Gregory Chamblee

Assessing concerns of algebra teachers during a curriculum reform: a constructivist approach

Abstract This study describes a statewide in-service program to retrain algebra teachers to implement a new curriculum for all students and how concerns of the teachers changed after a year. The purpose is to evaluate strengths and weaknesses of the project that will be of value to other reform efforts. Data were collected using the Stages of Concern Questionnaire designed to measure seven stages of concern in the Concerns Based Adoption Model for implementing a curriculum reform. Results are discussed within a broader framework of a three-phase constructivist model for in-service projects. The findings emphasize the need for longer programs with stronger implementation phases to focus teachers on student learning outcomes for instructional reform to become a reality

Teaching Algebra and Geometry with GeoGebra: Preparing Pre-Service Teachers for Middle Grades/Secondary Mathematics Classrooms

GeoGebra is a free, open-source program that combines features of dynamic geometry software, computer algebra systems, and spreadsheet programs. With its unique ability to illuminate both algebraic and geometric concepts, GeoGebra provides a mechanism to improve how mathematics is taught and learned in middle grades/secondary classrooms. Based on personal experiences of demonstrating GeoGebra-based teaching methods to pre-service and in-service middle grades/secondary mathematics teachers, the lead author has used GeoGebra to enhance pre-service and in-service mathematics teachers’ mathematical thinking.

Enhancing In-Service Elementary Mathematics Teachers’ Content Knowledge: A Discussion of Two U.S. MSP Projects

The aim of this study was to test a mediation model in which basic probabilistic ability was associated with achievement through statistics anxiety. Results provided evidence that statistics anxiety mediates the relationship between basic probabilistic ability and achievement. More specifically, greater basic ability appears to be negatively related to statistics anxiety, which in turn is negatively related to achievement. Some implications for developing intervention programs could be derived from these findings.

Understanding African-American Students’ Problem-Solving Ability in the Precalculus and Advanced Placement Computer Science Classroom

This study was conducted to assess African-American student’s problem-solving strategies and solutions between similar mathematics and computer science tasks. Six African-American participants comprised of five high school students and one high school graduate who had taken or jointly enrolled in precalculus and AP computer science courses participated in the study. Data collected were precalculus and computer science problem solutions, think-aloud and retrospective interviews, problem-solving strategies used to solve problems, and analytic scoring rubric scale scores. Student problem-solving strategies when engaged in solving precalculus and computer science problems were coded by the researcher and co-rater to determine inter-rater agreement. Student precalculus and computer science solutions were graded using an analytic scoring rubric scale to determine levels of problem-solving ability. Results found that students did not exhibit the same problem-solving strategies in both contexts. Implications of this finding between mathematical and computer science problem-solving are presented.