Mathematics Education Colloquium with Dr. Kastberg

Mathematics Education Colloquium with Dr. Kastberg

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BYU Mathematics Education department invited Dr. Signe Kastberg from Purdue University to give a colloquium on March 29 on relational teacher education. Dr. Kastberg’s research interests are in mathematics teacher education, specifically relational practice including exploring and illustrating listening, trust, care, and empathy, and the ways in which these sustain and motivate student-teacher collaborations. “What we are trying to do was to foster interactions that help others and ourselves to grow, and there will be reciprocal interactions as we make ourselves vulnerable to others [the students] and showing who we are as a person, and then we will feel responsible for contributing to the growth of each other,” said Dr. Kastberg at the colloquium. . According to Dr. Kastberg’s research, relationships have been identified as foundational in professional education including…
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Student Teaching not only Prepares but Lands Student Jobs

Student Teaching not only Prepares but Lands Student Jobs

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Chelsey Van de Merwe, a student who switched her major to Mathematics Education after her LDS mission was hired 3 months after student teaching at Mountain View High School. Every student in Mathematics Education is required to student teach in the last semester. In Fall 2017, the vast majority of the students who graduated from the program have secured a full-time job. “For a semester I wanted to do marine biology, but I always loved math. After my mission, I fell in love with teaching, then I came back and decided that I was going to teach math,” said Chelsey. The BYU Mathematics Education program prepares students with different courses that focus on task design, lesson planning, observation in public school and classroom rehearsal. In “Mathematics Teaching in the Public…
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Digital Literacies in Mathematics

Digital Literacies in Mathematics

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BYU Mathematics Education Graduate Coordinator Dr. Daniel Siebert co-authored the article “Digital Mathematics Literacies,” which was published in the Journal of Adolescent and Adult Literacy in March 2017. The paper provides recommendations of best practices for teaching digital literacies in mathematics classrooms. The American Library Association defines digital literacy as the ability to use information and communication technologies to find, evaluate, create, and communicate information, which requires both cognitive and technical skills. Digital literacy varies across disciplines, and should not be generalized. “A lot of times, literacy educators think these general reading and literacy skills should apply across all different subject areas, and my argument is that when you look at literacy in mathematics, it is very different than literacy in other fields,” said Dr. Siebert. The article is written…
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The Importance of Riemann Sum Concept in Solving Integration Problem

The Importance of Riemann Sum Concept in Solving Integration Problem

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The International Journal of Science and Mathematics Education published a research article by BYU Mathematics Education assistant professor Steven Jones, PhD, in August 2017. The article “Teaching integration: How certain instructional moves may undermine the potential conceptual value of the Riemann sum and the Riemann integral” discussed the importance of teaching Riemann sum-based conceptions in introductory calculus classes, which are important for solving science and engineering problems. It is common for calculus instructors to initially teach the Riemann sum and Riemann integral concepts when introducing integration in first-semester calculus. However, they also may send subtle messages to students that the concept is not important. “What I am hoping to do is to remind instructors to really think about not just teaching shortcuts to calculate numerical answers, but what ideas can…
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Learn to Notice Student Thinking

Learn to Notice Student Thinking

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BYU Mathematics Education professors coauthored two chapters in the book Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks, published by Springer International in July 2017. The book reflects the continuing development of teacher noticing through an exploration of the latest research. Both chapters focused on the importance of observing and noticing students’ valuable mathematical thinking, and then turning it into a purposeful learning discussion. Dr. Dawn Teuscher, Dr. Keith Leatham and Dr. Blake Peterson coauthored the chapter “From a framework to a lens: Learning to notice student mathematical thinking”. This chapter shares evidence of how student teachers who had previous research experience identifying student mathematical thinking in classroom videos could apply these noticing skills in their student teaching. “During their student teaching, they have to do journals, and the…
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