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MSP News: Professional Development to Support Early Childhood Mathematics

February 23, 2017


NEWS IN BRIEF


New MSP Papers
1. "Mathematical Creativity For The Youngest School Children: Kindergarten To Third Grade Teachers' Interpretations Of What It Is And How To Promote It," Yinjing Shen, Carolyn Pope Edwards, Nebraska Math MSP, The Mathematics Enthusiast, January 2017.
2. "Examining Change In K-3 Teachers' Mathematical Knowledge, Attitudes, And Beliefs: The Case Of Primarily Math," T. S. Kutaka, L. Ren, W. M. Smith, H. L. Beattie, C. P. Edwards, J. L. Green, P. Chernyavskiy, W. Stroup, R. M. Heaton, W. J. Lewis, Nebraska Math MSP, Journal of Mathematics Teacher Education, July 2016.

New in Library
1. "Professional Development For Early Childhood Educators: Efforts To Improve Math And Science Learning Opportunities In Early Childhood Classrooms," Shayne B. Piasta, Jessica A. R. Logan, Christina Yeager Pelatti, Janet L. Capps, Stephen A. Petrill, Journal of Educational Psychology, May 2015.
2. "The Effects Of Professional Development On Elementary Students' Mathematics Achievement," Jonathan L. Brendefur, Keith Thiede, Sam Strother, Dan Jesse, John Sutton, Journal of Curriculum and Teaching, 2016.
3. "Linking Professional Development, Teacher Outcomes, And Student Achievement: The Case Of A Learner-Centered Mathematics Program For Elementary School Teachers," Drew Polly, Jennifer McGee, Chuang Wang, Christie Martin, Richard Lambert, David K. Pugalee, International Journal of Educational Research, April 2015.

MSPnet Academy
1. RSVP Now! Webinar: Ecological Views on Learning and Formal/Informal Intersections
Date: March 9, 2017 at 1:00 PM (Eastern)
Presenters: Bronwyn Bevan and Philip Bell from the Research+Practice Collaboratory

Announcement
1. Data Science Education Technology Webinar
Date: March 3, 2017 at 1-2pm ET
Register Here: https://www.surveymonkey.com/r/DSET2017
More Information: http://cadrek12.org


DETAILS BELOW


New MSP Papers
1. "Mathematical Creativity For The Youngest School Children: Kindergarten To Third Grade Teachers' Interpretations Of What It Is And How To Promote It," Yinjing Shen, Carolyn Pope Edwards, Nebraska Math MSP, The Mathematics Enthusiast, January 2017.

"Creativity is important for young children learning mathematics. However, much literature has claimed creativity in the learning of mathematics for young children is not adequately supported by teachers in the classroom due to such reasons as teachers' poor college preparation in mathematics content knowledge, teachers' negativity toward creative students, teachers' occupational pressure, and low quality curriculum. The purpose of this grounded theory study was to generate a model that describes and explains how a particular group of early childhood teachers make sense of creativity in the learning of mathematics and how they think they can promote or fail to promote creativity in the classroom. In-depth interviews with 30 K- to Grade-3 teachers, participating in a graduate mathematics specialist certificate program in a medium-sized Midwestern city, were conducted. In contrast to previous findings, these teachers did view mathematics in young children (age 5 to 9) as requiring creativity, in ways that aligned with Sternberg and Lubart's (1995) investment theory of creativity. Teachers felt they could support creativity in student learning and knew strategies for how to promote creativity in their practices."

MSPnet Location: Library >> MSP Papers
http://hub.mspnet.org/index.cfm/31716


2. "Examining Change In K-3 Teachers' Mathematical Knowledge, Attitudes, And Beliefs: The Case Of Primarily Math," T. S. Kutaka, L. Ren, W. M. Smith, H. L. Beattie, C. P. Edwards, J. L. Green, P. Chernyavskiy, W. Stroup, R. M. Heaton, W. J. Lewis, Nebraska Math MSP, Journal of Mathematics Teacher Education, July 2016.

"This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of non-participating teachers. Teacher outcomes were measured longitudinally across 5 years. Participating teachers showed changes in their knowledge, attitudes, and beliefs in line with program goals immediately after completion of coursework. Moreover, these changes were sustained in subsequent years, following program completion. Relative to the comparison group, participants demonstrated greater gains in knowledge as well as greater improvements in attitudes and beliefs. Implications of these results for professional development design, implementation, and evaluation are discussed."

MSPnet Location: Library >> MSP Papers
http://hub.mspnet.org/index.cfm/31718


New in Library
1. "Professional Development For Early Childhood Educators: Efforts To Improve Math And Science Learning Opportunities In Early Childhood Classrooms," Shayne B. Piasta, Jessica A. R. Logan, Christina Yeager Pelatti, Janet L. Capps, Stephen A. Petrill, Journal of Educational Psychology, May 2015.

"Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age."

MSPnet Location: Library >> Prof. Dev.
http://hub.mspnet.org/index.cfm/31719


2. "The Effects Of Professional Development On Elementary Students' Mathematics Achievement," Jonathan L. Brendefur, Keith Thiede, Sam Strother, Dan Jesse, John Sutton, Journal of Curriculum and Teaching, 2016.

"This paper describes the effects of a professional development (PD) program -- Developing Mathematical Thinking -- on student achievement. Six Title I elementary schools with similar demographics, within one school district, were chosen to participate as either a treatment or comparison school. Three schools were chosen to participate in professional development that incorporates effective PD recommendations. All the teachers had to participate in all aspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as the before and after measure, results suggest improved student performance after professional development was implemented over a two year period."

MSPnet Location: Library >> Prof. Dev.
http://hub.mspnet.org/index.cfm/31720


3. "Linking Professional Development, Teacher Outcomes, And Student Achievement: The Case Of A Learner-Centered Mathematics Program For Elementary School Teachers," Drew Polly, Jennifer McGee, Chuang Wang, Christie Martin, Richard Lambert, David K. Pugalee, International Journal of Educational Research, April 2015.

"Research is needed to examine the link between professional development on both teachers' instruction and student achievement. This study examined the influence of three year-long cohorts of elementary school teachers' participating in a learner-centered mathematics professional development program. Data sources include surveys on teachers' instructional practices and beliefs as well as their students' performance on curriculum-based assessments. Multi-level analyses indicated that teachers' content knowledge and changes in teachers' practices both had statistically significant effects on student achievement. This study advances the knowledge base on the influence of content knowledge and teachers' beliefs on student achievement."

MSPnet Location: Library >> Prof. Dev.
http://hub.mspnet.org/index.cfm/31721

MSPnet Academy
1. RSVP Now! Webinar: Ecological Views on Learning and Formal/Informal Intersections
Date: March 9, 2017 at 1:00 PM (Eastern)

Presenters: Bronwyn Bevan and Philip Bell from the Research+Practice Collaboratory

Description: In response to expanded discussions (and calls for proposals) of projects that take an ecosystems approach to education improvement, this webinar will share three distinct ways of conceptualizing ecological views of learning, which originated with Kurt Lewin and, later, Urie Bronfenbrenner. Bronwyn Bevan and Philip Bell, from the Research+Practice Collaboratory, will look at theory and examples of cross-institutional approaches, cross-setting approaches developed by the LIFE Center, and connected learning approaches developed by the Connected Learning Research Network, and discuss implications for project design and evaluation.


Announcement
1. Data Science Education Technology Webinar

Date: March 3, 2017 at 1-2pm ET
Register Here: https://www.surveymonkey.com/r/DSET2017
More Information: http://cadrek12.org

You’re invited! Last week, 100 researchers, curriculum developers, and software developers gathered in Berkeley, CA for the Data Science Education Technology (DSET) Conference to(1) build a community and (2) identify innovative tools and approaches for integrating data science into the K-12 classroom. CADRE is pleased to host this webinar, where members of the Common Online Data Analysis Platform (CODAP) project will discuss highlights and themes from the event.