Mika Munakata

Exploring Mathematics outside the Classroom through the Field Trip Assignment.

ABSTRACT This article describes the Field Trip Assignment, which was developed for a mathematics modeling course for prospective teachers. The objective of the assignment was to motivate students to make connections between mathematics and real-life phenomena while considering how to make those connections explicit to their future students. For the Field Trip Assignment, students designed a field trip that would be suitable for middle and high school mathematics courses. In groups of three, students chose a site, developed a project based on the site, conducted a test-run of the field trip, and shared their experiences with their peers. Through this assignment, students not only explored the applications of mathematics in various authentic settings, but also, as future teachers, they were exposed to the complexities of planning field trips. As part of the assignment, students posted their completed projects on Blackboard so that their peers could use them as resources when planning field trips for their future students.

WELCOME TO THE MATH BOOK CLUB: A NEW APPROACH TO INTEGRATING MATHEMATICS, READING, AND WRITING

ABSTRACT This article describes a reading and writing project designed for an undergraduate survey course in mathematics. For the Math Book Club, students in groups of four read and discuss one of six books related to mathematics and the history of mathematics. As part of the assignment, students take turns developing discussion questions and summarizing each meetings main themes. Through the Math Book Club, students are not only exposed to books that they do not typically peruse at the bookstore, but they are also encouraged to reflect upon and share their thoughts about major ideas that have shaped the history of mathematics.

The mathematics education debates: preparing students to become professionally active mathematics teachers

Abstract The Mathematics Education Debate is an assignment designed for and implemented in an undergraduate mathematics methods course for prospective secondary school mathematics teachers. For the assignment, students read and analyze current research and policy reports related to mathematics education, prepare and present their positions, offer rebuttals, and evaluate the presentations of their classmates. This article describes the assignment, discusses the results of its implementation, and offers suggestions for adapting the assignment for other courses.

Professional development for teacher leaders: using activity theory to understand the complexities of sustainable change

ABSTRACT This article presents findings from a two-year, qualitative study of K-12 teacher Fellows involved in a grant-funded professional development program. Aiming to foster sustainable change in districts and support emergent teacher leadership, the program enabled Fellows to collaboratively reflect on practice and develop as teacher leaders who lead informally from the classroom. Using activity theory as an analytical lens, the following main themes emerged in the data: (1) Teacher leaders have complex definitions of teacher leadership that parallel teaching beliefs; (2) Teacher leaders need strong communication skills to collaborate within different contexts; (3) Teacher leaders benefit from work on vertical articulation; and (4) School culture and administrative support influences teacher leadership. We explore the implications for professional development programs in districts, and in particular, those that address the need to cultivate teacher leadership.

Fostering Creativity Through Personalized Education

Abstract This article focuses on the philosophy of creativity and its enhancement through an undergraduate research experience. In this paper we offer suggestions for infusing the undergraduate mathematics and science curriculum with research experiences as a way of fostering creativity in our students. We refer to the term research broadly, offering suggestions to accommodate students from various backgrounds and with different goals. We posit that creativity is a necessary component of scientific thinking, producing students that are motivated, passionate, skilled, adaptable, and responsible. Research experiences at the undergraduate level instill a deep sense of personalized education and learning that can make the entire university experience extremely pleasurable and of lasting value.

Context-Based Exercises in Logic: To Park or Not to Park, 'Tis the Question.

In this article, ambiguous street and park signs are analysed and deciphered using symbolic logic. These examples showcase the ways in which instructors of undergraduate mathematics courses can blend their students’ everyday exposure to logical reasoning with classroom experiences.

Growing our Own: Fostering Teacher Leadership in K-12 Science Teachers through School–University Partnerships

Abstract This chapter describes a teacher leadership professional development program for K-12 science teachers constructed through a partnership between a university and five school districts. The development and implementation of the program drew from the literature on teacher leadership, communities of practice, and distributed leadership. The program supports teachers through a two-year fellowship program where they examine their teaching practices, attend professional development workshops, and undertake an independent teacher leadership project in their own schools. The chapter also describes the research conducted by the university to improve the program and shares findings and future implications of this research.