Teachers' professional learning within communities of mathematics-for-teaching practice

Ontario bansho is an emergent mathematics instructional strategy used by teachers working within communities of practice that has been deemed to have a transformational effect on teachers' professional learning of mathematics. This study sought to answer the following question: How does teachers' implementation of Ontario bansho within their communities of practice inform their professional learning process concerning mathematics-for-teaching? Two other key questions also guided the study: What processes support teachers' professional learning of content-for-teaching? What conditions support teachers' professional learning of content-for-teaching? The study followed an interpretive phenomenological approach to collect data using a purposive sampling of teachers as participants. The researcher conducted interviews and followed an interpretive approach to data analysis to investigate how teachers construct meaning and create interpretations through their social interactions. The study developed a model of professional learning made up of 3 processes, informing with resources, engaging with students, and visualizing and schematizing in which the participants engaged and 2 conditions, ownership and community that supported the 3 processes. The 3 processes occur in ways that are complex, recursive, nonpredictable, and contextual. This model provides a framework for facilitators and leaders to plan for effective, content-relevant professional learning by placing teachers, students, and their learning at the heart of professional learning.

Image of Niagara Falls n.d.

In 1818 Parkhurst Whitney built stairs leading to the river’s edge at Prospect Point. In 1825 Porter Brother replaced that staircase with a spiral one. In 1844 Whitney started a water powered incline railway there although the staircase was also used until 1890. In 1906 the water wheel was replaced by an electric power plant. There were lower buildings which included Shadow of the Rock which was a concession stand and also rented raincoats to the tourists. This was destroyed by fire and ice in 1892 and replaced by a chalet-style building in 1894-95. On July 6th, 1907 a cable on the incline railway broke. One person was killed and several sustained injuries. An elevator was constructed and it opened in January of 1910. It was condemned in 1954 when water entered the shaft, this was at the time of the collapse of Prospect Point which occurred at 4:50 pm. on July 28, 1954. This photograph was taken prior to 1954. Today the New York State Observation Tower stands at Prospect Point and The Maid of the Mist boat ride is available from the base of the tower. with information from: Niagara Falls Canada: a History by the Kiwanis Club of Stamford, Ontario

The Nutritional Knowledge, Eating Habits, and Body Image of Adolescent Females

This mixed methods investigation examined the nutritional knowledge and habits of adolescent girls in grades 9 through 12 at a secondary school in southern Ontario. Through questionnaires, interviews, and the use of teaching and curriculum documents, this study attempted to understand whether the current nutrition curriculum is influential in developing students' nutritional knowledge, healthy eating habits, and a favourable body image. Data collection occurred over a 2-month period, involving 90 female participants, and the data analysis program SPSS was used for analysis of the quantitative questionnaire data. Interview data were organized into categories, and analysis of any emerging themes occurred. Teaching and curriculum documents were examined to determine any overlap and develop an understanding of the participants' exposure and experience within nutrition within the classroom setting. The findings of this study suggest that the current nutrition education did have an impact on the participants' nutrition knowledge. However, the impact on their eating habits and body image was limited in the context it was measured and tested. The knowledge learned within the classroom may not always be applied outside of the classroom. This study suggests that improvement in the current nutrition curriculum may be needed to have a bigger impact on adolescent females. The findings from the study shine light on areas of improvements for educators as well as development of future curriculum. Changes may need to be made not only in the specific curriculum content and expectations but also the delivery of it by the classroom teacher.

Investigating Formative Assessment: Exploring the Impact on the Self-Efficacy and Motivation of Mathematics Students

This is a study of the implementation and impact of formative assessment strategies on the motivation and self-efficacy of secondary school mathematics students. An explanatory sequential mixed methods design was implemented where quantitative and qualitative data were collected and analyzed sequentially in 2 different phases. The first phase involved quantitative data from student questionnaires and the second phase involved qualitative data from individual student and teacher interviews. The findings of the study suggest that formative assessment is implemented in practice in diverse ways and is a process where the strategies are interconnected. Teachers experience difficulty in incorporating peer and self-assessment and perceive a need for exemplars. Key factors described as influencing implementation include teaching philosophies, interpretation of ministry documents, teachers’ experiences, leadership in administration and department, teacher collaboration, misconceptions of teachers, and student understanding of formative assessment. Findings suggest that overall, formative assessment positively impacts student motivation and self-efficacy, because feedback is provided which offers encouragement and recognition by highlighting the progress that has been made and what steps need to be taken to improve. However, students are impacted differently with some considerations including how students perceive mistakes and if they fear judgement. Additionally, the impact of formative assessment is influenced by the connection between self-efficacy and motivation, namely how well a student is doing is a source of both concepts.

Blueprint (inverted image) of the plan of the City of Toronto

Blueprint (inverted image) of the plan of the City of Toronto (85 cm. x 140 cm.), 1857.

Embracing the Crisis in the Foundations of Mathematics

The crisis in the foundations of mathematics is a conceptual crisis. I suggest that we embrace the crisis and adopt a pluralist position towards foundations. There are many foundations in mathematics. However, ‘many foundations’ (for one building) is an oxymoron. Therefore, we shift vocabulary to say that mathematics, as one discipline, is composed of many different theories. This entails that there are no absolute mathematical truths, only truths within a theory. There is no unified, consistent ontology, only ontology within a theory.

Inputs for the incorporation of the UNESCO guidelines on ICT competency standards for teachers : the training of teachers of mathematics in Central America

Resumen tomado de la publicaci??n

Colour image of the thorax and abdomen

This is an image taken from Anatomy tv, an interactive resource for teaching and learning in anatomy and physiology which the University Library subscribes to. This image may not be changed, but you may take a copy and present it with other materials and resources you are using so long as they are password protected for access by members of the University only. "All products and all images within the products are protected by copyright. The products and images can only be used for private educational purposes, unless a specific license is purchased for any other usage. For any commercial usage of the images, please contact Primal Pictures Limited. The products allow members of the University of Southampton to ‘copy and paste’ all of the text as well as the images in the 3D-model window and all of the slides. These can then be pasted into nearly any other word-processing or graphics program, including Powerpoint. These resources can be made available to members of the University of Southampton via a password-protected service. This again is designed solely as a service for private educational uses. Like any publisher, Primal Pictures protects itself against copyright infringement. Please do contact Debra Morris in the University Library before using these resources to ensure that conditions are respected. ©Primal Pictures Limited 2007

School of Mathematics Computing Guide

Guide for computing in the School of Mathematics. Intended for new staff and PG students. Originally written by Anton Prowse from a number of earlier documents.

Cognitive processes associated with the professional development of Mathematics teacher. 'Procesos cognitivos asociados al desarrollo profesional del profesor de Matem??ticas'

Resumen basado en el de la publicaci??n

Characterization about tutor??s actuation in the teachers training of mathematics

Resumen basado en el de la publicaci??n

Contribution of the research component in internship reports to the development of didactic knowledge of mathematics

Monogr??fico con el t??tulo: " Formaci??n de profesores. Perspectivas de Brasil, Colombia, Espa??a y Portugal"