Hea-Jin Lee

Teaching Mathematics Vocabulary to Diverse Groups

VOL. 43, NO. 2, NOVEMBER 2007 (PP. 121–126) 121 The Principles and Standards for School Mathematics (PSSM; National Council of Teachers of Mathematics [NCTM], 2000) documents the scope and sequence of mathematics to be taught, how it should be taught, and how it should be assessed. According to PSSM, the six principles (i.e., equity, curriculum, teaching, learning, assessment, and technology) are closely related in school mathematics programs (NCTM, 2000): “The development of a curriculum framework, the selection of curriculum materials, the planning of instructional units or lessons, the design of assessments, the assignment of teachers and students to classes, instructional decisions in the classroom” (p. 12) must be customized to ensure high-quality mathematics education. In other words, quality instruction and appropriate assessment are not separate activities. Assessment and instruction should become nearly indistinguishable (NCTM, 1995, 2000; Ohio Department of Education, 2001; Van de Walle, 2004). The No Child Left Behind (NCLB) Act (2001) requires states to implement statewide accountability systems covering all public schools and students based on state standards in mathematics. It also requires annual testing for all students in Grades 3 through 8. Annual statewide progress objectives must ensure that students reach proficiency within 12 years. The Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 aligns closely with NCLB in many ways but most strongly in terms of creating access to the general education curriculum for students with disabilities. However, changes are needed that focus on outcomes and quality instruction rather than placement of students with disabilities in alternative settings (Truscott, Catanese, & Abrams, 2005). During the last two decades, professional development programs for mathematics teachers have focused on improving the understanding of national and state standards. The focus was to have teachers implement the W H A T W O R K S F O R M E

Reflecting on Portfolio Development: How Does the Portfolio Facilitate a Preservice Teacher’s Growth?

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.