Researchers: Melinda Ramos & Mo Pak

Dept: Mathematical Sciences

Mentor: Dr. H. Dogan-Dunlap

Sponsored by: Math & Science Partnership (MSP)

My experience with math has been that of a struggle and My experience with math has been that of a struggle and frustration. In high school I struggled to get through my frustration. In high school I struggled to get through my

courses up to Pre-Calculus, therefore making my courses up to Pre-Calculus, therefore making my perception negative. Once I entered college, my math perception negative. Once I entered college, my math experience worsened. After experiencing some issues experience worsened. After experiencing some issues

during math exams (fainting) it was then I discovered ( and during math exams (fainting) it was then I discovered ( and was diagnosed with) Test Anxiety Disorder with respect to was diagnosed with) Test Anxiety Disorder with respect to

math. math.

Math is a fear I have not been able to conquer; the Math is a fear I have not been able to conquer; the fear of math has put a block on my brain; I don’t fear of math has put a block on my brain; I don’t like math because I feel very dumb when after so like math because I feel very dumb when after so

many years I still don't comprehend it.many years I still don't comprehend it.

Pre-service Teachers’ Beginning of Pre-service Teachers’ Beginning of Semester Comments on “What Is Semester Comments on “What Is Math?”Math?”

What is traditional teaching?What is traditional teaching?

An approach to teaching in which An approach to teaching in which the focus is on relaying the focus is on relaying information to the studentsinformation to the students

Students often do not understand Students often do not understand many concepts or why procedures many concepts or why procedures work; as a result they place more work; as a result they place more emphasis on memorizing emphasis on memorizing mathematical computations and mathematical computations and procedures.procedures.

When computation is emphasized in a When computation is emphasized in a mathematics classroom, students turn mathematics classroom, students turn away from it because it causes math away from it because it causes math anxiety in many of them. (Keith anxiety in many of them. (Keith Devlin, Prof of Math at St. Mary’s Devlin, Prof of Math at St. Mary’s College of California)College of California)

Traditional is ObsoleteTraditional is Obsolete““The system of traditional education can be a threat The system of traditional education can be a threat

that inhibits higher levels of learning.” (Renate that inhibits higher levels of learning.” (Renate Nummela Caine, Prof of Education at California State Nummela Caine, Prof of Education at California State University)University)

The traditional approach to teaching The traditional approach to teaching math is “a curriculum that is seriously math is “a curriculum that is seriously damaging the mathematical health of damaging the mathematical health of our children.” (Michael Battista, Prof our children.” (Michael Battista, Prof of Math Education at Kent State of Math Education at Kent State University)University)

Negativity towards math seems to determine pre-service Negativity towards math seems to determine pre-service teachers’ area of specialization. About 90% of our pre-service teachers’ area of specialization. About 90% of our pre-service teachers choose to specialize in areas other than math teachers choose to specialize in areas other than math (Dogan, unpublished).(Dogan, unpublished).

These unhealthy beliefs suggest and imply study habits, test-These unhealthy beliefs suggest and imply study habits, test-taking strategies, and classroom behaviors that are very often taking strategies, and classroom behaviors that are very often ways of avoiding the demands of classroom mathematics ways of avoiding the demands of classroom mathematics (Cobb, 1986).(Cobb, 1986).

Repeated academic failures frequently result in Repeated academic failures frequently result in low self-low self-esteem and passivityesteem and passivity in in mathematical learning (Cherkes-mathematical learning (Cherkes-Julkowski, 1985), and result in Julkowski, 1985), and result in confused thinking, confused thinking, disorganization, avoidance behavior, and math phobiadisorganization, avoidance behavior, and math phobia (Conte, (Conte, 1991; Zentall&Zentall, 1983).1991; Zentall&Zentall, 1983).

Consequences of Non-Consequences of Non-Constructivist InstructionConstructivist Instruction

……they are actively engaged in they are actively engaged in learning; they create, learning; they create, interpret, & reorganize interpret, & reorganize knowledge in their own ways knowledge in their own ways (Windschitl, Asst. Prof of (Windschitl, Asst. Prof of curriculum & instruction in the curriculum & instruction in the College of Education, Univ of College of Education, Univ of Washington, Seattle)Washington, Seattle)

Students Learn Best When…Students Learn Best When…

……they are in a community, follow their own interests, & are they are in a community, follow their own interests, & are constantly challenged (Caine)constantly challenged (Caine)

……they connect math, its ideas, & its applications (NCTM goal)they connect math, its ideas, & its applications (NCTM goal)

Constructivist ModelConstructivist Model

Student centered; Students Student centered; Students are responsible for their are responsible for their own learningown learning

In this classroom, there never In this classroom, there never ceases to exist questioning & ceases to exist questioning & analysis; both students & analysis; both students & teachers constantly seek to teachers constantly seek to discover answers to their discover answers to their questions, resulting in students & questions, resulting in students & teachers learning together.teachers learning together.

Reform at UTEPReform at UTEP

Math & Education Prof at UTEP are trying to implement some Math & Education Prof at UTEP are trying to implement some aspects of this constructivist teachingaspects of this constructivist teaching

A Pedagogical ApproachA Pedagogical Approach

A pedagogical approach:A pedagogical approach:

An Integrated, Collaborative, Field-Based Approach To An Integrated, Collaborative, Field-Based Approach To Teaching and Learning Mathematics.Teaching and Learning Mathematics.

Implemented in education and math courses for pre-service Implemented in education and math courses for pre-service teachers.teachers.

Education and math courses are offered in block forms.Education and math courses are offered in block forms.

Integrated, Collaborative ApproachIntegrated, Collaborative Approach

Goals of the ApproachGoals of the Approach

Pre-service teachers with enhanced content Pre-service teachers with enhanced content knowledge & higher confidence will portray knowledge & higher confidence will portray this in their future classrooms, resulting in a this in their future classrooms, resulting in a positive attitude in math in their students, positive attitude in math in their students, which may increase the # of students which may increase the # of students majoring in mathmajoring in math

Enhance pre-service teachers’ math Enhance pre-service teachers’ math knowledge by making positive changes on knowledge by making positive changes on students’ attitude towards & perception of students’ attitude towards & perception of mathmath

Positive attitudes towards math will result in an Positive attitudes towards math will result in an increase in motivation & confidence to learn & increase in motivation & confidence to learn & think mathematicallythink mathematically

Purpose of Our ResearchPurpose of Our ResearchInvestigate the effects of a team-teaching approach on pre-Investigate the effects of a team-teaching approach on pre-service teachers’ perception of math & their performance in service teachers’ perception of math & their performance in math. The study involves answering the following questions:math. The study involves answering the following questions:

1. What kinds of changes does a team-teaching 1. What kinds of changes does a team-teaching approach to learning math have on students’ (pre-approach to learning math have on students’ (pre-service teachers) perception of math?service teachers) perception of math?

3. Which aspects of team-teaching are affecting 3. Which aspects of team-teaching are affecting students’ perception of math?students’ perception of math?

2. If there are changes in students’ perception of 2. If there are changes in students’ perception of math, do these changes reflect on students’ ability to math, do these changes reflect on students’ ability to think mathematically?think mathematically?

SubjectsSubjects

Pre-Service teachers – education majors at UTEP in their last Pre-Service teachers – education majors at UTEP in their last year or coursework enrolled in math & education courses year or coursework enrolled in math & education courses under a team-teaching approachunder a team-teaching approach

MethodsMethodsExamining students’ coursework as well as Examining students’ coursework as well as surveys, tests, & video clips of the classroomsurveys, tests, & video clips of the classroom

These surveys have helped us examine whether These surveys have helped us examine whether or not students’ thinking has changed or not students’ thinking has changed throughout the yearthroughout the year

Analyze surveys (given at the beginning & Analyze surveys (given at the beginning & end of the semester) that reflect students’ end of the semester) that reflect students’ opinions of mathopinions of math

What Is Math - Pre & Post - Sp 02 - Block 1D

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Pre-service teacher’s end of semester Pre-service teacher’s end of semester comment on what is mathcomment on what is math

““Math is a way of expressing, explaining, and expanding your Math is a way of expressing, explaining, and expanding your knowledge. By doing math, you can express how you feel, for knowledge. By doing math, you can express how you feel, for

example, if you don’t understand, you may feel frustrated. example, if you don’t understand, you may feel frustrated. Math is a way of explaining because once you have an Math is a way of explaining because once you have an

answer, you can explain why you came up with that result. answer, you can explain why you came up with that result. Math expands your knowledge because understanding math Math expands your knowledge because understanding math

can help you become a better critical thinker.”can help you become a better critical thinker.”