How might we be able to create a guideline for incoming mathematics teachers?Perla Espinosa, Vanessa Harrison, YongHong L. McDowell

YORK COLLEGE CITY UNIVERSITY OF NEW YORK

Abstract Data/ Questionnaire

Results

ConclusionThe race for the top, and changes in teacher evaluations and curriculum in order to push students to succeed. With this push mathematics teachers in New York City are faced with the challenge of narrowing the curriculum in order to prepare students for statewide exams as opposed to actually connecting the material taught to real life applications. As incoming teachers we need to find a way to balance both the needs of satisfying testing requirements without sacrificing the “so what” of the mathematics in order to increase the appreciation in the subject for students. We utilized the Designs Thinking For Education Toolkit to define our challenge problem, investigate, and develop prototypes focused on our research question. As part of the process we spoke to several stakeholders that would directly benefit from a fresh perspective towards this challenge in mathematics education.

MethodsThe design tool kit enabled us to break down our research process into the following five steps: 1. Discovery

2. Interpretation

3.Ideation

4.Experimentation

5. Evolution

Discovery is the processes of understanding the challenge , by reviewing the challenge question, sharing what we known individually, agreeing on who does what and what our overall team goal is.Interpretation is the process of taking the information we collected, and looking for common themes that can potentially become opportunities for us to design.Ideation is the process of brainstorming and coming up with ideas for the design of our prototype. Prototypes can be curriculum, programs that we can initiate, certain activities in the classroom, for our research purposes our prototype involves a guideline for incoming teachers, and certain protocols to be followed in the classroom. Experimentation is the process of making our prototypes, learning as we build them, as to what is necessary, what is not. As well as learning from sharing our prototypes with others, and getting feedback in order to be able to improve on our prototype. Evolution is the part of the process where you consider the development of your concept over time, and planning what comes next. Who can we network to make our prototype a reality in the classroom, as well as being able to document any progress with our prototype.

The following questions where asked to several people ranging from students, to parents, to educators.TeachersHow many years have you been teaching (mathematics)? If 10+ years what are your views on the traditional versus the contemporary curriculum? Was there one student that you felt you made a difference in their life? If so what were the steps taken in order to do so? What strategies have you used that you believe help delivered successful lessons?ParentsWhat comes to mind when you hear the word Math? What level of education have you completed?How involved are you involved are you with your child’s school work? What do you do when your child comes to you with an assignment that you do not understand?Students What comes to mind when you hear the word Math? What do you do when you come across a problem that you find difficult?What tools would you consider to be helpful in a math classroom?What do you think we can change or add to the math curriculum to make math more enjoyable?

Mr. Persaud a 16 year veteran teacher had the following response to our questions: “I believe in a balance of traditional as well as contemporary techniques when it comes to teaching. In this day and age, if you don’t adapt to the learning styles of the students, and make adjustments to the current trends in education, then you yourself is not an educator. There are many students whom I feel like I made a difference in their lives. The mere fact that I am answering your questions right now, tells you the type of teacher I am. I always look to make my students into better individuals, not all of them follow that path, but I always do my best to be there for anyone if they need my help. I form a bond with them over timeI always try to make my lessons fun and involved. It has to be challenging. And I always try to incorporate sense of humor in my lessons. I try to relate to the students on their level while at the same time try to instill higher education”. Dr. Rock a 25 year veteran educator had the following to say in regards to mathematics and teaching it. “ Parent’s own personal feelings about math are likely to influence the messages they convey about math to their children.” He feels that contemporary teaching styles are the best, and that too many teachers in today’s classrooms speak too much. He feels collaborative groups, workshop style of teaching is better suited, that a teacher must be a facilitator in the classroom. He also feels that one must challenge all students on all levels of learning, and to make sure that as new teachers, one must establish routines, and stick to them.

Results continuedFrom the interviews conducted we have come to the conclusion that the following should be part of the guideline for incoming mathematics teachers:1.Teachers must establish goals, routines and protocols with their students and their parents/guardians (i.e. a classroom mission statement, contract, classroom routines, family involvement expectations letter). Once all of these things have been established the learning can being with no problems. 2.In order to answer a students “so what”, why is this important where am I going to use this in life? We must follow the advice of the teachers we have looked to seek advice from, and make connections to the students’ life. If we are balancing equations, why not balance money a checkbook etc. Use technology have them work in groups. 3.Don’t just focus on drilling content into their heads for the examinations. Find ways to make the topic you know students dread approachable, with a song, a rap, a story , a video, there are many resources available. Also listen to them, and see whether what you are teaching is something they don’t know or understand or do they understand. 4.Make connections to your students outside of the classroom content, I’m not saying be a friend, but be a listener, and hopefully they too will listen to you. Some key suggestions for upcoming teachers in the mathematics classroom, which is not only in a math classroom but in every classroom.Planning and Preparation: have a command of the subject at hand, Knowledge of the content, learning process, adolescent development, as well as a student’s special needs, interest and culture. Classroom Environment: Create an environment of respect and rapport, Develop classroom procedures, Manage transitions/materials and student behavior, Organize a safe and accessible environment. Instruction: Communicate with students on expectations for learning, directions and procedures. Quality of questions asked and developing discussion techniques, engage students in learning through grouping, activities, and attitude. Professional Responsibilities: Reflect on teaching, maintaining accurate records such as attendance, student completion of assignments and progress. Communicate and engage with families, Build relationships with colleagues. Show professionalism and advocate for students. Complicate with School and district regulations.

Most parents are involved with their kids’ school works, which are showing at assisting with homework explanation when needed, ensure their kids’ all homework assignments are completed, have weekly discussion about academics, society, news and concerns, and attend workshops as needed. When parents do not understand an assignment, they used to go to computer for assistance, or call friends who can help with it. Most of time, their kids may go to the teacher for explanation. And sometimes it may not happen which is depending on parents’ skills on mathematics. We are very happy to hear most of parents said when they hear the word math they feel math is an art, fun and excitement. And those parents all have BA /BS, or Prs. Degree.

Questions ResponsesWhat comes to your mind when you hear the word math?

1. Excitement2. Difficult3. Headache4. Numbers5. Equations, fractions, trigonometry, sine,

cosine, tangent…6. algebra7. logic

What do you do when you come across a problem that you find difficult?

1. Find a similar problem that has an answer.2. Seek help from teachers/parents/ fellows.3. Google it.

 What tools would you consider to helpful in a math classroom?

1. Calculators2. Problems with corresponding solutions3. The students who are good at mathematics

What do you think we teachers can change or add to the math curriculum to make math more enjoyable?

1. We have to get more teachers who love the subject and try their best to get the students interested in mathematics.

2. Use “real life” math problems: Using math problems that uses “real life” applications like computing the force in lifting weights, or the surface area of the basketball court in the gym.

3. Less memorization, more understanding of concepts.

4. More interactive videos.5. Make necessary connection with the other

subjects, such as physics, chemistry, even related to the history.

Students’ responses to the questions (Most common answers)

ReferenceDanielson C. (2009). Implementing the framework for the Teaching in Enhancing Professional Practice. Virginia, Alexandria: ASCD.