Zbiek, Rose Mary 1961
Overview
Works:  36 works in 71 publications in 2 languages and 1,399 library holdings 

Genres:  Textbooks Academic theses 
Roles:  Editor, Author, Thesis advisor, htt 
Classifications:  QA135.6, 372.7 
Publication Timeline
.
Most widely held works by
Rose Mary Zbiek
Facilitator's guidebook for use of mathematics situations in professional learning by
Rose Mary Zbiek(
)
5 editions published between 2017 and 2018 in English and held by 599 WorldCat member libraries worldwide
5 editions published between 2017 and 2018 in English and held by 599 WorldCat member libraries worldwide
The mathematics education of prospective secondary teachers around the world by
Marilyn Strutchens(
)
19 editions published between 2016 and 2017 in English and German and held by 424 WorldCat member libraries worldwide
This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015. It provides both an overview of the current stateoftheart and outstanding recent research reports from an international perspective. The authors completed a thorough review of the literature by examining major journals in the field of mathematics education, and other journals related to teacher education and technology. The systematic review includes four major themes: field experiences; technologies, tools and resources; teachers' knowledge; and teachers' professional identities. Each of them is presented regarding theoretical perspectives, methodologies, and major findings. Then the authors discuss what is known in the field and what we still need to know related to the major topics
19 editions published between 2016 and 2017 in English and German and held by 424 WorldCat member libraries worldwide
This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015. It provides both an overview of the current stateoftheart and outstanding recent research reports from an international perspective. The authors completed a thorough review of the literature by examining major journals in the field of mathematics education, and other journals related to teacher education and technology. The systematic review includes four major themes: field experiences; technologies, tools and resources; teachers' knowledge; and teachers' professional identities. Each of them is presented regarding theoretical perspectives, methodologies, and major findings. Then the authors discuss what is known in the field and what we still need to know related to the major topics
Developing essential understanding of ratios, proportions, and proportional reasoning for teaching mathematics in grades 68 by
Joanne Lobato(
Book
)
2 editions published between 2010 and 2014 in English and held by 183 WorldCat member libraries worldwide
How do you refute the erroneous claim that all ratios are fractions? This book goes beyond a simple introduction to ratios, proportions, and proportional reasoning. It will help broaden and deepen your mathematical understanding of one of the most challenging topics for students and teachers to grasp. It will help you engage your students, anticipate their perplexities, help them avoid pitfalls, and dispel misconceptions. You will also learn to develop appropriate tasks, techniques, and tools for assessing your students understanding of the topic
2 editions published between 2010 and 2014 in English and held by 183 WorldCat member libraries worldwide
How do you refute the erroneous claim that all ratios are fractions? This book goes beyond a simple introduction to ratios, proportions, and proportional reasoning. It will help broaden and deepen your mathematical understanding of one of the most challenging topics for students and teachers to grasp. It will help you engage your students, anticipate their perplexities, help them avoid pitfalls, and dispel misconceptions. You will also learn to develop appropriate tasks, techniques, and tools for assessing your students understanding of the topic
Developing essential understanding of geometry and measurement for teaching mathematics in grades 35 by
Richard Lehrer(
Book
)
1 edition published in 2014 in English and held by 37 WorldCat member libraries worldwide
1 edition published in 2014 in English and held by 37 WorldCat member libraries worldwide
Curriculum and evaluation standards for school mathematics addenda series(
Book
)
in English and held by 30 WorldCat member libraries worldwide
in English and held by 30 WorldCat member libraries worldwide
enVision algebra 2 by
Daniel Kennedy(
Book
)
4 editions published between 2018 and 2019 in English and held by 23 WorldCat member libraries worldwide
"enVision A G A ©2018 is a brandnew high school mathematics program. It includes Algebra 1, Geometry, and Algebra 2. enVision A G A helps students look at math in new ways, with engaging, relevant, and adaptive content. For teachers, the program offers a flexible choice of options and resources. Customize instruction, practice, and assessments. Reenergize students and help them become more selfdirected and independent learners"Provided by publisher
4 editions published between 2018 and 2019 in English and held by 23 WorldCat member libraries worldwide
"enVision A G A ©2018 is a brandnew high school mathematics program. It includes Algebra 1, Geometry, and Algebra 2. enVision A G A helps students look at math in new ways, with engaging, relevant, and adaptive content. For teachers, the program offers a flexible choice of options and resources. Customize instruction, practice, and assessments. Reenergize students and help them become more selfdirected and independent learners"Provided by publisher
EnVision algebra 1 by
Daniel Kennedy(
Book
)
5 editions published between 2018 and 2019 in English and held by 21 WorldCat member libraries worldwide
"EnVision A G A ©2018 is a brandnew high school mathematics program. It includes Algebra 1, Geometry, and Algebra 2. enVision A G A helps students look at math in new ways, with engaging, relevant, and adaptive content. For teachers, the program offers a flexible choice of options and resources. Customize instruction, practice, and assessments. Reenergize students and help them become more selfdirected and independent learners"Provided by publisher
5 editions published between 2018 and 2019 in English and held by 21 WorldCat member libraries worldwide
"EnVision A G A ©2018 is a brandnew high school mathematics program. It includes Algebra 1, Geometry, and Algebra 2. enVision A G A helps students look at math in new ways, with engaging, relevant, and adaptive content. For teachers, the program offers a flexible choice of options and resources. Customize instruction, practice, and assessments. Reenergize students and help them become more selfdirected and independent learners"Provided by publisher
EnVision geometry by
Daniel Kennedy(
Book
)
4 editions published between 2018 and 2019 in English and held by 19 WorldCat member libraries worldwide
"EnVision A G A ©2018 is a brandnew high school mathematics program. It includes Algebra 1, Geometry, and Algebra 2. enVision A G A helps students look at math in new ways, with engaging, relevant, and adaptive content. For teachers, the program offers a flexible choice of options and resources. Customize instruction, practice, and assessments. Reenergize students and help them become more selfdirected and independent learners"Provided by publisher
4 editions published between 2018 and 2019 in English and held by 19 WorldCat member libraries worldwide
"EnVision A G A ©2018 is a brandnew high school mathematics program. It includes Algebra 1, Geometry, and Algebra 2. enVision A G A helps students look at math in new ways, with engaging, relevant, and adaptive content. For teachers, the program offers a flexible choice of options and resources. Customize instruction, practice, and assessments. Reenergize students and help them become more selfdirected and independent learners"Provided by publisher
Understanding of function, proof, and mathematical modelling in the presence of mathematical computing tools : prospective
secondary school mathematics teachers and their strategies and connections by
Rose Mary Zbiek(
Book
)
3 editions published in 1992 in English and Undetermined and held by 3 WorldCat member libraries worldwide
3 editions published in 1992 in English and Undetermined and held by 3 WorldCat member libraries worldwide
Developing an understanding of variation : AP statistics teachers' perceptions and recollections of critical moments by
Susan A Peters(
)
1 edition published in 2009 in English and held by 3 WorldCat member libraries worldwide
This phenomenological study investigates conceptions of statistical variation that secondary mathematics teachers who are recognized leaders in AP Statistics exhibit. This study also investigates perceptions and recollections of activities and actions that teachers who exhibited robust understandings of variation suggest contributed to their current understandings of variation. The data include questionnaires, event history calendars, critical incident descriptions, resumes, course syllabi, contentfocused interviews, and two learningcontext interviews for each teacher. Constant comparative analysis (Glaser & Strauss, 1967) of contentinterview data and syllabi yielded three distinct types of teachers' conceptions of variation: Expected but Explainable and Controllable (EEC), Noise in Signal and Noise (NSN), and Expectation and Deviation from Expectation (EDE). The teachers' responses to variationrelated tasks were used in conjunction with the SOLO Model, research results about students' learning related to variation, and expositions on what it means to understand statistical variation to develop a framework for robust understandings of variation. The framework consists of two cycles of levels of reasoning in the formal mode. Robust understanding of variation is indicated from integrated reasoning about variation across three perspectivesdesign, datacentric, and modeling in the second cycle of levels. Teachers' understandings of variation were assessed using the framework. Five teachers exhibited reasoning about variation that was consistent with robust understandings of variation. Analysis of learning experiencerelated data for these five teachers followed protocol for phenomenological studies. Factors that may have contributed to these five teachers' developments of robust understandings include their interests in the field of statistics, their desires to have an overarching content framework for themselves and for their students, their foundational knowledge upon which they built deeper understandings, their propensities for critical reflection, and their acting on opportunities to engage in learning activities and rational discourse with more knowledgeable others. The extent to which they embrace these opportunities may distinguish them from other teachers
1 edition published in 2009 in English and held by 3 WorldCat member libraries worldwide
This phenomenological study investigates conceptions of statistical variation that secondary mathematics teachers who are recognized leaders in AP Statistics exhibit. This study also investigates perceptions and recollections of activities and actions that teachers who exhibited robust understandings of variation suggest contributed to their current understandings of variation. The data include questionnaires, event history calendars, critical incident descriptions, resumes, course syllabi, contentfocused interviews, and two learningcontext interviews for each teacher. Constant comparative analysis (Glaser & Strauss, 1967) of contentinterview data and syllabi yielded three distinct types of teachers' conceptions of variation: Expected but Explainable and Controllable (EEC), Noise in Signal and Noise (NSN), and Expectation and Deviation from Expectation (EDE). The teachers' responses to variationrelated tasks were used in conjunction with the SOLO Model, research results about students' learning related to variation, and expositions on what it means to understand statistical variation to develop a framework for robust understandings of variation. The framework consists of two cycles of levels of reasoning in the formal mode. Robust understanding of variation is indicated from integrated reasoning about variation across three perspectivesdesign, datacentric, and modeling in the second cycle of levels. Teachers' understandings of variation were assessed using the framework. Five teachers exhibited reasoning about variation that was consistent with robust understandings of variation. Analysis of learning experiencerelated data for these five teachers followed protocol for phenomenological studies. Factors that may have contributed to these five teachers' developments of robust understandings include their interests in the field of statistics, their desires to have an overarching content framework for themselves and for their students, their foundational knowledge upon which they built deeper understandings, their propensities for critical reflection, and their acting on opportunities to engage in learning activities and rational discourse with more knowledgeable others. The extent to which they embrace these opportunities may distinguish them from other teachers
EnVision integrated mathematics III(
Book
)
1 edition published in 2019 in English and held by 2 WorldCat member libraries worldwide
1 edition published in 2019 in English and held by 2 WorldCat member libraries worldwide
Her Math, Their Math An InService Teacher's Growing Understanding of Mathematics and Technology and Her Secondary Students'
Algebra Experience by
Rose Mary Zbiek(
Book
)
1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide
This case study investigates an experienced secondary school mathematics teacher's understanding of mathematics ("her" math) and decisions she makes about her students' classroom experiences ("their" math). This report focuses on the competing roles of the teacher's growing understanding of novel technologyrich mathematics and her decisions about activities and expectations in an algebra course in light of her beliefs about learning and teaching. Data document developments in her mathematical understanding and classroom practice during her first 13 months of teaching ComputerIntensive Algebra as a participant in the Empowering Secondary Mathematics Teachers in ComputerIntensive Environments project (CIME). (Author)
1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide
This case study investigates an experienced secondary school mathematics teacher's understanding of mathematics ("her" math) and decisions she makes about her students' classroom experiences ("their" math). This report focuses on the competing roles of the teacher's growing understanding of novel technologyrich mathematics and her decisions about activities and expectations in an algebra course in light of her beliefs about learning and teaching. Data document developments in her mathematical understanding and classroom practice during her first 13 months of teaching ComputerIntensive Algebra as a participant in the Empowering Secondary Mathematics Teachers in ComputerIntensive Environments project (CIME). (Author)
EnVision integrated mathematics I(
Book
)
1 edition published in 2019 in English and held by 2 WorldCat member libraries worldwide
1 edition published in 2019 in English and held by 2 WorldCat member libraries worldwide
EnVision integrated mathematics II(
Book
)
1 edition published in 2019 in English and held by 2 WorldCat member libraries worldwide
1 edition published in 2019 in English and held by 2 WorldCat member libraries worldwide
Developing essential understanding of geometry for teaching mathematics in grades 68 by
Nathalie Sinclair(
Book
)
1 edition published in 2012 in English and held by 1 WorldCat member library worldwide
1 edition published in 2012 in English and held by 1 WorldCat member library worldwide
Student perception of usefulness of webbased dynamic assessments in algebra II developed in powerpoint by Nicholas Patrick Hannan(
)
1 edition published in 2013 in English and held by 1 WorldCat member library worldwide
1 edition published in 2013 in English and held by 1 WorldCat member library worldwide
Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks by
Tenille Cannon(
)
1 edition published in 2016 in English and held by 1 WorldCat member library worldwide
Mathematics can be conceptualized in different ways. Policy documents such as the National Council of Teachers of Mathematics (NCTM) (2000) and the Common Core State Standards Initiative (CCSSI) (2010), classify mathematics in terms of mathematical content (e.g., quadratic functions, Pythagorean theorem) and mathematical activity in the form of mathematical processes or mathematical practices (e.g., justifying, representing). A situated cognition perspective (Lave & Wenger, 1991) positing that how one learns mathematics and what one learns about mathematics are dependent on the context in which one engages in mathematical activity (Boaler, 2002; J.S. Brown, Collins, & Duguid, 1989) is used to think about learning mathematics and learning to teach mathematics. Mathematical activity in which learning is situated can be framed using mathematical processes. Four targeted processes of defining, generalizing, justifying, and representing from a processes and actions framework (Heid et al., 2015; Zbiek & Heid, 2012; Zbiek et al., 2014) are used to study opportunities for mathematical activity in classrooms. Students experiences with mathematics in the classroom, particularly with the mathematical tasks in which they engage, shape their views about mathematics. Teachers can help students form positive process conceptualizations of mathematics by selecting, modifying, and sequencing mathematical tasks (collectively referred to as task work) that provide opportunities for students to engage in mathematical processes. Yet, not all teachers provide such opportunities. Of particular interest are prospective mathematics teachers (PMTs), who might have personal experiences engaging in mathematical processes yet struggle to include such activity in their classrooms. The construct of orientations toward mathematical processes (OMP) is used to understand the nature of PMTs work with tasks. A mathematics teachers orientation toward mathematical processes (OMP) in school mathematics is a set of conceptions about mathematics, its teaching and learning related to mathematical processes, and engagement in mathematical processes that influences how a teacher provides opportunities for students to engage in mathematical processes. A situated view of teacher education (Borko et al., 2000) serves as a lens for investigating PMTs OMPs and how they might be related to PMTs task work. Specific research questions, briefly stated, are: What are PMTs OMPs, and how are PMTs OMPs related to how PMTs select, modify and sequence mathematical tasks?Five secondary mathematics prospective teachers who had completed at least some of their student teaching experiences participated in the study. Data were collected using three qualitative interviews focused on components of OMP and the teaching activities of selecting, modifying and sequencing mathematical tasks to gather data for each of the participants. The definition of OMP with the processes and actions framework (Heid et al., 2015; Zbiek & Heid, 2012; Zbiek et al., 2014) guided the data analysis, which involved the creation of OMP profiles. An OMP profile is a description of an individual participants OMP organized around a theme and paralleling research questions about the nature of OMP and its relationship to task work. An organization of profiles into types based on pedagogical and mathematical differences structures findings to the first research question. The construct of task template as a means of simplifying task work forms the basis for findings to the second research question. The notion of discovery figured prominently in participants OMPs and explains observations about PMTs OMPs. Insights into PMTs OMPs and their task work has potential implications for undergraduate teacher education and secondary mathematics curricula
1 edition published in 2016 in English and held by 1 WorldCat member library worldwide
Mathematics can be conceptualized in different ways. Policy documents such as the National Council of Teachers of Mathematics (NCTM) (2000) and the Common Core State Standards Initiative (CCSSI) (2010), classify mathematics in terms of mathematical content (e.g., quadratic functions, Pythagorean theorem) and mathematical activity in the form of mathematical processes or mathematical practices (e.g., justifying, representing). A situated cognition perspective (Lave & Wenger, 1991) positing that how one learns mathematics and what one learns about mathematics are dependent on the context in which one engages in mathematical activity (Boaler, 2002; J.S. Brown, Collins, & Duguid, 1989) is used to think about learning mathematics and learning to teach mathematics. Mathematical activity in which learning is situated can be framed using mathematical processes. Four targeted processes of defining, generalizing, justifying, and representing from a processes and actions framework (Heid et al., 2015; Zbiek & Heid, 2012; Zbiek et al., 2014) are used to study opportunities for mathematical activity in classrooms. Students experiences with mathematics in the classroom, particularly with the mathematical tasks in which they engage, shape their views about mathematics. Teachers can help students form positive process conceptualizations of mathematics by selecting, modifying, and sequencing mathematical tasks (collectively referred to as task work) that provide opportunities for students to engage in mathematical processes. Yet, not all teachers provide such opportunities. Of particular interest are prospective mathematics teachers (PMTs), who might have personal experiences engaging in mathematical processes yet struggle to include such activity in their classrooms. The construct of orientations toward mathematical processes (OMP) is used to understand the nature of PMTs work with tasks. A mathematics teachers orientation toward mathematical processes (OMP) in school mathematics is a set of conceptions about mathematics, its teaching and learning related to mathematical processes, and engagement in mathematical processes that influences how a teacher provides opportunities for students to engage in mathematical processes. A situated view of teacher education (Borko et al., 2000) serves as a lens for investigating PMTs OMPs and how they might be related to PMTs task work. Specific research questions, briefly stated, are: What are PMTs OMPs, and how are PMTs OMPs related to how PMTs select, modify and sequence mathematical tasks?Five secondary mathematics prospective teachers who had completed at least some of their student teaching experiences participated in the study. Data were collected using three qualitative interviews focused on components of OMP and the teaching activities of selecting, modifying and sequencing mathematical tasks to gather data for each of the participants. The definition of OMP with the processes and actions framework (Heid et al., 2015; Zbiek & Heid, 2012; Zbiek et al., 2014) guided the data analysis, which involved the creation of OMP profiles. An OMP profile is a description of an individual participants OMP organized around a theme and paralleling research questions about the nature of OMP and its relationship to task work. An organization of profiles into types based on pedagogical and mathematical differences structures findings to the first research question. The construct of task template as a means of simplifying task work forms the basis for findings to the second research question. The notion of discovery figured prominently in participants OMPs and explains observations about PMTs OMPs. Insights into PMTs OMPs and their task work has potential implications for undergraduate teacher education and secondary mathematics curricula
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. Educator's Practice Guide. What Works
Clearinghouse." NCEE 20154010 by
Jon R Star(
Book
)
1 edition published in 2015 in English and held by 1 WorldCat member library worldwide
Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students". The methods and examples included in the guide focus on helping students analyze solved problems, recognize structure, and utilize alternative approaches to solving algebra problems. Each recommendation includes the level of supporting research evidence behind it, examples to use in class, and solutions to potential implementation roadblocks. Teachers can implement these strategies in conjunction with existing standards or curricula. In addition, these strategies can be utilized for all students learning algebra in grades 612 and in diverse contexts, including during both formative and summative assessment. Administrators and professional development providers can use the guide to implement evidencebased instruction and align instruction with state standards or to prompt teacher discussion in professional learning communities. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. A Glossary is included
1 edition published in 2015 in English and held by 1 WorldCat member library worldwide
Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students". The methods and examples included in the guide focus on helping students analyze solved problems, recognize structure, and utilize alternative approaches to solving algebra problems. Each recommendation includes the level of supporting research evidence behind it, examples to use in class, and solutions to potential implementation roadblocks. Teachers can implement these strategies in conjunction with existing standards or curricula. In addition, these strategies can be utilized for all students learning algebra in grades 612 and in diverse contexts, including during both formative and summative assessment. Administrators and professional development providers can use the guide to implement evidencebased instruction and align instruction with state standards or to prompt teacher discussion in professional learning communities. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. A Glossary is included
Characteristics of professional development and teacher interactions in a MOOC designed for the teaching of statistics by Fernanda Bonafini(
)
1 edition published in 2018 in English and held by 1 WorldCat member library worldwide
This study investigates to what extent the characteristics of effective facetoface professional development hold in a MOOC designed for statistics development of secondary teachers and the nature of teachers and others interactions with materials and with each other in this online professional development. Social theory of learning and connectivism are used to frame participants learning as they establish and experience interactions in the network. The context of this study is a MOOC for educators offered by a large American university and specifically designed for teachers to learn about statistics teaching and the use of statistical investigations in teaching. Qualitative research methods of content analysis are used to identify and describe the enacted characteristics of the MOOC visvis documented characteristics of effective facetoface professional development literature. Inductive coding and social network analysis were used to understand the content of participants interactions and the network structure produced by them, respectively. Findings regarding characteristics of effective professional development show how this MOOC embodied variations on key characteristics of effective facetoface professional development. Participants autonomy is highlighted as a common element that modifies the characteristics suggested in the literature of facetoface teachers professional development. Findings regarding the nature of participants interactions show that MOOC resources were vehicles for participants interactivity with some resources engaging more participants than others, and resources being essential for the creation of organic networks. Discussion starters acted as network expanders who amplified interactivity among participants, while the main instructor took the leadership of interactivity and acted as a concierge throughout this MOOC. The study also shows how participants interacted with others in forums, exposing that they shared not only their perspectives about resources provided by this MOOC but also their qualifications and their insecurities with respect to statistics content and statistics teaching. Aligning theoretical perspectives from social theory of learning with connectivism, this study helps to create awareness in the field of teacher professional development regarding new characteristics that emerge when professional development is delivered in largescale, via the Internet, and free of charge. In this sense, outcomes of the study include a suggested set of characteristics that MOOCs should contain to be an environment for effective professional development for teachers. For the fields of mathematics education and statistics education, this study presents teachers getting acquainted with the pedagogical approach of teaching statistics through data investigations through this MOOC, exposing their perceptions of this approach and their intentions of further implementation, which can contribute to minimize the lack of training in statistics teaching identified in the literature. Implications for research highlight the importance of the quality of participants posts in MOOC forums, their individualist modes of interaction in this online professional development, and the role MOOC resources play in their practice. Further research is suggested in the areas of investigating the impact of forum prompt content on the quantity of posts made by participants, sentiment analysis of the content of participants forum posts, and investigation into the role of the main instructor in MOOCs for teachers professional development
1 edition published in 2018 in English and held by 1 WorldCat member library worldwide
This study investigates to what extent the characteristics of effective facetoface professional development hold in a MOOC designed for statistics development of secondary teachers and the nature of teachers and others interactions with materials and with each other in this online professional development. Social theory of learning and connectivism are used to frame participants learning as they establish and experience interactions in the network. The context of this study is a MOOC for educators offered by a large American university and specifically designed for teachers to learn about statistics teaching and the use of statistical investigations in teaching. Qualitative research methods of content analysis are used to identify and describe the enacted characteristics of the MOOC visvis documented characteristics of effective facetoface professional development literature. Inductive coding and social network analysis were used to understand the content of participants interactions and the network structure produced by them, respectively. Findings regarding characteristics of effective professional development show how this MOOC embodied variations on key characteristics of effective facetoface professional development. Participants autonomy is highlighted as a common element that modifies the characteristics suggested in the literature of facetoface teachers professional development. Findings regarding the nature of participants interactions show that MOOC resources were vehicles for participants interactivity with some resources engaging more participants than others, and resources being essential for the creation of organic networks. Discussion starters acted as network expanders who amplified interactivity among participants, while the main instructor took the leadership of interactivity and acted as a concierge throughout this MOOC. The study also shows how participants interacted with others in forums, exposing that they shared not only their perspectives about resources provided by this MOOC but also their qualifications and their insecurities with respect to statistics content and statistics teaching. Aligning theoretical perspectives from social theory of learning with connectivism, this study helps to create awareness in the field of teacher professional development regarding new characteristics that emerge when professional development is delivered in largescale, via the Internet, and free of charge. In this sense, outcomes of the study include a suggested set of characteristics that MOOCs should contain to be an environment for effective professional development for teachers. For the fields of mathematics education and statistics education, this study presents teachers getting acquainted with the pedagogical approach of teaching statistics through data investigations through this MOOC, exposing their perceptions of this approach and their intentions of further implementation, which can contribute to minimize the lack of training in statistics teaching identified in the literature. Implications for research highlight the importance of the quality of participants posts in MOOC forums, their individualist modes of interaction in this online professional development, and the role MOOC resources play in their practice. Further research is suggested in the areas of investigating the impact of forum prompt content on the quantity of posts made by participants, sentiment analysis of the content of participants forum posts, and investigation into the role of the main instructor in MOOCs for teachers professional development
Problemsolving abilities among firstyear undergraduate students with qualifying AP Calculus exam scores by Jeffery Thomas McMahon(
)
1 edition published in 2011 in English and held by 1 WorldCat member library worldwide
1 edition published in 2011 in English and held by 1 WorldCat member library worldwide
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