mathematics Teacher Educators

What does research tell us about the learning and teaching of mathematics? What mathematical knowledge do high school teachers need to know and how do they come to know it? How can we evaluate the efficacy of particular mathematics curricula? At this session, we will discuss how MSEB is addressing these questions.

Deborah Ball, University of Michigan, Ann Arbor, MI

Salon F/G

Friday 3:30–4:30 pm (continued)

44

Mathematics-Specific, Field-Based Experiences for Elementary Education Majors: Identifying Fundamental Issues

This session will identify issues concerning the organization of mathematics field experiences for pre-service elementary teachers. After a brief presentation by each panelist describing salient features of field experiences in her local teacher education program, session participants will discuss fundamental, shared issues in the development and implementation of mathematics field experiences for elementary majors.

Diana V. Lambdin, Indiana University, Bloomington, IN

Paola Sztajn, University of Georgia, Athens, GA

Nancy Smith, Emporia State University, Emporia, KS

Beatriz S. D’Ambrosio, Indiana University-Purdue University Indianapolis, Indianapolis, IN

Tennessee

45

Multiple Perspectives of Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education

This session will focus on the principles to guide the design and implementation of doctoral programs in mathematics education. Discussions will center on ways in which this document impacts doctoral programs in mathematics education.

Robert Reys, University of Missouri, Columbia, MO

Jennifer Bay-Williams, Kansas State University, Manhattan, KS

Frank Lester, Indiana University, Bloomington, IN

Vena Long, University of Tennessee, Knoxville, TN

Patricia Wilson, University of Georgia, Athens, GA

Oscar Chavez, University of Missouri, Columbia, MO

Florida

Friday 5:00–6:30 pm General Session                                                   Salon E

A Celebration of AMTE’s Ten Year Anniversary

Greetings

Francis “Skip” Fennell, President, Association of Mathematics Teacher Educators, McDaniel College, Westminster, MD

Johnny Lott, President, National Council of Teachers of Mathematics, University of Montana, Missoula, MT

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The Judith E. Jacobs Lecture

Improving Mathematics Education: Mathematics Teacher Educators Lead the Way

Judith E. Jacobs, California State Polytechnic University, Pomona, CA

              Mathematics teachers educators can and should be leading the way when it comes to what actually

             happens in classrooms. Come and plot how to do this when the world is stepping backwards.

Friday 6:30–8:00 pm

AMTE Dinner                                                                                                                                                Salon D

Georgia

Alabama

Tennessee

Florida

Hartsfield

(Computer Room)

Salon E

Salon F/G

8:00–9:00

Learning to Teach Elementary Math: A Four-Year Study of Elementary Teachers

Mewborn, Johnson

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Increasing Teacher’s Pedagogical Curiosity

Barrett, Olson

Mathematical Preparation of Prospective High School Teachers

Manouchehri, Lapp, Herbst, Enderson

Alternative Assessments – Multiple Modalities of Learning

Wolffe, Grant

ACCLAIM: Mathematics and Mathematics Education in a Rural Context

Long, Bush, Klein, Mitchell,

Tools and Technology of Secondary Mathematics

Blubaugh

Building a Bridge Between Policy and Practice: Mathematics Teacher Education From an International Perspective

Ferrini-Mundy, Burrill, Lott

Web-Enhanced? Multimedia Supported? Distance Education? What Roles Might On-Line Learning Take in Teacher Education?

Friel, Roberts

9:20–10:50

Implementing the CBMS Report on the Statistical Preparation of K-8 Teachers

Feldman

-------------------------Developing and Assessing Pre-Service Teachers’ Probability Pedagogical Content Knowledge

Johnson

Integrating Children’s Thinking with Mathematics for Prospective Elementary School Teachers

Chauvot, Philipp

Developing Mathematics Program Leaders for Elementary and Middle Schools

Stump, Bremigan, Roebuck, Bishop, Davis

Strategic Use of Professional Development Materials

Seago, Mumme, Goldsmith

Using NCTM’s Illumination Web Site to Support Teacher Education

Martin, Keller,

Strutchens

A Mathematics Course To Deepen and Broaden Teachers’ Understanding of High School Mathematics

Usiskin, Garner

Examining Students’ Thinking in Content Courses: Practices that Engage Teachers in Mathematics

Bassarear, Caldwell,

Hillen

11:10–12:10

An Alternative Approach to Secondary Teaching Certification

Walmsley

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Community College’s Expanding Role in Teacher Preparation

Zientek, Capraro, Kadhi

Helping Pre-Service Students Develop “Rich” Math Learning & Assessment Tasks

Connelly, Graham

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Professional Development … on Assessment Practices

McDuffie

The Crucible of Teaching, Teacher Education, and Research

Cooney, Wilson, Huinker

A Crosswalk Between NCATE Mathematics Standards for Elementary Candidates and CBMS Recommendations for the Preparation of Elementary Teachers…

 Edwards

Motivating and Preparing Pre-Service Teachers to Teach Mathematics with Technology

Niess

The Politics of Professional Development in Schools and Sustaining Reform: The Role of Pre-Service and In-Service University Partnerships

Merlino, Bohlin

COMPASS: National Implementation Center for NSF-supported … High School Curricula

Robinson, Robinson

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Preparing Math Graduate Students to Effectively Contribute to Middle School Mathematics Teaching

Luedeman, Horton

12:10–1:30 pm   AMTE Luncheon   (Bentleys)

Georgia

Alabama

Tennessee

Florida

Hartsfield

(Computer Room)

Salon E

Salon F/G

1:30–2:30

Promoting Classroom Interactions in the Context of Language and Culture

Slavit

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Developing Computational Skills in the Context of Solving Problems

Becker

What Can We Learn About Elementary Pre-Service Teachers’ Mathematical Content Knowledge Through their Email Discussions with 6th Grade Students?

D’Ambrosio, Pekkan

Perspectives on Building a Mathematics Education Community in an Urban Elementary School

White, Sztajn,

Williams, Walker,

Kazez,

Allexashat-Snider

Developing Reflective, Constructivist Future Middle Grades Teachers

Rubenstein,

Beckmann,

Thompson

Incorporating Technology Into Teacher Education Courses: Practical Solutions

Edwards

The RAND Mathematics Study Panel Report: Building a Strategic Research and Development Program in Mathematics Education

Ball

The Mathematical Transitions Project: Lessons for Teacher Educators

Lewis

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Research on Handheld Graphing Technology at the Secondary Level: Implications for Mathematics Teacher Education

Leatham, Kastberg

2:45–4:00 pm   AMTE Business Meeting   (Salon E)

Saturday 7:00–8:00 am

Continental Breakfast                                                                                                        Southern Ballroom Foyer

Saturday 8:00–9:00 am

46

Building a Bridge Between Policy and Practice: Mathematics Teacher Education From an International Perspective

An international panel of mathematics educators laid out common challenges, differences, and questions related to the development of mathematics teachers. The session will consider promising practices across the countries, questions raised by these practices for research, and implications for our work, collectively and individually, as teacher educators in the US.

Joan Ferrini-Mundy, Michigan State University, East Lansing, MI

Gail Burrill, Michigan State University, East Lansing, MI

Johnny Lott, University of Montana, Missoula, MT

Salon E

47

Tools and Technology of Secondary Mathematics (ComputerSession)

Hands-on training in using new software tools and graphing calculators for mathematics instruction will be the focus of this presentation. A presentation with active discussion will focus on appropriate requirements of students at developing and teaching standards-based lessons for middle and high school mathematics classes.

Bill Blubaugh, University of Northern Colorado, Greeley, CO

Hartsfield

48

Web-Enhanced? Multimedia Supported? Distance Education? What Roles Might On-Line Learning Take in Teacher Education?

What is involved in providing academic experiences that combine face-to-face instruction with Internet-based instruction? Discussion and examples will be drawn from an innovative M.Ed. program. Do experiences shared by the presenters and audience motivate need to establish an AMTE SIG on "Internet-based instruction?" If so, what are our next steps?

Susan N. Friel, University of North Carolina-Chapel Hill, Chapel Hill, NC

Susan Roberts, University of North Carolina-Chapel Hill, Chapel Hill, NC

Salon F/G

49

ACCLAIM: Mathematics and Mathematics Education in a Rural Context

The Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) is designed to build a mathematics infrastructure in the Appalachian regions of Kentucky, Ohio, Tennessee, and West Virginia. It will provide (a) advanced degree programs in mathematics and mathematics education, (b) job-embedded teacher preparation and professional development programs, and (c) mathematics education research in a rural context.

Vena M. Long, University of Tennessee, Knoxville, TN

Bill Bush, University of Louisville, Louisville, KY

Thomas Klein, Marshall University, Huntington, WV

Karen Mitchell, Marshall University, Huntington, WV

Florida

50

Mathematical Preparation of Prospective High School Teachers

We will discuss the content and structure of mathematics courses designed for secondary mathematics education majors, including Calculus I & II, modern geometry, computers in mathematics, and methods of teaching mathematics. Issues surrounding student outcomes and challenges associated with implementing reform-based instruction at the undergraduate mathematics education will be shared.

Azita Manouchehri, Central Michigan University, Mt. Pleasant, MI

Douglas Lapp, Central Michigan University, Mt. Pleasant, MI

Patricio Herbst, University of Michigan, Ann Arbor, MI

Mary Enderson, Middle Tennessee State University, Murfreesboro, TN

Alabama

51

Alternative Assessments – Multiple Modalities of Learning

This session will summarize a variety of approaches to summative assessment for math methods and math for teachers courses. The techniques shared respond to the need for varied forms of assessment that allow for multiple ways of knowing and to accreditation requirements demanding performance-based evaluation.

Robert Wolffe, Bradley University, Peoria, IL

Jean Marie Grant, Bradley University, Peoria, IL

Tennessee

Saturday 8:00–9:00 am (continued)

52

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53

Learning to Teach Elementary Mathematics: A Four-Year Study of Elementary Teachers

This session will report data from a four-year project aimed at developing a model of the development of elementary mathematics teachers’ practice during their pre-service and induction years.

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Increasing Teacher’s Pedagogical Curiosity

Within a systemic change project focused on developing children’s mathematical thinking, teachers struggled to implement an investigative curriculum (TERC). Evoking teachers pedagogical curiosity prompted teachers to predict student’s responses to rich tasks. Using their predictions, teachers extended students’ mathematical reasoning.

Denise S. Mewborn, University of Georgia, Athens, GA

Patricia Johnson, University of Georgia, Athens, GA

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Jeffrey E. Barrett, Illinois State University, Normal, IL

Jo Clay Olson, Illinois State University, Normal, IL

Georgia

Saturday 9:20–10:50 am

54

A Mathematics Course To Deepen and Broaden Teachers’ Understanding of High School Mathematics

Materials have been developed that examine and relate the main concepts of high school mathematics (e.g. real and complex number, equation, function, induction, polynomial, congruence, similarity, trigonometry, area, volume) and many mathematics problems in detail. This session provides author, instructor, and student (e.g. pre-service and practicing teacher) perspectives on the materials.

Zalman Usiskin, The University of Chicago, Chicago, IL

Mary Garner, Kennesaw State University, Kennesaw, GA

Salon E

55

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56

Implementing the CBMS Report on the Statistical Preparation of K-8 Teachers

The presenter co-led the statistical education of K-8 teachers session at the CBMS conference in 2001. He will lead a discussion on the CBMS document focusing on students creating statistical studies. He will also describe Sequal, which has provided statistics education workshops for close to 1,000 K-12 teachers.

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Developing and Assessing Pre-Service Teachers’ Probability Pedagogical Content Knowledge

Problems to develop and assess pre-service teachers‚ probability pedagogical content knowledge will be presented. Audience members will be asked to share their evaluation of the problems, extensions to the problems, and alternative problems for assessing and developing teachers pedagogical content knowledge.

Larry Feldman, Indiana University of Pennsylvania, Indiana, PA

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Todd Johnson, Eastern Washington University, Cheney, WA

Georgia

57

Using NCTM’s Illumination Web Site to Support Teacher Education (Computer Session)

NCTM’s Illumination web site (http://illuminations.nctm.org/) is designed to bring the ideas of Principles and Standards to life. Its interactive "mathlets," video vignettes, Internet-based lesson plans, and reviewed resources are useful tools for teacher educators to promote reflection on the Standards and to demonstrate the power of technology in mathematics education.

W. Gary Martin, Auburn University, Auburn, AL

Brian Keller, Michigan State University, East Lansing, MI

Marilyn Strutchens, Auburn University, Auburn, AL

Hartsfield

58

Examining Students’ Thinking in Content Courses: Practices that Engage Teachers in Mathematics

We describe several ways in which we use students’ thinking as a tool to engage students in the elementary content courses. Time will be allotted for participants to exchange ideas and to consider what students learn from these experiences.

Tom Bassarear, Keene State College, Keene, NH

Janet Caldwell, Rowan University, Glassboro, NJ

Amy Fleeger Hillen, University of Pittsburgh, Pittsburgh, PA

Salon F/G

Saturday 9:20–10:50 am (continued)

59

Strategic Use of Professional Development Materials

How do teacher educators use professional development materials strategically? How might various materials be integrated to create a coherent program for teacher learning? This session will use two sets of professional development materials, the Fostering Algebraic Thinking Toolkit and Videocases for Mathematics Professional Development, to help participants consider these questions.

Nanette Seago, San Diego State University Foundation, Riverside, CA

Judy Mumme, WestEd, Camarillo, CA

Lynn Goldsmith, EDC, Newton, MA

Florida

60

Developing Mathematics Program Leaders for Elementary and Middle Schools

This session describes the development and implementation of undergraduate programs at two universities preparing mathematics specialists for elementary and middle schools. Philosophies of the programs, contents of the courses, and characteristics of the students will be presented. Discussion will focus on the unique opportunities and challenges presented by these programs.

Sheryl Stump, Ball State University, Muncie, IN

Elizabeth George Bremigan, Ball State University, Muncie, IN

Kay Meeks Roebuck, Ball State University, Muncie, IN

Joyce Bishop, Eastern Illinois University, Charleston, IL

Allen Davis, Eastern Illinois University, Charleston, IL

Tennessee

61

Integrating Children’s Thinking with Mathematics for Prospective Elementary School Teachers

We incorporate videos of children’s mathematical thinking into courses for prospective elementary school teachers to help them think differently about mathematics and issues of mathematics teaching and learning. Participants will write “mini-lessons” for incorporating selected video clips into their courses. Content instructors and methodology instructors will discuss their goals.

Jennifer Chauvot, San Diego State University, San Diego, CA

Randy Philipp, San Diego State University, San Diego, CA

Alabama

Saturday 11:10 am–12:10 pm

62

The Politics of Professional Development in Schools and Sustaining Reform: The Role of Pre-Service and In-Service University Partnerships

The No Child Left Behind (NCLB) legislation counts on colleges and universities playing a critical role in improving mathematics curriculum and instruction in K-12 education. This session will focus on how to negotiate the complex internal and external micro-politics at the district and school levels. The role of university-based partnerships in initiating, guiding, and sustaining improvements, with a particular emphasis on guiding systemic reform efforts will be outlined.

F. Joseph Merlino, La Salle University, Philadelphia, PA

Carol Fry Bohlin, California State University, Fresno, CA

Salon E

63

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64

Helping Pre-Service Students Develop “Rich” Mathematics Learning/Assessment Tasks: Grades K-6

This session will focus on efforts to have pre-service students construct their own understanding of "rich" mathematics learning/assessment tasks by having them design their own and implementing the task where it counts, the classroom (Grades K-6).

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Professional Development for Teacher and Teacher Educator Through Sustained Collaboration and Focus on Assessment Practices

This session presents a one-year study in which I collaborated with a seventh grade mathematics teacher as she attempted to incorporate reform-based assessment into her practice. Discussion will include an examination of the change process from the teacher’s perspective and my growth as a teacher educator as I shared the teacher’s challenges in instruction.

Ralph D. Connelly, Brock University, St. Catharines, Ontario, Canada

Joanne Graham, Brock University, St. Catharines, Ontario, Canada

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Amy Roth McDuffie, Washington State University Tri-Cities, Richland, WA

Alabama

Saturday 11:10 am–12:10 pm (continued)

65

The Crucible of Teaching, Teacher Education, and Research

Findings from research on teaching and teacher education will be considered as they relate to the education of teachers of mathematics. Principles for teaching teachers mathematics that are grounded in this review will be posited along with implications for research. Issues regarding teacher education will be posed for discussion purposes.

Thomas J. Cooney, University of Georgia, Athens, GA

Patricia Wilson, University of Georgia, Athens, GA

DeAnn Huinker, University of Wisconsin-Milwaukee,Milwaukee,WI

Tennessee

66

A Crosswalk Between NCATE Mathematics Standards for Elementary Candidates and CBMS Recommendations for the Preparation of Elementary Teachers: You Can Have Two for the Price of One Accreditation

The NCATE and CBMS recommendations for the preparation of elementary teachers will be compared and contrasted, showing how one document can be written for national recognition that satisfies the intent of both groups- to prepare exceptional candidates for elementary teaching positions. Presenter is the NCTM Representative to NCATE.

Nancy Tanner Edwards, Missouri Western State College, St. Joseph, MO

Florida

67

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68

COMPASS: A National Implementation Center for NSF-Supported Standards-Based High School Curricula

COMPASS (Curricular Options in Mathematics Programs for All Secondary Students), a national center funded by NSF, offers assistance to school districts and other interested groups on the effective implementation of NSF-supported materials that align with NCTM’s Principles and Standards. Learn more about these innovative curricula as well as some of the crucial issues involved in initiating systematic change through a comprehensive curriculum program.

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Preparing Mathematics Graduate Students to Effectively Contribute to Middle School Mathematics Teaching

The National Science Foundation funds graduate K-12 fellowships for mathematics graduate students to assist K-12 mathematics teachers as content experts for 15 hours each week. How can such students be prepared to effectively interact with middle school mathematics teachers and students to improve teaching and student performance? This presentation describes the preparation for such graduate students at Clemson University.

Eric Robinson, Ithaca College, Ithaca, NY

Margaret Robinson, Ithaca College, Ithaca, NY

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John K. Luedeman, Clemson University, Seneca, SC

Robert Horton, Clemson University, Seneca, SC

Salon F/G

69

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70

An Alternative Approach to Secondary Teaching Certification

An alternative approach to secondary teaching certification is currently used at Maryville University. This program is a one-year intensive education program involving the work of a partnership school, liberal arts and sciences faculty, and the school of education.

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Community College’s Expanding Role in Teacher Preparation

This session will inform and address the expanding role of the community college in preparing K-12 teachers. A variety of viewpoints from mathematics educators at various levels will be provided, including community college educators actively involved in the alternative certification process. Participants will have an opportunity to discuss the changing roles of community colleges, for-profit organizations, and universities in teacher preparation.

Angela L.E. Walmsley, Maryville University, St. Louis, MO

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Linda Reichwein Zientek, Texas A&M University, College Station, TX

Robert M. Capraro, Texas A&M University, College Station, TX

TauGamba Kadhi, Texas A&M University, College Station, TX

Georgia

Saturday 11:10 am–12:10 pm (continued)

71

Motivating and Preparing Pre-Service Teachers to Teach Mathematics with Technology (Computer Session)

What are important features for supporting the development of an integrated knowledge structure of mathematics, technology, and teaching mathematics with technology? Examine specific instruction focused on teaching with graphing calculators, Sketchpad, and spreadsheets along with expectations to teach a technology-enhanced unit during student teaching to focus pre-service teachers on the pre-active, interactive and post-active stages of teaching mathematics with technology.

Margaret L. Niess, Oregon State University, Corvallis, OR

Hartsfield

Saturday 12:10–1:30 pm

AMTE Luncheon                                                                                                                                          Bentleys

Saturday 1:30–2:30 pm

72

The RAND Mathematics Study Panel Report: Building a Strategic Research and Development Program in Mathematics Education

This session will be structured to provide opportunities to learn more about the building of a research community around the set of foci outlined in the RAND mathematics study panel report. Participants will consider the specific foci and how these might be carried out in and linked across individual programs of work.

Deborah Ball, University of Michigan, Ann Arbor, MI

Salon E

73

Incorporating Technology Into Teacher Education Courses: Practical Solutions (Computer Session)

In this session, participants are provided with ideas for incorporating technology into methods courses more meaningfully. Techniques for strengthening the technological know how of pre-service teachers are explored. Several classroom activities, well-suited for use with pre-service teachers are investigated along with preliminary research findings gleaned from student work.

Michael Todd Edwards, John Carroll University, University Heights, OH

Hartsfield

74

What Can We Learn About Elementary Pre-Service Teachers’ Mathematical Content Knowledge through their Email Discussions with Sixth Grade Students?

In this session, presenters will describe a performance-based task used to assess the mathematical content knowledge of pre-service elementary teachers. During a math content course, pre-service teachers interact with 6^th grade students through email conversations. These email messages will serve as data for the audience to analyze and discuss.

Beatriz S. D’Ambrosio, Indiana University – Purdue University, Indianapolis, IN

Zelha Tunc Pekkan, University of Georgia, Athens, GA

Alabama

75

Perspectives on Building a Mathematics Education Community in an Urban Elementary School

Project SIPS is a school-based professional development project to help teachers improve the quality of their mathematics instruction by building a mathematics education community within their school. In this symposium presenters will share their views of the community and its impact on mathematics teaching and learning.

Dorothy Y. White, University of Georgia, Athens, GA

Paola Sztajn, University of Georgia, Athens, GA

Jerrilyn Williams, Chase Street Elementary, Athens, GA

Lynda Walker, Chase Street Elementary, Athens, GA

William Kazez, University of Georgia, Athens, GA

Martha Allexashat-Snider, University of Georgia, Athens, GA

Tennessee

Saturday 1:30–2:30 pm (continued)

76

Developing Reflective, Constructivist Future Middle Grades Teachers

The presenters will share their work developing and piloting a course integrating content and methods, using a constructivist approach for the preparation of pre-service middle grade teachers.

Rheta N. Rubenstein, University of Michigan-Dearborn, Dearborn, MI

Charlene Beckmann, Grand Valley State University, Allendale, MI

Denisse Thompson, University of South Florida, Tampa, FL

Florida

77

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78

The Mathematical Transitions Project: Lessons for Teacher Educators

The Mathematical Transitions Project is a three-year study (NSF-funded) of students’ experiences as they move between reform-oriented and traditional curricula at four institutions. This session will discuss some emerging results and consider implications for teacher education programs attempting to train novices in reform-based mathematics teaching.

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Research on Handheld Graphing Technology at the Secondary Level: Implications for Mathematics Teacher Education

What are the implications of research on the use of handheld graphing technology on mathematics teaching and learning? A recent report in which this research was summarized and synthesized will be discussed. Attendees will share experiences surrounding such research and discuss implications for their work in preparing teachers.

Gary Lewis, Michigan State University, East Lansing, MI

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Keith Leatham, Portland State University, Portland, OR

Signe Kastberg, Indiana University-Purdue University, Indianapolis, IN

Salon F/G

79

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80

Promoting Classroom Interactions in the Context of Language and Culture

This study reports on the use of videotape to support self-reflection in a group of students, K-12 teachers enrolled in a Masters level course, on the role of language and culture in mathematics in the context of classroom interactions.

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Developing Computational Skills in the Context of Solving Problems

Ways for students to get practice in computation while avoiding ‘drill’ and engaging in mathematical thinking will be presented. Practice occurs in solving problems that involve important mathematics in the classroom. Solving the problems involves reasoning, problem solving, and mathematical thinking. Problem situations will be posed that can be used in "methods" courses and adapted for use in school classrooms.

David Slavit, Washington State University, Vancouver, WA

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Jerry Becker, Southern Illinois University, Carbondale, IL

Georgia

Saturday 2:45–4:00 pm                                                               Salon E

AMTE Business Meeting

Francis “Skip” Fennell, President, Association of Mathematics Teacher Educators, McDaniel College, Westminster, MD