Kentucky+Center+for+Mathematics+Preservice+Teacher+Preparation+(PTP)+Collaborative

   PRESERVICE- //   T      //EACHER-  //   P      //REPARATION COLLABORATIVE  <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> PROJECT OVERVIEW <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> COLLABORATIVE MEMBERS <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Mr. Greg Gierhart- //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Murray State University  // <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Dr. Sara Eisenhardt-//<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Northern Kentucky University // <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Mr. Michael Osborne-//<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Eastern Kentucky University // <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Dr. Edna Schack-//<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Morehead State University // <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Mr. Jonathan Thomas-//<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Kentucky Center for Mathematics // <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Dr. Margaret Yoder-//<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Eastern Kentucky University // <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;">
 * KENTUCKY CENTER FOR MATHEMATICS **

PTP COLLABORATIVE PURPOSE <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">The Kentucky Center for Mathematics Preservice-Teacher-Preparation (PTP) Collaborative was formed to examine and refine elementary teacher education across the commonwealth. Building on the experiences and successes of the KCM Primary Mathematics Intervention Program, this collaborative aims to design and incorporate meaningful learning experiences related to numeracy development into Kentucky systems of elementary teacher preparation. <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> GOAL <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Design and implement an early numeracy module that will positively affect preservice teachers’ attitudes and beliefs towards mathematics as well as their pedagogical content knowledge. <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> RATIONALE //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Preservice Teacher Preparation //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">There has been much empirical study of Preservice Elementary Teachers (PSETS) with respect to mathematics. In her seminal study of mathematical knowledge and beliefs, Deborah Ball (1990) designed a complex scale which measured PSET use of mathematical representations in multiple content strands. General replications of this aspect of Ball’s study have been conducted using alternate instrumentation (Quinn, 1997; Stoddart, Connell, & Stofflett, 1993) or within specific content strands (Adams, 1998). The findings in this area demonstrate a remarkable congruence in that PSETs demonstrate underdeveloped, fragile, or nonexistent conceptualizations of key ideas related to the effective teaching and learning of mathematics coupled with pervasive, negative attitudes towards the discipline; moreover, these attitudes, beliefs, and conceptualizations can be remarkably resistant to experiences within the teacher education program (Foss & Kleinsasser, 1996). As such, efforts to refine the mathematical preparation of elementary school teachers appear particularly useful. <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Focus on Numeracy <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">As a functional blending of the words numerical literacy, numeracy is often used to describe quantitative understanding that is firmly grounded in the understanding of fundamental and foundational aspects of number and operations (Mulligan, Bobis, & Francis, 1999; National Council of Teachers of Mathematics, 2006). Given that young children’s initial numeracy experiences typically involve counting (Steffe, von Glasersfeld, Richards, & Cobb, 1983; Steffe, Cobb, & von Glasersfeld, 1988; Wright, 1994) we have identified the developmental progressions related to counting as the mathematical terrain for this activity with PSETs. <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> PROJECT DETAILS <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">The creation of the numeracy module will focus on the design of learning experiences related to a particular numeracy progression termed Stages of Early Arithmetic Learning (Steffe, von Glasersfeld, Richards, & Cobb, 1983; Steffe, Cobb, & von Glasersfeld, 1988; Steffe, 1992). Given that thoughtful and strategic use of student video can be profoundly transformational regarding the development of teachers (Philipp et al., 2007), this module will incorporate use of such media as a discussion tool for both PSET understanding and practical application of numeracy theory. Additionally, this module will incorporate potential opportunities for PST’s to collect and present their own videos of children’s counting types. <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> IMPLEMENTATION <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">This numeracy module will be implemented **<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">fall 2010  **<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">in sections of the  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">elementary math methods  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">course (NKU, Morehead State, Murray State) and sections of the  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">mathematics for elementary teachers  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">course (EKU). <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> EVALUATION //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">PSET Attitudes and Beliefs //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">This aspect of the module performance will be measured using the Mathematics Beliefs Survey currently employed by the Kentucky Center for Mathematics for similar measurement among mathematics intervention teachers across the state. This measure will be administered Pre-module, post-module, end-of-semester. <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> PSET Pedagogical Content Knowledge <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">This aspect of the module performance will be measured using an instrument developed by the PTP collaborative <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> <span style="font-family: Calibri,Calibri;"> REFERENCES <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Adams, T. L. (1998). Prospective elementary teachers' mathematics subject matter knowledge: the real number system. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Action in Teacher Education //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">,  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">20  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">, 35-48. Ball, D. L. (1990). The mathematical understanding that prospective teachers bring to teacher education. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">The Elementary School Journal, 90, //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">449-466. Foss, D. H., & Kleinsasser, C. (1996). Preservice elementary teachers' views of pedagogical and mathematical content knowledge. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Teaching and Teacher Education //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">,  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">12  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">, 429-442. Mulligan, J., Bobis, J., & Francis, C. (1999). Insights into early numeracy: The Count Me in Too Project. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Australian Primary Mathematics Classroom, 4 //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">, 22-27. National Council of Teachers of Mathematics (2006). //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Curriculum focal points for prekindergarten through grade 8 mathematics. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Reston, VA: NCTM. Philipp, R. A., Ambrose, R., Clement, L. L., Sowder, J. T., Schappelle, B. P., Sowder, L., Chauvot, J., & Thanheiser, E. (2007). The effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study//<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">. Journal for Research in Mathematics Education, 38, 438-476. // <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;"> Quinn, R. J. (1997). Effects of mathematics methods courses on the mathematical attitudes and content knowledge of preservice teachers. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">The Journal of Educational Research //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">,  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">91  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">, 108-113. Steffe, L. P., von Glasersfeld, E., Richards, J., & Cobb, P. (1983). //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Children’s counting types: Philosophy, theory, and application. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">New York: Praeger Scientific. Steffe, L. P., Cobb, P., & von Glasersfeld, E. (1988). Construction of arithmetical meanings and strategies. New York: Springer-Verlag. Steffe, L. (1992). Learning stages in the construction of the number sequence. In J. Bideaud, C. Meljac, & J. Fischer (Eds.), //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Pathways to number: Children’s developing numerical abilities //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">(pp. 83–88). Hillsdale: Lawrence Erlbaum. Stoddart, T., Connell, M. L., & Stofflett, R. T. (1993). Reconstructing elementary teacher candidates' understanding of mathematics and science content. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Teaching and Teacher Education //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">,  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">9  //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">, 229-241. Wright, R. J. (1994). A Study of the numerical development of five-year-olds and six-year-olds. //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">Educational Studies in Mathematics, 26, //<span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">25- <span style="font-family: Calibri,Calibri;"><span style="font-family: Calibri,Calibri;">