This study compared two versions of professional development (PD) designed for teachers using for... more This study compared two versions of professional development (PD) designed for teachers using formative assessment (FA) in mathematics classrooms that were networked with Texas Instruments Navigator (NAV) technology. Thirty-two middle school mathematics teachers were randomly assigned to one of the two groups: FA-then-NAV group and FA-and-NAV group. The FA-then-NAV group received PD in formative student assessment in the first year and PD in using networked classroom technology for formative assessment in the second year. The FA-and-NAV group received PD in using networked technology to implement formative assessment in two consecutive years. We examined the change of teachers’ self-reported knowledge of formative assessment, self-efficacy in formative assessment, and attitudes toward the use of technology, as well as their evaluations of the two PD versions, by surveying the teachers at pretest, after Year 1 training, after Year 2 training, and after Year 3 (without training). We found significant growth in knowledge about general assessment, knowledge about formative assessment, self-efficacy in formative assessment, value of technology, and confidence in classroom technology for each version. While no significant differences were found between the two versions on the measured constructs at the end, different growth trajectories were observed in each group over the three years. The majority of the teachers reported that they preferred the FA-and-NAV PD version.
Children’s everyday measurement experiences serve as the basis for developing mathematical proper... more Children’s everyday measurement experiences serve as the basis for developing mathematical properties about number. In the Measure Up program, this context is applied to first develop foundational properties about mathematical relationships, and later to place value and number magnitude. The mathematical concepts are introduced through learning activities in a measurement context. Measuring activities with nonnumeric quantities are designed to embody the magnitude associated with the place value. We argue that this approach develops understanding of the structure of multidigit numbers. This curricular approach contributes to the discourse laying foundational ideas about number in the primary mathematics curriculum. In this paper we describe how number structure is developed from measurement contexts using everyday experiences to define unit and number relationships in different bases. We share student works and discuss how these give evidence for this curricular approach.
Prior written permission must be obtained from the Curriculum Research & Development Grou... more Prior written permission must be obtained from the Curriculum Research & Development Group to reproduce or transmit this work or portions thereof in any form or by any electronic or mechanical means, including any information storage or retrieval system, unless ...
ABSTRACT Thesis (Ed. D.)--University of Hawaii at Manoa, 1996. Includes bibliographical reference... more ABSTRACT Thesis (Ed. D.)--University of Hawaii at Manoa, 1996. Includes bibliographical references (leaves 291-302). Microfiche.
Abstract: This book introduces students to the types of problems and processes used throughout th... more Abstract: This book introduces students to the types of problems and processes used throughout the" Reshaping Mathematics for Understanding" series. The problems in this unit deepen students' understanding of mathematics by encouraging them to clarify concepts ...
Prior written permission must be obtained from the Curriculum Research & Development Grou... more Prior written permission must be obtained from the Curriculum Research & Development Group to reproduce or transmit this work or portions thereof in any form or by any electronic or mechanical means, including any information storage or retrieval system, unless ...
Investigations in Mathematics Learning, Jan 1, 2011
Abstract: A design research study was conducted over two years with 20 second grade students who ... more Abstract: A design research study was conducted over two years with 20 second grade students who are part of the Measure Up (MU) research and development project underway at the University of Hawai'i. Students were asked to count in multiple bases. After doing so, ...
Abstract: Presents an activity for representing a given number in as many ways as possible using ... more Abstract: Presents an activity for representing a given number in as many ways as possible using short periods of time to develop students' number sense and provide the teacher the opportunity to make informal student assessment and diagnosis. Provides specific ...
This study compared two versions of professional development (PD) designed for teachers using for... more This study compared two versions of professional development (PD) designed for teachers using formative assessment (FA) in mathematics classrooms that were networked with Texas Instruments Navigator (NAV) technology. Thirty-two middle school mathematics teachers were randomly assigned to one of the two groups: FA-then-NAV group and FA-and-NAV group. The FA-then-NAV group received PD in formative student assessment in the first year and PD in using networked classroom technology for formative assessment in the second year. The FA-and-NAV group received PD in using networked technology to implement formative assessment in two consecutive years. We examined the change of teachers’ self-reported knowledge of formative assessment, self-efficacy in formative assessment, and attitudes toward the use of technology, as well as their evaluations of the two PD versions, by surveying the teachers at pretest, after Year 1 training, after Year 2 training, and after Year 3 (without training). We found significant growth in knowledge about general assessment, knowledge about formative assessment, self-efficacy in formative assessment, value of technology, and confidence in classroom technology for each version. While no significant differences were found between the two versions on the measured constructs at the end, different growth trajectories were observed in each group over the three years. The majority of the teachers reported that they preferred the FA-and-NAV PD version.
Children’s everyday measurement experiences serve as the basis for developing mathematical proper... more Children’s everyday measurement experiences serve as the basis for developing mathematical properties about number. In the Measure Up program, this context is applied to first develop foundational properties about mathematical relationships, and later to place value and number magnitude. The mathematical concepts are introduced through learning activities in a measurement context. Measuring activities with nonnumeric quantities are designed to embody the magnitude associated with the place value. We argue that this approach develops understanding of the structure of multidigit numbers. This curricular approach contributes to the discourse laying foundational ideas about number in the primary mathematics curriculum. In this paper we describe how number structure is developed from measurement contexts using everyday experiences to define unit and number relationships in different bases. We share student works and discuss how these give evidence for this curricular approach.
Prior written permission must be obtained from the Curriculum Research & Development Grou... more Prior written permission must be obtained from the Curriculum Research & Development Group to reproduce or transmit this work or portions thereof in any form or by any electronic or mechanical means, including any information storage or retrieval system, unless ...
ABSTRACT Thesis (Ed. D.)--University of Hawaii at Manoa, 1996. Includes bibliographical reference... more ABSTRACT Thesis (Ed. D.)--University of Hawaii at Manoa, 1996. Includes bibliographical references (leaves 291-302). Microfiche.
Abstract: This book introduces students to the types of problems and processes used throughout th... more Abstract: This book introduces students to the types of problems and processes used throughout the" Reshaping Mathematics for Understanding" series. The problems in this unit deepen students' understanding of mathematics by encouraging them to clarify concepts ...
Prior written permission must be obtained from the Curriculum Research & Development Grou... more Prior written permission must be obtained from the Curriculum Research & Development Group to reproduce or transmit this work or portions thereof in any form or by any electronic or mechanical means, including any information storage or retrieval system, unless ...
Investigations in Mathematics Learning, Jan 1, 2011
Abstract: A design research study was conducted over two years with 20 second grade students who ... more Abstract: A design research study was conducted over two years with 20 second grade students who are part of the Measure Up (MU) research and development project underway at the University of Hawai'i. Students were asked to count in multiple bases. After doing so, ...
Abstract: Presents an activity for representing a given number in as many ways as possible using ... more Abstract: Presents an activity for representing a given number in as many ways as possible using short periods of time to develop students' number sense and provide the teacher the opportunity to make informal student assessment and diagnosis. Provides specific ...
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Instruments Navigator (NAV) technology. Thirty-two middle school mathematics teachers were randomly assigned to one of the two groups: FA-then-NAV group and FA-and-NAV group. The FA-then-NAV group received PD in formative student assessment in the first year and PD in using networked classroom technology for formative assessment in the second year. The FA-and-NAV group received PD in using networked technology to implement formative assessment in two consecutive years. We examined the change of teachers’ self-reported knowledge of formative
assessment, self-efficacy in formative assessment, and attitudes toward the use of technology, as well as their evaluations of the two PD versions, by surveying the teachers at pretest, after Year 1
training, after Year 2 training, and after Year 3 (without training). We found significant growth in knowledge about general assessment, knowledge about formative assessment, self-efficacy in formative assessment, value of technology, and confidence in classroom technology for each version. While no significant differences were found between the two versions on the measured constructs at the end, different growth trajectories were observed in each group over the three years. The majority of the teachers reported that they preferred the FA-and-NAV PD version.
later to place value and number magnitude. The mathematical concepts are introduced through learning activities in a measurement context. Measuring activities with nonnumeric quantities are designed to embody the magnitude associated with the place value. We argue that this approach develops understanding of the structure of multidigit numbers. This curricular approach contributes to the discourse laying
foundational ideas about number in the primary mathematics curriculum. In this paper we describe how number structure is developed from measurement contexts using everyday experiences to define unit and number relationships in different bases. We share student works and discuss how these give evidence for this curricular approach.
Instruments Navigator (NAV) technology. Thirty-two middle school mathematics teachers were randomly assigned to one of the two groups: FA-then-NAV group and FA-and-NAV group. The FA-then-NAV group received PD in formative student assessment in the first year and PD in using networked classroom technology for formative assessment in the second year. The FA-and-NAV group received PD in using networked technology to implement formative assessment in two consecutive years. We examined the change of teachers’ self-reported knowledge of formative
assessment, self-efficacy in formative assessment, and attitudes toward the use of technology, as well as their evaluations of the two PD versions, by surveying the teachers at pretest, after Year 1
training, after Year 2 training, and after Year 3 (without training). We found significant growth in knowledge about general assessment, knowledge about formative assessment, self-efficacy in formative assessment, value of technology, and confidence in classroom technology for each version. While no significant differences were found between the two versions on the measured constructs at the end, different growth trajectories were observed in each group over the three years. The majority of the teachers reported that they preferred the FA-and-NAV PD version.
later to place value and number magnitude. The mathematical concepts are introduced through learning activities in a measurement context. Measuring activities with nonnumeric quantities are designed to embody the magnitude associated with the place value. We argue that this approach develops understanding of the structure of multidigit numbers. This curricular approach contributes to the discourse laying
foundational ideas about number in the primary mathematics curriculum. In this paper we describe how number structure is developed from measurement contexts using everyday experiences to define unit and number relationships in different bases. We share student works and discuss how these give evidence for this curricular approach.