Professional development in statistics, technology, and cognitively demanding tasks: classroom implementation and obstacles

International Journal of Mathematical Education in Science and Technology

Volumn 43, Issue 2, 2012, Pages 177-196

  Foley, Gregory D ^a   Khoshaim, Heba Bakr ^a   Alsaeed, Maha ^a   Nihan Er, S ^a  

^a OHIO UNIVERSITY   (United States)

Author keywords

cognitively demanding tasks; mathematical tasks framework; professional development; statistics; task analysis guide; technological pedagogical content knowledge; technology

Indexed keywords

EID: 84858040106     PISSN: 0020739X     EISSN: 14645211     Source Type: Journal    
DOI: 10.1080/0020739X.2011.592616     Document Type: Article

References (52)

1. American Diploma Project, Ready or Not: Creating a High School Diploma That Counts, Achieve, Washington, DC, 2004. Available athttp://www.achieve.org/files/ADPreport_7.pdf
2. College Board, College Board Standards for College Success: Mathematics and Statistics, Author, New York, 2006
3. Common Core State Standards Initiative, Common Core State Standards for Mathematics, Author, Washington, DC, 2010, June 2. Available athttp://corestandards.org/assets/CCSSI_Math%20Standards.pdf
4. Franklin, C, Kader, G, Mewborn, D, Moreno, J, Peck, R, Perry, M and Scheaffer, R. 2007. Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A Pre-K-12 Curriculum Framework, Alexandria, VA: American Statistical Association.
5. National Council of Teachers of Mathematics, Guiding Principles for Mathematics Curriculum and Assessment [Position statement], Author, Reston, VA, 2009, June 2. Available athttp://www.nctm.org/standards/content.aspx?id=23273
6. National Council of Teachers of Mathematics. 2009. Focus in High School Mathematics: Reasoning and Sense Making, Reston, VA: Author.
7. Ben-Zvi, D and Garfield, J. (eds.), The Challenge of Developing Statistical Literacy, Reasoning, and Thinking, Kluwer, Dordrecht, the Netherlands, 2004
8. Cobb, G and Moore, D. 1997. Mathematics, statistics, and teaching. Am. Math. Mon., 104: 801-823.
9. Groth, RE. 2007. Toward a conceptualization of statistical knowledge for teaching. J. Res. Math. Educ., 38: 427-437.
10. Foley, GD, Strayer, JF and Regan, B. 2010. High school mathematics teacher professional development in data analysis, probability, and statistics. J. Res. Cent. Educ. Technol., 6(2): 4-17. Available athttp://www.rcetj.org/index.php/rcetj/article/view/132
11. Stigler, JW and Hiebert, J. 1999. The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom, New York: Free Press.
12. Swan, M. 2007. The impact of task-based professional development on teachers' practices and beliefs: A design research study. J. Math. Teach. Educ., 10: 217-237.
13. Tarr, JE, Grouws, DA, McNaught, M and Sutter, A. Measuring Implementation Fidelity of Secondary School Mathematics Textbooks, Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics, Salt Lake City, UT, 2008
14. P. Cobb, Putting philosophy to work: Coping with multiple theoretical perspectives, in Second Handbook of Research on Mathematics Teaching and Learning: A Project of The National Council of Teachers of Mathematics, F.K. Lester Jr, ed., Information Age, Charlotte, NC, 2007,pp. 3-38
15. Wiggins, G and McTighe, J. Understanding by Design, expanded 2nd ed., Pearson Merrill Prentice-Hall, Upper Saddle River, NJ, 2006
16. Regan, B and Foley, GD. "QUANT Program evaluation and revisions based on an analysis of TPACK growth among the participants". In Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education P. Brosnan, D.B. Erchick, and L. Flevares, eds., Ohio State University, Columbus, OH, pp. 1411-1419 (CD-ROM). Available atonline: http://pmena.org/2010/downloads/PME-NA%202010%20Proceedings%20Book.pdf
17. Stein, MK, Grover, BW and Henningsen, M. 1996. Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. Am. Educ. Res. J., 33: 455-488.
18. Stein, MK, Smith, MS, Henningsen, MA and Silver, EA. 2009. Implementing Standards-based Mathematics Instruction: A Casebook for Professional Development, New York: Teachers College.
19. National Research Council, Adding It Up: Helping Children Learn Mathematics, J. Kilpatrick, J. Swafford, and B. Findell, eds., Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education, National Academy Press, Washington, DC, 2001
20. Silver, EA and Stein, MK. 1996. The QUASAR project: The "revolution of the possible" in mathematics instructional reform in urban middle schools. Urban Educ., 30: 476-521.
21. Boston, MD and Smith, MS. 2009. Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms. J. Res. Math. Educ., 40: 119-156.
22. Stein, MK, Remillard, J and Smith, MS. 2007. "How curriculum influences student learning". In Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics, Edited by: Lester Jr, FK. 319-369. Charlotte, NC: Information Age.
23. Stylianides, AJ and Stylianides, GJ. 2008. Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts. Teach. Teach. Educ., 24: 859-875.
24. Bettencourt, EM, Gillett, MH, Gall, MD and Hull, RE. 1983. Effects of teacher enthusiasm training on student on-task behavior and achievement. Am. Educ. Res. J., 20: 435-450.
25. National Council of Teachers of Mathematics. 2000. Principles and Standards for School Mathematics, Reston, VA: National Council of Teachers of Mathematics.
26. National Council of Teachers of Mathematics. 2007. Teaching Mathematics Today: Improving Practice, Improving Student Learning, 2nd, Edited by: Martin, TS. Reston, VA: National Council of Teachers of Mathematics.
27. Kagan, D. 1992. Implications of research on teacher belief. Educ. Psychol., 27: 65-90.
28. Pierson., JL. 2008. The relationship between patterns of classroom discourse and mathematics learning, Doctoral dissertation University of Texas at Austin. Publication No. AAT 3324548
29. Arbaugh, F and Brown, CA. Influences of the Mathematical Tasks Framework on High School Mathematics Teachers' Knowledge, Thinking, and Teaching, Annual Meeting of the American Educational Research Association, New Orleans, LA, 2002
30. Arbaugh, F and Brown, CA. 2005. Analyzing mathematical tasks: A catalyst for change?. J. Math. Teach. Educ., 8: 499-536.
31. Shulman, LS. 1986. Those who understand: Knowledge growth in teaching. Educ. Res., 15: 4-14.
32. Garet, MS, Porter, AC, Desimone, L, Birman, BF and Yoon, KS. 2001. What makes professional development effective? Results from a national sample of teachers. Am. Educ. Res. J., 38: 915-945.
33. Kaput, JJ, Hegedus, S and Lesh, R. 2007. "Technology becoming infrastructural in mathematics education". In Foundations for the Future in Mathematics Education, Edited by: Lesh, RA, Hamilton, E and Kaput, JJ. 173-191. Mahwah, NJ: Lawrence Erlbaum Associates.
34. Zbiek, RM, Heid, MK, Blume, GW and Dick, TP. 2007. "Research on technology in mathematics education: A perspective of constructs". In Second Handbook of Research on Mathematics Teaching and Learning, Edited by: Lester Jr, FK. 1169-1207. Charlotte, NC: Information Age.
35. Mishra, P and Koehler, MJ. 2006. Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers Coll. Rec., 108: 1017-1054.
36. M.L. Niess, R.N. Ronau, S.O. Driskell, O. Kosheleva, D. Pugalee, and M.W. Weinhold, Technological pedagogical content knowledge (TPCK): Preparation of mathematics teachers for 21st century teaching and learning, in Inquiry into Mathematics Teacher Education, AMTE Monograph 5, F. Arbaugh, P.M. Taylor, and D.R. Thompson, eds., Association of Mathematics Teacher Educators, San Diego, CA, 2008,pp. 143-156
37. Lachance, A and Confrey, J. 2003. Interconnecting content and community: A qualitative study of secondary mathematics teachers. J. Math. Teach. Educ., 6: 107-137.
38. Smith, MS. 2000. Balancing old and new: An experienced middle school teachers' learning in the context of mathematics instruction reform. Elem. Sch. J., 100: 351-375.
39. National Research Council, On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations, J. Confrey, chair, committee for a review of the evaluation data on the effectiveness of NSF-supported and commercially generated mathematics curriculum materials, Mathematical Sciences Education Board, Center for Education, Division of Behavioral and Social Sciences and Education, National Academies Press, Washington, DC, 2004
40. Schmoker, M. 2006. Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning, Alexandria, VA: Association for Supervision and Curriculum Development.
41. McLaughlin, MW and Talbert, JE. 2006. Building School-Based Teacher Learning Communities: Professional Strategies to Improve Student Achievement, New York: Teachers College Press.
42. Kilpatrick, J and Silver, E. 2000. "Unfinished business: Challenges for mathematics educators in the next decades". In Learning Mathematics for a New Century (2000 yearbook), Edited by: Burke, MJ and Curcio, F. 223-236. Reston, VA: National Council of Teachers of Mathematics.
43. Sowder, JT. 2007. "The mathematical education and development of teachers". In Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics, Edited by: Lester Jr, FK. 157-223. Charlotte, NC: Information Age.
44. Hill, HC and Ball, DL. 2004. Learning mathematics for teaching: Results from California's mathematics professional development institutes. J. Res. Math. Educ., 35: 330-351.
45. Penuel, WR, Fishman, BJ, Yamaguchi, R and Gallagher, LP. 2007. What makes professional development effective? Strategies that foster curriculum implementation. Am. Educ. Res. J., 44: 921-958.
46. Heid, MK, Sheets, C and Marras, MA. 1990. "Computer-enhanced algebra: New roles and challenges for teachers and students". In Teaching and Learning Mathematics in the 1990s (1990 yearbook), Edited by: Cooney, TJ. 194-204. Reston, VA: National Council of Teachers of Mathematics.
47. Kirkpatrick, DA. 2002. Study of factors that impact technology integration into the high school math curriculum, Doctoral dissertation Arizona State University. Publication No. AAT 3045651
48. Philipp, RA. 2007. "Mathematics teachers' beliefs and affect". In Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics, Edited by: Lester Jr, FK. 257-315. Charlotte, NC: Information Age.
49. Creswell, JW. 2008. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 3rd, Thousand Oaks, CA: Sage.
50. Silver, EA and Smith, MS. 1996. "Building discourse communities in mathematics classrooms: A worthwhile but challenging journey". In Communication in Mathematics, K-12 and Beyond (1996 yearbook), Edited by: Elliott, PC and Kenney, MJ. 20-28. Reston, VA: National Council of Teachers of Mathematics.
51. Lin, C-Y. 2008. Preservice teachers' beliefs about using technology in the mathematics classroom. J. Comput. Math. Sci. Teach., 27: 341-360.
52. Hiebert, J and Stigler, JW. 2000. A proposal for improving classroom teaching: Lessons from the TIMSS video study. Elem. Sch. J., 101: 3-20.