Session 1

Dilemmas in Professional Development:
A Case-based Approach to Developing Mathematics Teacher Leaders I

(Continued in Session 6)

Tania Madfes, WestEd

These facilitated case discussions allow people who manage, direct, or work in professional development programs for teachers to examine their own practices by engaging in dialogue with others who may have different points of view but similar areas of responsibility as they explore the complex, messy, and often delicate issues for which simple answers do not exist.

Location: Auditorium

Session 2

Promoting Collaborations Between Universities and K-12 Schools

Julita G. Lambating, California State University, Sacramento
Joanne Powers, The College of Saint Rose

A presentation designed to initiate a discussion on how we can improve collaboration between universities and school districts in providing desirable teaching experiences to our pre-service mathematics teachers.

Location: Mountain Vista

Session 3

Paper Presentations

Striving for a Better Understanding of Curriculum:
Mathematical Experiences for Preservice Teachers

Rina Zazkis, Simon Fraser University

How is it possible to strengthen preservice teachers understanding of curriculum concepts? A perspective on this pedagogical dilemma will be presented, arguing for a set of activities or investigations that help learners situate their mathematical knowledge into richer schemes. This session is relevant to K-12 mathematics teacher education.

Prospective Secondary Mathematics Teachers' Investigation
of the Representation and Use of Statistics in the Print Media

Richard S. Kitchen, San Jose State University

A project is described in which the representation of statistics in newspapers is investigated. Prospective mathematics teachers also explored how statistics represented in articles that may be relevant to teenagers can be incorporated into the high school mathematics curriculum.

Walking the Talk: A Mathematics Course for Elementary Preservice Teachers

Sandra L. Atkins, University of Central Florida

Examine the components of a mathematics course for preservice elementary teachers which reflects the tenets of Constructivism and the Standards. In particular, examine the assessment system developed for the course including samples of in-class assessments and student portfolios.

Location: Poly Vista

Session 4

Teachers Practice and Teaching of Mathematical Problem Solving

Catherine M. Miller, University of Northern Iowa

A study where the relationship among the strategies and techniques used by three high school mathematics teachers with respect to defining mathematical problem solving, solving problems, and teaching problem solving will be presented.

Problem Solving in the Preservice Classroom

Norma G. Hernandez, University of Texas at El Paso
David May, University of Texas at El Paso

Discussion on an investigation of the effectiveness of teaching preservice elementary school teachers problem solving skills using assorted heuristics will be provided. Problems associated with conducting research in a university setting through the use of a single-system experimental design to show the effect of instruction on problem solving performance are described. An assessment of the effects of instruction on problem-solving will be furnished.

Location: Hillside Central

Session 5

Assessment Reform for Changing Teaching Practices

Daniel J. Brahier, Bowling Green State University

An evaluation of the effects of an inservice program designed to challenge teachers to rethink their assessment practices. Results of the work, together with implications for other programs and preservice methods will be discussed. This session is relevant to K- 12 mathematics teacher education.

Location: Valley Vista

Session 6

Dilemmas in Professional Development:
A Case-based Approach to Developing Mathematics Teacher Leaders II

(Continued from Session 1)

Tania Madfes, WestEd

These facilitated case discussions allow people who manage, direct, or work in professional development programs for teachers to examine their own practices by engaging in dialogue with others who may have different points of view but similar areas of responsibility as they explore the complex, messy, and often delicate issues for which simple answers do not exist.

Location: Auditorium

Session 7

Hand-held Technology for Computer Symbolic Algebra in Secondary Teacher Education

Bert K. Waits, The Ohio State University
Dale Oliver, Humboldt State University

This session will involve the participants in using computer symbolic algebra on hand- held computers to consider some mathematics problems appropriate for secondary mathematics teacher education. Examples suitable for both math and methods courses will be included. Issues about the role of computer symbolic algebra in mathematics reform will also be discussed.

Location: Valley Vista

Session 8

Paper Presentations

Statistics for Elementary Teachers: What Should We Cover?

Tom Bassarear, Keene State College

There is clearly more to cover than students can learn in one course. An examination of interviews in one content area, statistics, sheds light on the cognitive structures they bring to the course and has huge implications for instruction.

Restructuring Mathematics Courses for Preservice Elementary Teachers:
A University/Community College Collaboration

Mark L. Klespis, Sam Houston State University,
Mary B. Swarthout, Sam Houston State University

A discussion of the restructuring efforts and the activities developed for preservice mathematics courses for elementary school teachers that are the result of a collaboration with faculty from community colleges.

The Evolution of a Content-rich Curriculum for Elementary Education Majors

Brian R. O'Callaghan, Southeastern Louisiana University
Elizabeth D. Gray , Southeastern Louisiana University
Tena L. Golding, Southeastern Louisiana University

This discussion chronicles the evolution of a reform-based mathematics curriculum for elementary education majors. Principal topics include a graphing calculator initiative, the development and institutionalization of an Explorations in Algebra course, and the challenges of implementing such curricular changes.

Location: Poly Vista

Session 9

Changing Preservice Elementary Mathematics Teachers Beliefs and Knowledge: Considering the Difficulties and Solutions from the Different Perspectives of Content and Methods of Instructors

Randy Philipp, San Diego State University
Nicholas Branca, San Diego State University
Jamal Bernhard, San Diego State University
Lisa Clement, San Diego State University

The researchers will discuss why changing preservice teachers beliefs and knowledge is so difficult. A mathematics instructor and a mathematics methods instructor will initiate dialogue designed to raise a question about their respective roles in addressing this issue.

Location: Hillside Central

Session 10

Eisenhower National Clearinghouse and Mathematics Teacher Educators

Donna Berlin, Eisenhower National Clearinghouse for Mathematics and Science Education

This session will include a guided tour of the Eisenhower National Clearinghouse with on-line and first-hand accounts aimed at encouraging mathematics teacher educators to infuse these resources into their courses.

Location: Mountain Vista

Session 11

Paper Presentations

Case Study of a Sixth-Grade Teachers Reflections and Concerns While Teaching Fraction Concepts

Carol F. Larson, University of Arizona

This presentation focuses on one teachers questions and reflections about her content pedagogical knowledge and teaching practice prior to, during and after teaching a unit on fraction concepts to sixth-graders.

Sharing Ideas for Using Teaching Cases with Prospective Elementary Teachers

Joanne Lobato, San Diego State University

The current reform movement has stimulated an increase in the number of mathematics courses required for elementary school teachers. However, additional courses do not guarantee that prospective teachers will connect the knowledge acquired in these courses with their teaching practices. Teaching cases provide a promising tool for building connections between conceptual knowledge of mathematics and teaching practice. I will share some of my experiences using the Barnett, Goldenstein, and Jackson Teaching Cases for Fractions, Decimals, Ratios, and Percents in mathematics content courses for prospective elementary teachers.

Location: Poly Vista

Session 12

Field Experiences in Pre-Service Elementary Mathematics Methods Courses

Tad Watanabe, Towson University
Theresa J. Grant, Western Michigan University
Lynne Gray, San Jose State University
Peter Appelbaum, William Patterson University
Althea Hylton-Lindsay, William Patterson University
Daniel Brahier, Bowling Green State University
Susan Hillman, Penn State Capital College at Harrisburg
Mary Ellen Schmidt, Ohio State University

Members of the panel will share their experiences in their efforts to incorporate field- based opportunities for pre-service elementary school mathematics teachers.

Location: Mountain Vista

Session 13

Paper Presentations

Development of a Student Teaching Handbook for the Cooperating Teacher

Virginia Harder, SUNY College at Oneonta
Tom Butts, Unatego High School

This session will describe a collaboration of a cooperating teacher and a college supervisor to develop a handbook for cooperating teachers that includes a summary of research on student teaching, helpful suggestions, and expectations of the college program.

Elementary Math Methods Courses in Spanish

Rick Scott, New Mexico State University

Many elementary teachers are being called upon to teach mathematics in Spanish. What are the issues involved in teaching a math methods course in Spanish to help prepare them for the task?

Math Pen Pals: Kids and the Preservice Teacher

Stuart Moskowitz, Humboldt State University

This weekly letter-writing project goes beyond journals in its ability to encourage my preservice teachers to write about math. Instead of writing only to the professor, a real kid reads and writes back! The incentive for clear, concise communication has never been greater.

Location: Hillside West

Session 14

Comparative Mathematics Through Hands-on Geometric Investigations on the Lénárt Sphere I

(Continued in Session 18)

Steven Rasmussen, Key Curriculum Press

This is a hands-on exploration of a non-Euclidean geometry. Explore triangles and biangles, circles and great circles and more. Compare and contrast to geometry in the plane.

Location: Valley Vista

Session 15

Bridges into Classroom Practice

Barbara Pence, San Jose State University
Joanne Rossi Becker, San Jose State University
Richard Kitchen, San Jose State University

This will be an interactive, question-oriented session. Questions will focus on issues faced by teacher educators as they attempt to investigate the impact of inservice programs.

Location: Hillside Central

Session 16

Exploring the Use of Cases and Teaching Video Tapes in a Middle Grades Mathematics Methods Course

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

This session will consider the use of cases and teaching video tapes in mathematics methods course for preservice middle grade interns designed to focus attention of the use of high-level tasks in teaching mathematics. Preliminary results from research will be shared

.

Location: Mountain Vista

Session 17

Using Hand-held Technology in Middle School Teacher Preparation

Christine A. Browning, Western Michigan University
Henry Kepner, Jr., University of Wisconsin, Milwaukee

This session will engage participants in the use of calculators and graphing calculators in middle school teacher education. Participants will sample calculator activities taken from "modules" developed by teams of university mathematicians, mathematics teacher educators, and expert middle school teachers. Participant activity and reflection will focus on standards-based instruction using technology connected to standards-based student curriculum materials.

Location: Hillside West

Session 18

Comparative Mathematics Through Hands-on Geometric Investigations on the Lénárt Sphere II

(Continued from Session 14)

Steven Rasmussen, Key Curriculum Press

This is a hands-on exploration of a non-Euclidean geometry. Explore triangles and biangles, circles and great circles and more. Compare and contrast to geometry in the plane.

Location: Valley Vista

Session 19

Integrating Pedagogy in Mathematics Content Courses for Prospective Secondary Mathematics Teachers: Is it Needed?

Gregory Chamblee, California State Polytechnic University, Pomona
David Pugalee, University of North Carolina at Charlotte
Sid Rachlin, East Carolina University
Susan Beal, Saint Xavier University
Mark Klespis, Sam Houston State University

Discussion of the pros and cons of integrating the pedagogical aspects of mathematics into content courses for prospective secondary mathematics teachers.

Location: Hillside

Session 20

Ten Colleges and Universities Address Teacher Preparation

Jackie Dewar, Loyola Marymount University
Judy Kasabian, El Camino College
Mickey McDonald, Occidental College

The Los Angles Collaborative for Teacher Excellence (LACTE), an NSF-funded project, describes efforts to improve mathematics preparation of future K-8 teachers at ten LA- area institutions and presents strategies used to recruit and support students interested in teaching.

Location: Poly Vista

Session 21

Using Cases to Prepare Teachers: A Special Case

Katherine Merseth, Harvard University

Explore cases developed for use with grade 7-12 math teachers at the pre-service and in-service level. This interactive session examines mathematical, pedagogical, and contextual issues in secondary mathematics education.

Location: Auditorium

Session 22

Notes from the Field: Comparing Three Implementation Levels of Field-Based Mathematics Teacher Preparation

Susan E. Williams, University of Houston
M. L. Connell, University of Houston

Three different field-based implementations for elementary mathematics methods courses will be discussed. They are: 1) utilizing the field only for observations; 2) teaching the entire course in the field; 3) utilizing field-based courses that are transdisciplinary and co-taught with methods faculty from Language Arts, Science, and Social Sciences.

Location: Poly Vista

Session 23

Defining a Capstone Course for Prospective Secondary Teachers

Phyllis Chinn, Humboldt State University
Dale Oliver, Humboldt State University

A hands-on experience from a capstone mathematics course for preservice secondary teachers at Humboldt State University followed by a discussion of most desirable content and experiences in culminating courses. A sample course syllabus will be distributed.

Location: Valley Vista

Session 24

Externally Funded Staff Development Programs - What Makes Them Work

Francis (Skip) Fennell, Western Maryland College & National Science Foundation
Russ Fazio, Montgomery County (MD) Public Schools
Norma Mellott, Montgomery County (MD) Public Schools
Emily Ware, Montgomery County (MD) Public Schools
Terri Barber, Montgomery County (MD) Public Schools
Corey Haines-West, Montgomery County (MD) Public Schools
Judith E. Jacobs, California State Polytechnic University, Pomona
Jack Price, California State Polytechnic University, Pomona
Ilene Foster, California State Polytechnic University, Pomona
Cheryl Avalos, Los Angeles County Office of Education
Heather Moore, Claremont Unified School District
Diane Kinch, Pomona Unified School District
Bob Colera, Azusa Unified School District

After a brief description of the staff development projects, teachers involved in them will share those aspects of these externally funded projects that made them successful for them and their schools. Participants will then work together to generate a list of factors that promote success and those that are problematic.

Location: Mountain Vista

Session 25

Using Teacher-Written Narratives as the Basis of a Pre-Service and In-Service Curriculum in Elementary Mathematics Education

Virginia Bastable, SummerMath for Teachers

This interactive session explores the use of a curriculum based on teacher-written cases presenting the mathematical thinking of elementary students as a vehicle for pre- service and in-service work in mathematics and mathematics education.

Location: Hillside Central

Session 26

Hand-held Technology for Elementary School Teacher Education

Janie Schielack, Texas A & M University

This session will center around the role of calculators and graphing calculators in elementary school teacher education. Appropriate problems (math content) and related pedagogical issues will be discussed.

Location: Hillside West

Session 27

Preparing Teachers for Working with a Diverse Student Population: Issues and Possible Solutions

Marilyn E. Strutchens, University of Maryland at College Park
Joanne Rossi Becker, San Jose State University

This is an interactive session in which mathematics teacher educators will engage in some of the strategies that they can use in preparing their students to work with diverse student populations.

Location: Valley Vista

Session 28

Mathematics Education of Teachers Project

Mary M. Lindquist, Committee on the Mathematical Education of Teachers

Overview of the grant funded by the Department of Education to bring together the mathematical professional organizations to address the mathematics preparation and continued mathematical development of teachers, and discussion to inform the detailed planning of the project.

Location: Hillside West

Session 29

Mathematics Course Analysis I

(Continued in Session 33)

Gerald Kulm, Project 2061 - American Association for the Advancement of Science
Discussant: Tad Watanabe, Towson University

This session will show how Project 2061 tools including comparisons of NCTM Standards and AAAS Benchmarks for Science Literacy, Content and Instructional Analysis, and Learning Progress Maps can help in mathematics and methods course analysis, planning and design.

Location: Poly Vista

Session 30

The Role of Field Experience in Secondary Mathematics Methods Courses

Laura R. Van Zoest, Western Michigan University
Dwayne Channell, Western Michigan University
Dave Slavit, Washington State University
Linda Taylor, University of Cincinnati

The panelists represent several different approaches to field experience in mathematics methods courses. The discussion will center around the benefits and drawbacks of each approach while identifying best practices. The audience will be encouraged to contribute to the conversation.

Location: Hillside Central

Session 31

IMP: A Curricular Resource for Teacher Preparation

Rick Marks, Sonoma State University
Margaret deArmond, Kern County Superintendent of Schools Office, President, California Mathematics Council

This session will demonstrate mathematical, pedagogical, and curricular features of the Interactive Mathematics Program and how they can be used in both elementary content courses and secondary methods courses. The session includes a mathematics activity, presentation, discussion, and handouts.

Location: Mountain Vista

Session 32

What We Did on Our QUASAR Vacation: Five Middle School Teachers Discuss the Impact of Participating in a Large Scale Mathematics Reform Project

Majorie A. Henningsen, University of Pittsburgh
Martha Brambila, Spurgeon Intermediate School
Evelyn Carrigg, Spurgeon Intermediate School
Richard Doty, Spurgeon Intermediate School
Susan Mercer, Spurgeon Intermediate School
Brigid Noonan, Spurgeon Intermediate School

Five QUASAR teachers and a member of the QUASAR staff will discuss the positive and negative impacts of the project on their teaching, the mathematics program at their school, and their professional lives.

Location: Hillside West

Session 33

Mathematics Course Analysis II

(Continued from Session 29)

Gerald Kulm, Project 2061 - American Association for the Advancement of Science
Discussant: Tad Watanabe, Towson State University

This session will show how Project 2061 tools including comparisons of NCTM Standards and AAAS Benchmarks for Science Literacy, Content and Instructional Analysis, and Learning Progress Maps can help in mathematics and methods course analysis, planning and design.

Location: Poly Vista

Session 34

Using Sketchpad to Develop Mathematics Teachers Understanding of Proof

Michael de Villiers, University of Durban-Westville

Discussion of some Sketchpad activities that expand prospective mathematics teachers' understanding of the functions of proof.

NSF Teacher Enhancement Initiatives - Considerations for AMTE

Francis (Skip) Fennell, National Science Foundation

A discussion of the initiatives in teacher enhancement currently being funded by the National Science Foundation. Issues in proposal writing and reviewing also will be presented and discussed.

Location: Valley Vista