<jats:p>Two faculty, from the mathematics and education departments in an urban university,... more <jats:p>Two faculty, from the mathematics and education departments in an urban university, co-teach a blended methods and content geometry course for preservice secondary teachers who are also math majors. The course is entirely inquiry-based, a departure from traditional instructor-centered maths courses, and utilizes design-based trajectories developed by one of the authors over 12 years. We conducted two individual clinical interviews and one focus-group interview with 6 volunteer students, to ascertain their perspectives on how they best learn mathematics; to gauge how they perceived the inquiry-based experiences from this course; and, their reflections on inquiry-based instruction in mathematics as they move forward in their goals to become teachers. We used narrative inquiry as a research method to study the experiences of these students individually and collectively.</jats:p>
In this article, the authors describe an effort to recruit undergraduate STEM majors to secondary... more In this article, the authors describe an effort to recruit undergraduate STEM majors to secondary STEM teaching through engaging them in an early field experience by which the majors serve as peer advisors as part of a summer program for middle and high school students. The authors report on longitudinal data indicating that a fair number of peer advisors did go on to a career in teaching. Using qualitative data, the authors discuss how the participants reflect on opportunities for professional identity development as part of their experience in serving as peer advisors. Connections between these opportunities and participants' decisions to pursue secondary STEM teacher certification are suggested.
Journal for Research in Mathematics Education, 2009
I do not think any thoughtful researcher today believes that experiments or randomized field tria... more I do not think any thoughtful researcher today believes that experiments or randomized field trials are the “gold standard” for addressing all the important questions in educational research. Yet, because these designs are now required by the 2001 No Child Left Behind Act (NCLB) and are being strongly encouraged in other federal legislation and funding initiatives, scholars, practitioners, parents, and researchers must devote time and energy to fighting these designs when they are inappropriate or irrelevant, which is often the case. Despite long-standing objections from prominent methodologists and reservations expressed by national groups and committees, key policymakers in the federal government are encouraging the pursuit of experimental designs primarily or exclusively (Eisenhart, 2005, p. 246).
In order to bring attention to the incoherence of traditional pre-high-school geometry curricula,... more In order to bring attention to the incoherence of traditional pre-high-school geometry curricula, the first two authors have developed a course to provide secondary pre-service mathematics teachers a robust understanding of how geometry could be learned. Using the Van Hiele levels as a guiding framework, the course uses isometric transformations as tools to generate and then define geometric concepts of the important triangles and quadrilaterals. Descriptions of key activities from the course are provided. Initially, their second cohort of pre-service teachers did not grasp the purpose of these approaches, fully expecting to be doing the same kind of geometry they had experienced in high school. When expected to use this detailed knowledge to create their own deductive proofs the point was made. The authors use an identity framework to analyze their students’ evolving identities, that changed from compliance for the purpose of passing to total immersion in the entire course. Mathema...
No matter what the mathematics class, infusing reasoning and sense making into the daily mathemat... more No matter what the mathematics class, infusing reasoning and sense making into the daily mathematical experience of all high school students is crucial. ""All high school students"" includes low-performing students; gifted students; students of different racial, sociolinguistic and socioeconomic status; students with disabilites and students who are mathematically talented. The writers of this volume hope to further the dialogue about how to create for all students empowering mathematical experiences that incorporate reasoning and sense making.
Journal for Research in Mathematics Education, 2010
The National Council of Teachers of Mathematics (NCTM) is committed to strengthening relations be... more The National Council of Teachers of Mathematics (NCTM) is committed to strengthening relations between research and practice and to the development of a coherent knowledge base that is usable in practice. The fifth of NCTM's strategic priorities states, “Bring existing research into the classroom, and identify and encourage research that addresses the needs of classroom practice” (NCTM, 2008). The need to work toward connection and coherence is not unique to the field of mathematics education. Fields such as medicine (e.g., Clancy, 2007), software engineering (e.g., Gorschek, Garre, Larsson, & Wohlin, 2006), and social work (e.g., Hess & Mullen, 1995) routinely attend to these issues. Researchers in many fields strive to find new ways or to engage more effectively through existing means to enhance coherence and connection. In a sense, this is not a goal that can be achieved definitively, but one that requires persistent engagement. In education, the constant flux of variables in...
Journal for Research in Mathematics Education, 2011
The recent publication of two important documents, Focus in High School Mathematics: Reasoning an... more The recent publication of two important documents, Focus in High School Mathematics: Reasoning and Sense Making (NCTM, 2009) and the Common Core State Standards for Mathematics (CCSSM) (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), provides a timely opportunity to take stock of the various recommendations and policies aimed at improving the quality of students' high school mathematics education in the United States. In this article, we capitalize on this opportunity to reflect on national trends in high school mathematics, to highlight current calls and efforts for improving high school mathematics and research on which these recommendations are based, and to suggest areas for which further research is needed. We first present data that provide an overview of the current state of high school mathematics in the United States-data that also underscore concerns about issues of equity as well as the transition from high school to college. Next, we use this overview as the background against which we consider recent recommendations, policies, and reform efforts aimed at improving high school mathematics and research cited to support these efforts. Finally, we propose an agenda for research that is needed to further explore the prospects and possibilities for improving the success of all students in high school mathematics. Influential reports such as A Nation at Risk (National Commission on Excellence in Education, 1983) and Rising Above the Gathering Storm (National Academy of Sciences, 2007) bookend decades of national calls for school reform and higher
We use a regression analysis model to inspect a moderating effect of social and supervisor suppor... more We use a regression analysis model to inspect a moderating effect of social and supervisor support on occupational stress and job performance. Our sample is based on 251 employees of different organizations. Data congregation approach is based on adoptive survey technique. Our results recommend that there is a strong impact of moderators on occupational stress and job performance.
Using narrative inquiry as a research method, four mathematics and mathematics education faculty ... more Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students' mathematical knowledge. As their community of practice matured, however, their work took on a larger meaning as they contributed to the institution's strategic goal of raising the annual dollar amount of external funding and to the development
<jats:p>Two faculty, from the mathematics and education departments in an urban university,... more <jats:p>Two faculty, from the mathematics and education departments in an urban university, co-teach a blended methods and content geometry course for preservice secondary teachers who are also math majors. The course is entirely inquiry-based, a departure from traditional instructor-centered maths courses, and utilizes design-based trajectories developed by one of the authors over 12 years. We conducted two individual clinical interviews and one focus-group interview with 6 volunteer students, to ascertain their perspectives on how they best learn mathematics; to gauge how they perceived the inquiry-based experiences from this course; and, their reflections on inquiry-based instruction in mathematics as they move forward in their goals to become teachers. We used narrative inquiry as a research method to study the experiences of these students individually and collectively.</jats:p>
In this article, the authors describe an effort to recruit undergraduate STEM majors to secondary... more In this article, the authors describe an effort to recruit undergraduate STEM majors to secondary STEM teaching through engaging them in an early field experience by which the majors serve as peer advisors as part of a summer program for middle and high school students. The authors report on longitudinal data indicating that a fair number of peer advisors did go on to a career in teaching. Using qualitative data, the authors discuss how the participants reflect on opportunities for professional identity development as part of their experience in serving as peer advisors. Connections between these opportunities and participants' decisions to pursue secondary STEM teacher certification are suggested.
Journal for Research in Mathematics Education, 2009
I do not think any thoughtful researcher today believes that experiments or randomized field tria... more I do not think any thoughtful researcher today believes that experiments or randomized field trials are the “gold standard” for addressing all the important questions in educational research. Yet, because these designs are now required by the 2001 No Child Left Behind Act (NCLB) and are being strongly encouraged in other federal legislation and funding initiatives, scholars, practitioners, parents, and researchers must devote time and energy to fighting these designs when they are inappropriate or irrelevant, which is often the case. Despite long-standing objections from prominent methodologists and reservations expressed by national groups and committees, key policymakers in the federal government are encouraging the pursuit of experimental designs primarily or exclusively (Eisenhart, 2005, p. 246).
In order to bring attention to the incoherence of traditional pre-high-school geometry curricula,... more In order to bring attention to the incoherence of traditional pre-high-school geometry curricula, the first two authors have developed a course to provide secondary pre-service mathematics teachers a robust understanding of how geometry could be learned. Using the Van Hiele levels as a guiding framework, the course uses isometric transformations as tools to generate and then define geometric concepts of the important triangles and quadrilaterals. Descriptions of key activities from the course are provided. Initially, their second cohort of pre-service teachers did not grasp the purpose of these approaches, fully expecting to be doing the same kind of geometry they had experienced in high school. When expected to use this detailed knowledge to create their own deductive proofs the point was made. The authors use an identity framework to analyze their students’ evolving identities, that changed from compliance for the purpose of passing to total immersion in the entire course. Mathema...
No matter what the mathematics class, infusing reasoning and sense making into the daily mathemat... more No matter what the mathematics class, infusing reasoning and sense making into the daily mathematical experience of all high school students is crucial. ""All high school students"" includes low-performing students; gifted students; students of different racial, sociolinguistic and socioeconomic status; students with disabilites and students who are mathematically talented. The writers of this volume hope to further the dialogue about how to create for all students empowering mathematical experiences that incorporate reasoning and sense making.
Journal for Research in Mathematics Education, 2010
The National Council of Teachers of Mathematics (NCTM) is committed to strengthening relations be... more The National Council of Teachers of Mathematics (NCTM) is committed to strengthening relations between research and practice and to the development of a coherent knowledge base that is usable in practice. The fifth of NCTM's strategic priorities states, “Bring existing research into the classroom, and identify and encourage research that addresses the needs of classroom practice” (NCTM, 2008). The need to work toward connection and coherence is not unique to the field of mathematics education. Fields such as medicine (e.g., Clancy, 2007), software engineering (e.g., Gorschek, Garre, Larsson, & Wohlin, 2006), and social work (e.g., Hess & Mullen, 1995) routinely attend to these issues. Researchers in many fields strive to find new ways or to engage more effectively through existing means to enhance coherence and connection. In a sense, this is not a goal that can be achieved definitively, but one that requires persistent engagement. In education, the constant flux of variables in...
Journal for Research in Mathematics Education, 2011
The recent publication of two important documents, Focus in High School Mathematics: Reasoning an... more The recent publication of two important documents, Focus in High School Mathematics: Reasoning and Sense Making (NCTM, 2009) and the Common Core State Standards for Mathematics (CCSSM) (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), provides a timely opportunity to take stock of the various recommendations and policies aimed at improving the quality of students' high school mathematics education in the United States. In this article, we capitalize on this opportunity to reflect on national trends in high school mathematics, to highlight current calls and efforts for improving high school mathematics and research on which these recommendations are based, and to suggest areas for which further research is needed. We first present data that provide an overview of the current state of high school mathematics in the United States-data that also underscore concerns about issues of equity as well as the transition from high school to college. Next, we use this overview as the background against which we consider recent recommendations, policies, and reform efforts aimed at improving high school mathematics and research cited to support these efforts. Finally, we propose an agenda for research that is needed to further explore the prospects and possibilities for improving the success of all students in high school mathematics. Influential reports such as A Nation at Risk (National Commission on Excellence in Education, 1983) and Rising Above the Gathering Storm (National Academy of Sciences, 2007) bookend decades of national calls for school reform and higher
We use a regression analysis model to inspect a moderating effect of social and supervisor suppor... more We use a regression analysis model to inspect a moderating effect of social and supervisor support on occupational stress and job performance. Our sample is based on 251 employees of different organizations. Data congregation approach is based on adoptive survey technique. Our results recommend that there is a strong impact of moderators on occupational stress and job performance.
Using narrative inquiry as a research method, four mathematics and mathematics education faculty ... more Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students' mathematical knowledge. As their community of practice matured, however, their work took on a larger meaning as they contributed to the institution's strategic goal of raising the annual dollar amount of external funding and to the development
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Papers by Judith Quander