Episode 88 | Cassie Sisemore - Comparing Traditional and Constructivist Oriented Pedagogies

June 14, 2018

In May 2018 FPU will graduate the first group of Master’s degree students, who have been scholarshipped by AIMS in the present manner.  During the Summer of 2018 we will be hearing from some of them on ZPC.

Cassie Siesemore joins Chris via Zoom this week, there are some audio difficulties because of internet connection problems for this we apologize. Cassie recently conducted an active study in a classroom in which she attempted a Controlled experiment in which she taught students in a mode she characterizes as “Constructivist,” while another teacher maintained a more “traditional” approach. Both teachers taught a unit in the same content and topics, pre & post assessments were conducted and compared.

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Episode 87 | Laurie Duerksen - “I have a New Hero!”

June 7, 2018

In May 2018 FPU will graduate the first group of Master’s degree students, who have been scholarshipped by AIMS in the present manner.  During the Summer of 2018 we will be hearing from some of them on ZPC.

Chris is joined by Laurie Duerksen via Zoom this week. Laurie recently graduated from FPU with her MA in Mathematics Education. Her thesis focused upon the impact of teacher “Mathematical Knowledge for Teaching,” a theory base championed by Dr. Debra Lowenburg Ball and Dr. Hyman Bass. It is specifically Dr. Ball who Laurie is referring to with the quote in the title. Laurie’s study focused upon conducting several Professional Development courses in which she narrowed her own focus to aspects of teacher content and pedagogical knowledge for teaching, and observed a noticeable improvement in teacher performance.

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Episode 86 | David Pearce - Counting on your Fingers is a Good Thing.

May 31, 2018

In May 2018 FPU will graduate the first group of Master’s degree students, who have been scholarshipped by AIMS in the present manner.  During the Summer of 2018 we will be hearing from some of them on ZPC.

David Pearce joins Chris in the studio this week to discuss his thesis work. David is a Research Associate at the AIMS Center and has been working with Kindergarteners all year to develop their sense of number. His thesis focused specifically on how students’ concepts can be enhanced through encouraging the use of counting on objects like their fingers. His results are encouraging to hear, and he is clearly convinced that this method is useful for furthering learning.

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Episode 85 | Sandra Young - Exploding Dots and Student Understanding of Place Value

May 24, 2018

In May 2018 FPU will graduate the first group of Master’s degree students, who have been scholarshipped by AIMS in the present manner.  During the Summer of 2018 we will be hearing from some of them on ZPC.

 

Chris interviews Sandra Young today. Sandra’s thesis topic was inquiring about the use of Exploding Dots (a technique made popular by Dr. James Tanton and the Global Math Project www.explodingdots.org) to teach or enhance student understanding of the concept of Place Value. She describes her methodology, some findings and her conclusions. Interestingly enough, on top of the concept enhancement she did also notice expressions of enjoyment and joy in doing mathematics in her students; which is the primary focus of the Global Math Project.

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Episode 84 | “In Their Voice” - Summer Series 2018 Introduction

May 10, 2018

Chris is alone in the studio this week and provides an introduction to this summer’s series which we are calling “In Their Voice.”  This is a brief, impassioned, description of what and why this series will exist and what he hopes will be the outcomes of the series. This talk is short, so download some of the back catalog and have a listen if you just can’t get enough. ;)

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Episode 83 | Jaclyn Russell - Professional Development, the NGSS, and Kindergarten

May 3, 2018

In May 2018 FPU will graduate the first group of Master’s degree students, who have been scholarshipped by AIMS in the present manner.  During the Summer of 2018 we will be hearing from some of them on ZPC.

Jaclyn Russell joins Chris in the studio to discuss her thesis topic in which she sought to understand the relationship between teachers experience with professional learning around the Next Generation Science Standards (NGSS) and how much time is spent in teaching scientific concepts to our earliest of learners, kindergarteners.  She also created a piece of professional learning for a group of teachers which included a simple daily format for teachers to provide lessons that incorporate science and scientific processes to these children.

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Episode 82 | Professional Learning at AIMS with Debbie Porcarelli

April 26, 2018

Chris is joined in studio by AIMS Director of Professional Learning, Debbie Porcarelli.  They discuss the evolving culture surrounding teachers’ professional lives, she casts a vision for planning with districts and individual schools that are completed, this is in response to what she has observed where districts begin down a path of professional support only to be side-tracked by test scores.  Debbie makes a call for taking a long view for changing teaching practice which requires and provides the opportunities for teachers to cycle through a process of personal change. She discusses a project at AIMS with an organization known as “Learning Forward,” wherein the Center is addressing a problem of practice that we have identified

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Episode 81 | Bev Ford Catapulting Into the Classroom

April 19, 2018

Bev Ford, a Research Associate here at AIMS, spent the Fall of 2017 as a classroom teacher again after spending several years in deep study of the research around how students form the concept of number.  She relates how her awareness of “the mathematics of students” that she does not recall possessing prior to the work she has undertaken in the past several years. She describes how was confronted with how she no longer recalled how she learned mathematics herself. She was also confronted by the sheer magnitude of working within a full classroom. She describes several observed behaviors in students and how she interpreted them as indicators of student understanding.

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Episode 80 | Great Adventures With Grace Florez: Researcher Ventures into the Classroom

April 12, 2018

Grace Florez took the Fall of 2018 and taught in a Kindergarten classroom. She had spent the previous year and half focusing her mental efforts on learning the theoretical framework outlined by the researchers she and her fellow associates have been studying.  She tells us of some of her experiences as the mathematics instructor for her group of five-year olds. Our discussion focuses upon the expectation that children would come in to school as students who began as “perceptual” students (if a collection of objects were hidden from view they could not begin to count them in the abstract). She discusses what she saw change within those students between August and December.

Her experiences both confirmed and challenged her expectations and affirmed her love for teaching, it is obvious in her own talk.

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Episode 79 | Karen Wootton and What Could a Math Intervention Course Look Like?

April 5, 2018

Chris is joined via Google Hangout by Karen Wootton an author and director for CPM Education (formerly College Preparatory Mathematics). They discuss a project CPM has in the design phase right now. Students who have struggled with Algebra 1 or some of its precursor courses are often directed into a second course in mathematics typically called “Math Intervention.” Typically the structure of Intervention courses is that of a deficit model of student. “These students do not have enough mathematics, therefore we need to give them more of the same mathematics in the same way to support the ‘Real’ math they do in their core course.” What Karen, and the team at CPM are doing is turn this idea aside, based on the idea that mathematics is a human attribute and all the students they teach are human, mathematics is a part of who these students are. The trouble, as they see it, is the mathematics that the students are given to study  does not connect to them at all. Therefore the content of the CPM Intervention course is intended to be more fluid, flexible and open to adaptation.

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