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ERIC Number: EJ1057205
Record Type: Journal
Publication Date: 2011-Jul
Pages: 20
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: EISSN-1949-6427
Filling "Na Puka" with PUFM: Empowering Teachers with Profound Understanding of Fundamental Mathematics
Monroe, Eula Ewing; Bailey, John; Mitchell, Barry; AhSue, Yvonne
Journal of Case Studies in Education, v2 Jul 2011
This paper reports results from a Mathematics and Science Partnership grant designed primarily to help teachers from six elementary schools on the North Shore of O'ahu develop a profound understanding of fundamental mathematics (PUFM) (Ma, 1999). Five of these schools had not met minimum requirements under the No Child Left Behind Act; among them there were also 19 teachers not fully licensed in Hawaii, therefore not meeting the definition of "highly qualified teacher." Thirty-three teachers self-selected to participate for 1, 2, or all 3 project years (X-bar per year, 18.6 6). Grade levels taught ranged from Kindergarten through grade 6, with 31 regular education teachers and 2 special educators. To help teachers develop PUFM, the project focused on increased mathematics content knowledge while simultaneously addressing: (1) changed teacher beliefs in the direction of Standards-based mathematics education (NCTM, 1991, 2000); (2) pedagogical practices focusing on student development of mathematical reasoning and problem solving via discourse-based instruction; and (3) evidence of measurable/observable student gains in reasoning and problem solving. The extent to which the project met its overall goals is described in reports available from baileyj@byuh.edu. This paper reports progress toward the following specific outcomes: (a) changed teacher beliefs; (b) mathematics content knowledge addressed during the third year of the project; and (c) transformations in teacher practice. The first two outcomes were selected primarily to share instrumentation that may be helpful to other professional development researchers. The third outcome provides insights into understanding and contextualizing the realities of teacher change.
Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii