Mathematics TEKS Connections (MTC) Preservice Modules

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Mathematics TEKS Connections (MTC) Preservice
Modules

• Charles A. Dana Centers Annual Mathematics
  Science Higher Education Conference
• October 19, 2007
• Jacqueline R. Stillisano, Dianne Goldsby, Mary
  Margaret Capraro, Robert Capraro, Dawn Parker,
  Ebrar Yetkiner

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Outline of Presentation

• Introduction Overview of MTC
• K-4 Modules
• K-4 Modules Research Component
• 5-8 Modules

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Introduction/Overview of MTC

• Jacqueline R. Stillisano
• Texas AM University

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http//mtc.tamu.edu
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TEA Mathematics Professional Development
Portfolio

• Mathematics for English Language Learners (MELL)
• Math TEKS Refinement (MTR)
• Teaching Math TEKS Through Technology (TMT3)
• Maximizing Algebra II Performance (MAP)
• Math TEKS Connections (MTC)

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MTC Project Overview

• Project Objectives
• Facilitate greater awareness of core
  instructional skills tied to math TEKS
• Facilitate teachers ability to effectively
  instruct math students using TEKS
• Facilitate a common core of knowledge and method
  between
• Teachers and administrators
• K-12 and teacher preparation programs

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MTC Project Overview (cont)

• Two components
• MTC Inservice K-2, 3-5, 6-8, 9-12, geometry
• MTC Preservice K-4, 5-8, 9-12

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MTC Preservice Modules

• Collaboratively developed, field tested,
  disseminated
• Professors
• Researchers
• Instructors
• Graduate students

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Goals for Preservice Modules

• Connect TEKS with research on math education
• Increase math knowledge of future teachers
• Provide a framework for exploring critical math
  processes

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MTC Preservice Modules

• Are designed to provide resources to enhance and
  extend materials used in mathematics teacher
  preparation courses.
• Are NOT designed to substitute for a complete
  math methods course.

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Dissemination

• Texas AM System universities
• Other universities
• Community colleges
• Regional education service centers
• Other teacher preparation programs

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Overview of the K-4 Modules

• Dianne Goldsby Mary Margaret Capraro
• Explore the website at
• mtc.tamu.edu

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MTP Grant (K-4) Modules Dianne Goldsby and Mary
Margaret Capraro Welcome Module

Texas AM University
College of Education and Human Development

Module B Problem Solving TEKS NCTM
Standards Research Article/Link Want to Know
Questions Problem Solving Presentation Reflectio
n Questions Checking for Understanding
Module C Student Thinking TEKS NCTM
Standards Research Article/Link Want to Know
Questions Misconceptions Presentation Reflection
Questions Checking for Understanding
Module A Representations TEKS NCTM
Standards Research Article/Link Want to Know
Questions Representations Presentation Reflectio
n Questions Checking for Understanding

• Place Value (Problem Solving) - Lesson 3
• Introduction (Objectives)
• Standards Addressed
• TEKS
• Annenburg Video 4 (Place Value Centers)
  -reflection
• Discussion Questions
• Activities
• Find the Number
• Patterns to 100
• Follow-up Activity
• Marilyn Burns Video - Base Ten Blocks
• Checking for Understanding

• Place Value (Representations) - Lesson 1
• Introduction
• Objectives
• Standards Addressed
• TEKS
• Readings
• Activities (collection provided)
• Who Am I? (worksheet)
• Base Blocks (virtual manipulative screen shots)
• Follow-up Activity
• Extension of Lesson
• Checking for Understanding

• Place Value (Misconceptions) - Lesson 5
• Objectives
• Standards Addressed (TEKS)
• Reading
• Activities
• Ashlock - 4 students (number senseproblem
  solvingaddition subtraction - regrouping)
• Identify Error pattern
• Planning for Instruction
• Follow-up Activity
• Checking for Understanding

• Fractions (Misconceptions) - Lesson 6
• Objectives
• Standards Addressed (TEKS)
• Reading
• Activities
• Ashlock - 4 students(part/wholeequivalencewritin
  g fractions simplest terms)
• Identify Error pattern
• Planning for Instruction
• Follow-up Activity
• Checking for Understanding

• Fractions (Problem Solving) - Lesson 4
• Introduction (Objectives)
• Standards Addressed
• TEKS
• Annenburg Video 33 (Fraction Strips) -reflection
• Discussion Questions
• Activities (collection provided)
• Three Bean Salad
• Cover Up
• Follow-up Activity
• Marilyn Burns Video - Cuisenaire Rods
• Checking for Understanding

• Fractions (Representations) - Lesson 2
• Introduction
• Objectives
• Standards Addressed
• TEKS
• Readings
• Activities (collection provided)
• Building Rectangles (worksheet)
• Naming Fractions (virtual manipulative screen
  shots)
• Follow-up Activity
• Extension of Lesson
• Checking for Understanding

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Modules

• Representation
• Problem Solving
• Student Thinking and Misconceptions

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Our Approach

• Draws from research on the following
• Childrens mathematical development
• Teacher education
• Place value, fractions, representation,
  misconceptions, and problem solving

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What the MTC Teacher Education Module Is

• Resource for teacher education mathematics
  methods instructors
• Sample material connecting the TEKS and important
  mathematics topics
• Resource to enhance, amplify, replace materials
  used in teacher education coursework

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Module Format

• Module welcome
• Intended audience, objectives, standards
  addressed
• TEKS clarification activity
• Modules on representation, student thinking, and
  problem solving
• Lessons with objectives, readings, activities,
  follow-up activities, reflection opportunities,
  checking for understanding, references/resources

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Module Interaction

• Prior to the lessons, preservice teachers will
  read an essay, text readings or article on the
  topic
• After the reading, participants will experience
  activities related to the topic.
• Students are asked to respond to reflection
  questions.
• The session ends with a checking for
  understanding.

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Methods Used

• Background reading
• Exploration
• Reflection
• Discussion

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Materials Used

• Videos
• Readings
• Manipulatives
• Classroom discourse
• Assessment tools

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Module Objectives

• As a result of the experiences with this module,
  participants will
• Experience and investigate in-depth place value
  and fraction concepts
• Develop a thorough understanding of the
  conceptual development of place value and
  fractions through research-based representational
  tools

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Objectives Continued

• Explore appropriate strategies for teaching these
  topics
• Connect these concepts with middle grades
  concepts
• Explore the effective use of models to develop
  these concepts
• Explore the use of representations in place value
  and fraction concepts
• Investigate the expectation of the TEKS
  vertically and horizontally focusing on place
  value and fractions

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Objectives Continued

• Experience hands-on opportunities using
  representational tools as a bridge from
  childrens informal knowledge to mathematical
  understanding based on state standards, TEKS
• Examine common misconceptions that elementary
  students experience as they develop a complete
  conceptual understanding of both place value and
  fractions

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Activities

• Place Value Activity
• Burns Video
• Three Bean Salad
• Annenberg Video 33

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Place Value ActivityUse the following amounts to
build a number. Remember to trade when necessary.
Draw your answer in blocks and then write the
number.
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(No Transcript)
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PK-4 Module Research Component
Assessing the Mathematics Content Knowledge of
Fraction and Place Value Concepts in Early Grades
Preservice Teachers
Robert M. Capraro Z. Ebrar Yetkiner
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Purpose of PK-4 Research

• To understand preservice teachers content
  knowledge of fractions and place value concepts
  and their ability to generate appropriate
  pedagogical representations
• To inform design of PK-4 MTC Module using
  open-ended assessment

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Participants

• PK-4 preservice teachers
• Enrolled in field-based methods course in fall
  2006 and spring 2007 (n155 160), the fifth of 5
  required mathematics courses.
• Randomly assigned to one of 4 sections.
• Completed exams at the beginning and end of each
  semester.

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Instruments

• Open-ended instrument to measure their ability to
  conceptually explain fraction and place value
  content to PK-4 children
• Focus on appropriate representations of above
  concepts

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Design

• Preservice teachers were randomly assigned to
  either treatment or control.
• A two phase design
• pilot
• implementation
• O1 O2 O3 X O4

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Instrument Psychometrics

• Reliability and Validity
• Test-Retest- .72 overall, (4) items in order
  .54, .66, .83, .88
• Inter-rater- .97 overall, (4) items in order 1,
  .95, .90, .93
• Validity- .89 (fractions), .92 (place value)

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Fractions Exam Analyses

• t-tests used to measure changes in pre-post means
• Effect sizes
• Confidence Intervals

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Fraction Within Group Differences
Cohens d .71
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Confidence Intervals- Fractions
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Place Value Exam Analyses

• t-tests used to measure changes in pre-post means
• -Effect Sizes
• Confidence Intervals

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Place Value Within Group Differences
Cohens d .41
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Confidence Intervals - Place Value
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Mathematics TEKS Connections5-8 Modules
Dawn Parker, Ph.D. Margie Donahue,
M.Ed. Yeping Li, Ph.D.
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Contents of 5-8 Modules on Rational Numbers

• Module 1 TEKS Clarification
• Module 2 Fraction-Decimal-percent Equivalency
• Module 3 Division of Fractions

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Nature of the Modules

• Resources to use in mathematics or mathematics
  education courses
• Readings, activities, websites, videos,
  PowerPoint lessons, response documents
• May be used specifically for FDP equivalency
  and/or division of fractions
• May be generalized to other concepts
• NOT a complete methods course

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Objectives of 5-8 Modules

• Participants will
  
• 
  
• Investigate the Texas Essential Knowledge and
  Skills (TEKS) as related to fraction-decimal-perce
  nt equivalency and division of fractions.
• Expand content knowledge of fraction-decimal-perce
  nt equivalency and division of fractions.
• Utilize representations as an instructional
  strategy.
• Utilize problem solving as an instructional
  strategy.

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Navigating the 5-8 Moduleshttp//mtc.tamu.edu

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Use of Modules in Courses

• Modules presented as core instructional component
  of course with facilitated discussion of
  connections to other mathematics content
• Lessons and/or activities used
  
• to enhance current course
• instruction
• Modules or lessons used as extensions of current
  course instruction with students completing
  lesson activities on-line

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Questions/Comments?
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Questions/Comments?

• Thank you for coming today!