The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research
Autor Maria Teresa Tatto, Michael C. Rodriguez, Mark D. Reckase, Wendy M. Smith, Kiril Bankov, James Pippinen Limba Engleză Paperback – 25 apr 2021
The FIRSTMATH study promises the development of methods and strategies to make it possible for teacher educators and future teachers to examine (and improve on) their own practices in an important STEM area.
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| Springer International Publishing – 25 apr 2020 | 380.72 lei 6-8 săpt. |
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Specificații
ISBN-13: 9783030440497
ISBN-10: 3030440494
Pagini: 151
Ilustrații: XXII, 151 p. 84 illus.
Dimensiuni: 155 x 235 mm
Greutate: 0.25 kg
Ediția:1st ed. 2020
Editura: Springer International Publishing
Colecția Springer
Locul publicării:Cham, Switzerland
ISBN-10: 3030440494
Pagini: 151
Ilustrații: XXII, 151 p. 84 illus.
Dimensiuni: 155 x 235 mm
Greutate: 0.25 kg
Ediția:1st ed. 2020
Editura: Springer International Publishing
Colecția Springer
Locul publicării:Cham, Switzerland
Cuprins
Chapter 1. The FIRSTMATH Study: Concepts, Methods, and Strategies for Comparative International Research.- Chapter 2. Design and Development of International Sampling Procedures for FIRSTMATH: Challenges and Solutions.- Chapter 3. The FIRSTMATH Validity Framework.- Chapter 4. Design and Development of International Mathematics Assessments for Teachers and Pupils in FIRSTMATH.- Chapter 5. Design and Development of International Context Questionnaires for Teachers and Pupils in FIRSTMATH.- Chapter 6. Design and Development of an International Mathematics-Focused Observation Protocol in FIRSTMATH.- Chapter 7. Modeling Pupil and Teacher Interactions as they Pursue Instructional Goals: the FIRSTMATH Alternative to VAM.- Chapter 8. FIRSTMATH Lessons Learned and Future Directions.
Recenzii
“This book would be helpful to researchers who are interested in conducting research on mathematics teacher education. The focus of this book is on beginning mathematics teachers at the primary and secondary levels.” (Mary Beth Rollick, MAA Reviews, April 5, 2021)
Notă biografică
Maria Teresa Tatto is a Professor in the Division of Educational Leadership and Innovation at Arizona State University, and the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers College. She received her doctoral degree in Policy Analysis and Evaluation Research in Education from Harvard University, and her bachelor’s degree in Psychology from the National Autonomous University of Mexico (UNAM). Dr. Tatto has served as the director and principal investigator for the Teacher Education and Development Study in Mathematics (TEDSM), and for the First-Five-Years of Mathematics Teaching Study (FIRSTMATH), both funded by the U.S. National Science Foundation.
Michael Rodriguez is a professor of educational measurement and psychometrics at the University of Minnesota. His research focuses on item writing and accessible assessment design, in the contexts of early language and literacy development and the measurement of social and emotional learning.
Mark Reckase is a retired professor of educational measurement and psychometric theory from Michigan State University. He specializes in item response theory, standard setting, and the evaluation of teacher performance.
Wendy Smith works at the University of Nebraska and focuses her research on PK-20 mathematics, science, and computer science education and change, including institutional change, active learning, rural education, teacher change, teacher professional development, teacher leadership, professional networks, action research, professional noticing, and estimating teacher professional learning effects on student achievement.
Kiril Bankov is Professor of mathematics education at the Faculty of Mathematics and Informatics, the University of Sofia and at the Institute of Mathematics and Informatics, Bulgarian Academy of Sciences. He is a mathematics coordinator for the Teacher Education and Development Study in Mathematics, and for the First Five Years of Mathematics Teaching Study, both designed to explore the connections between pre-service preparation and what is learned on the job during the first years of teaching. His research interests include preparation of mathematics teachers, mathematics teaching, assessment in mathematics education, extracurricular work with mathematically gifted students, mathematics competitions.
James Pippin served as the project coordinator for FIRSTMATH while completing his PhD at Michigan State University. He has a PhD is in Educational Policy, from Michigan State University and is currently the Student Learning Assessment Specialist at Oakland Community College in Michigan.
Michael Rodriguez is a professor of educational measurement and psychometrics at the University of Minnesota. His research focuses on item writing and accessible assessment design, in the contexts of early language and literacy development and the measurement of social and emotional learning.
Mark Reckase is a retired professor of educational measurement and psychometric theory from Michigan State University. He specializes in item response theory, standard setting, and the evaluation of teacher performance.
Wendy Smith works at the University of Nebraska and focuses her research on PK-20 mathematics, science, and computer science education and change, including institutional change, active learning, rural education, teacher change, teacher professional development, teacher leadership, professional networks, action research, professional noticing, and estimating teacher professional learning effects on student achievement.
Kiril Bankov is Professor of mathematics education at the Faculty of Mathematics and Informatics, the University of Sofia and at the Institute of Mathematics and Informatics, Bulgarian Academy of Sciences. He is a mathematics coordinator for the Teacher Education and Development Study in Mathematics, and for the First Five Years of Mathematics Teaching Study, both designed to explore the connections between pre-service preparation and what is learned on the job during the first years of teaching. His research interests include preparation of mathematics teachers, mathematics teaching, assessment in mathematics education, extracurricular work with mathematically gifted students, mathematics competitions.
James Pippin served as the project coordinator for FIRSTMATH while completing his PhD at Michigan State University. He has a PhD is in Educational Policy, from Michigan State University and is currently the Student Learning Assessment Specialist at Oakland Community College in Michigan.
Textul de pe ultima copertă
This book reports on an innovative study into the first five years of mathematics teaching: FIRSTMATH. For the first time, the study has developed a viable methodology to analyze the knowledge, skills, and dispositions of beginning mathematics teachers as well as instruments to explore the contexts where they work. The book provides a step by step account of this exploratory (proof-of-concept) research study, using a comparative and international approach, and introduces readers to the challenges entailed.
The FIRSTMATH study promises the development of methods and strategies to make it possible for teacher educators and future teachers to examine (and improve on) their own practices in an important STEM area.
Caracteristici
The first study on the first five years of mathematics teaching in international and comparative perspective Provides an alternative to value-added models for the study of the outcomes of higher education and outcomes of their graduates more generally A prototype for the first large scale assessment of beginning teachers’ knowledge of mathematics and mathematics pedagogy Framework, methods and other information may support the replication of similar studies across multiple settings