Teachers – Researchers of the World: Happy Christmass!

Happy Christmass and Happy New Year to mathematics Teacher-Researchers of the World.

Several chapters of the Second Handbook of Teaching-Research are being written. Thank you Hannes, Louis, Vrunda. When the English version will be ready?

There is a new issue of mtrj V5N4, please look at it at www.hostos.cuny.edu/mtrj.

Publish with us!

A lot of joy and productivity I wish to everyone in the coming new year 2013!

Broni

TO Hostos TR Team

Colleagues, I am opening a new pathway of communication. It is the extension of the nforum we created for colleagues met abroad in the summer.Hopefully, by our discussions our colleagues, teacher-researchers from abroad may join.

Short report from the last meeting on Tuesday, Oct.16.

After some discussion concerning the organization of classroom research centered on language, we decided to find out what are the main factors that impact student success at Hostos CC and, upon finding the data from the institutional research, to focus on thos aspects which are weakest. Independent variablres were stated as: national background, type of high school diploma completed prior to Hostos CC, age WHAT ELSE? What are other variables you would like to take into account?

A very important development was reported by Yoel Rodriguez, professor of physics who had tightened his research question to: What is the impact of working with literal equations upon the development of reasoning and understanding of physics?

The next meeting is set fotr Tuesday, Oct.30, at 3:30 PM.

Thank you.

Bronislaw

Extension of the Forum

Colleagues Teacher-Researcehrs of the World!

We have created a new Hostos CC Teaching-Research Team with instructors from Natural Sciences, behavioral sciences, radiology. It looks like an active group so we will communicate through the Forum as well. Please join whenever you feel like.

Bronislaw

Welcome to the Forum of the Discussion Group #4, Teaching-Research in 21 Century.

Colleagues Teacher-Researchers, participants

and friends of participants of the Discussion Group #4 @PME 36/Taipei

Teaching-Research in 21st Century

 

The final plan of work submitted for the discussion of the group stated the following points:

¨     Creation of the Internet forum for discussions and support (www.hostos.cuny.edu/mtrj).

¨     1st cycle-1st semester, 2nd cycle – 2nd semester. First drafts in winter to be reviewed by 2,3 of members of the group

¨     2nd drafts ready for the PME In Germany, when we create the Working group of the book.

¨     2013-2014 production of the book to be ready by the Fall 2014.

 

With this message we open the Forum created by the Mathematics Teaching-Research Journal on line (mtrj), which is located at www.hostos.cuny.edu/mtrj

One can access Forum from mtrj as well.

 1.     Each of us can comment an existing post or another  comment; if you would like to post a new thread, please send the posting to me (bczarnocha@hostos.cuny.edu OR bronisuavec2@gmail.com)

and I will post it (this is the result of some, rather ridiculous security requirements implemented by the university. We do hope that in the future will have a forum where everyone will be open a new thread independently).

2.     The aim of Forum Teaching-Research in 21st Century is the writing and production of  the Handbook of Mathematics Teaching-Research as Adaptive Instruction (From teachers to teachers.) 

The plan of the book favored at the meeting was:

Part 1-Descriptions of conducted classroom adaptive instruction cycles.

Each chapter – one description.

Part 2 -

¨       Chapter 1 – methods of diagnosis

¨        Chapter 2 – methods of design

¨        Chapter 3 – methods of classroom data collection and analysis

¨        Chapter 4 – refinements of instruction

¨        Chapter 5 – Learning Trajectories

 

ADAPTIVE INSTRUCTION:
instruction which adapts itself to the nature of mathematical thinking of students.

¨     For that to happen, teachers are going to have to find ways to attend more closely and regularly to each of their students during instruction to determine where they are in their progress toward meeting the standards, and the kinds of problems they might be having along the way. Then teachers must use that information to decide what to do to help each student continue to progress, to provide students with feedback, and help them overcome their particular problems to get back on a path toward success (Daro et al, 2011).

¨     The aim of the Handbook is to provide teachers with classroom examples of the process of adaptive instruction, that is:

¨     DIAGNOSTIC ASSESSMENT (to determine where they are in their progress;

¨         the kinds of problems they might be having along the way.)

¨     DESIGN OF INSTRUCTION   IN RESPONSE TO ASSESSMENT (use that information to decide what to do to help each student continue to progress)

¨     CLASSROOM IMPLEMENTATION with data collection and fast analysis (to provide students with feedback )

REFINEMENT OF DESIGN and second implementation if needed – two TR cycles (and help them overcome their particular problems ).

NOW IS THE TIME TO ASK ANY QUESTIONS, COMMENTS CONCERNING THE TASK:

WHAT TO DO?HOW TO DO? WHAT REALLY IS THE MEANING OF TEACHING-RESEARCH? HOW DIFFERENT IS IT FROM RESEARCH?WHICH TOPICS SHOULD I CHOOSE?WHAT DOES PROFESSIONAL LITERATURE KNOW ABOUT THE TOPIC I AM INTERESTED IN?WHAT IS THE TEACHING-RESEARCH CYCLE EXACTLY?WHY TWO CYCLES ARE NECESSARY?

Let’s start working.

Teacher-Researchers of the World – Unite!