Christine Browning - Academia.edu (original) (raw)
Uploads
Papers by Christine Browning
The paper presents initial findings from a study examining young children's thinking (ages 10... more The paper presents initial findings from a study examining young children's thinking (ages 10-11) as they develop their understandings of angle and angle measure. They participated in a series of lessons that had them explore a variety of angle representations and incorporate various applications on the TI- 73 graphing calculator. The study focused on the following two research questions: "What
In this Special Issue, the authors reviewed 112 research studies from 1978 to 2012 on prospective... more In this Special Issue, the authors reviewed 112 research studies from 1978 to 2012 on prospective elementary teachers' content knowledge in five content areas: whole numbers and operations, fractions, decimals, geometry and measurement, and algebra. Looking across these studies, this final paper identifies the trends and common themes in terms of the counts and types of studies and commonalities among findings. Analyses of the counts show that the number of articles published each year focusing on prospective teacher (PT) content knowledge is increasing. Most articles across the content areas show that PTs tend to rely on procedures rather than concepts. However, the focus of most articles is identifying PTs' misconceptions rather than understanding PTs' conceptions and the development thereof. Both the limitations of the reviews and the directions for future research studies are elaborated.
In this paper the authors present three design principles they use to develop preservice teachers... more In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed. (Contains 8 figures.)
Middle school mathematics classrooms are changing. The curriculum has changed as well. Instead of... more Middle school mathematics classrooms are changing. The curriculum has changed as well. Instead of an annual return to previously encountered topics, many middle school students encounter mathematics of a varying nature, characterized in "Principles and Standards for School Mathematics" (NCTM 2000) as the five Content Standards of Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. As students explore these multiple areas of mathematics, activities in some texts encourage the use of various technologies such as graphing calculators, spreadsheets, or dynamic geometry systems to help enhance and extend students' learning experiences. Of these many important advances, graphing calculators are particularly notable for their portability, ease of use, relatively low cost, and extreme functionality. In this article, the authors highlight several graphing calculator activities and focus on four powerful ways to use this technology as a tool...
Concepts, Methodologies, Tools and Applications, 2011
This chapter presents the results of a systematic review of literature in which the authors exami... more This chapter presents the results of a systematic review of literature in which the authors examined instructional technology integration in career and technical education, mathematics, language arts, social studies, and science. Three lenses were used to examine the literature: a ...
Proceedings of the 31 …, 2009
... this research has focused on the teachers' lack of mathematical content knowledge needed ... more ... this research has focused on the teachers' lack of mathematical content knowledge needed to teach in key areas such as numbers and operations, (Ball, 1988/1989; Graeber, Tirosh, & Glover, 1989; Kastberg, 2007; Lo, Grant, & Flowers, 2008; Ma, 1999; McClain, 2003; Simon & ...
Contemporary Issues in …, 2009
What knowledge is needed to teach mathematics with digital technologies? The overarching construc... more What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this construct. A Mathematics Teacher Development Model describes the development of TPACK toward meeting these standards. The standards and model provide structured detail to further the work of various groups. The proposals may guide teachers, researchers, teacher educators, professional development consultants, and school administrators in the development and evaluation of professional development activities, mathematics education programs, and school mathematics programs.
Contemporary Issues in Technology and Teacher Education, 2010
Two technology association���SITE and ITEEA���and two mathematics education associations���AMTE a... more Two technology association���SITE and ITEEA���and two mathematics education associations���AMTE and NCTM���recently began a joint exploration of methods for identifying natural connections between mathematics and engineering design in the elementary curriculum. The working notes that follow offer a preliminary consideration of methods for employing an emergent technology���digital fabrication���as a mechanism for integrating the STEM disciplines in elementary classrooms and children's engineering as ...
Lack of appropriate and adequate mathematical knowledge in elementary teachers is a major concern... more Lack of appropriate and adequate mathematical knowledge in elementary teachers is a major concern in mathematics education. At their first meeting in Kalamazoo the working group on Developing Elementary Teachers’ Mathematical Knowledge for Teaching identified five significant issues to explore from multiple, diverse perspectives: (1) selecting/creating/modifying and implementing mathematical tasks, (2) noticing/understanding children’s ways of thinking, (3) describing mathematical knowledge for teaching, (4) beliefs and affect, and (5) developing mathematical habits of mind. Focus groups were formed around each of the topics, bringing together mathematicians and mathematics educators to discuss each. At the second meeting of the working group in Chicago these focus groups will share their research/writing from throughout the year related to their designated topics. New members are encouraged to participate in the discussions; however, a writing group may already be organized. The lo...
The paper presents initial findings from a study examining young children's thinking (ages 10... more The paper presents initial findings from a study examining young children's thinking (ages 10-11) as they develop their understandings of angle and angle measure. They participated in a series of lessons that had them explore a variety of angle representations and incorporate various applications on the TI- 73 graphing calculator. The study focused on the following two research questions: "What
In this Special Issue, the authors reviewed 112 research studies from 1978 to 2012 on prospective... more In this Special Issue, the authors reviewed 112 research studies from 1978 to 2012 on prospective elementary teachers' content knowledge in five content areas: whole numbers and operations, fractions, decimals, geometry and measurement, and algebra. Looking across these studies, this final paper identifies the trends and common themes in terms of the counts and types of studies and commonalities among findings. Analyses of the counts show that the number of articles published each year focusing on prospective teacher (PT) content knowledge is increasing. Most articles across the content areas show that PTs tend to rely on procedures rather than concepts. However, the focus of most articles is identifying PTs' misconceptions rather than understanding PTs' conceptions and the development thereof. Both the limitations of the reviews and the directions for future research studies are elaborated.
In this paper the authors present three design principles they use to develop preservice teachers... more In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed. (Contains 8 figures.)
Middle school mathematics classrooms are changing. The curriculum has changed as well. Instead of... more Middle school mathematics classrooms are changing. The curriculum has changed as well. Instead of an annual return to previously encountered topics, many middle school students encounter mathematics of a varying nature, characterized in "Principles and Standards for School Mathematics" (NCTM 2000) as the five Content Standards of Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. As students explore these multiple areas of mathematics, activities in some texts encourage the use of various technologies such as graphing calculators, spreadsheets, or dynamic geometry systems to help enhance and extend students' learning experiences. Of these many important advances, graphing calculators are particularly notable for their portability, ease of use, relatively low cost, and extreme functionality. In this article, the authors highlight several graphing calculator activities and focus on four powerful ways to use this technology as a tool...
Concepts, Methodologies, Tools and Applications, 2011
This chapter presents the results of a systematic review of literature in which the authors exami... more This chapter presents the results of a systematic review of literature in which the authors examined instructional technology integration in career and technical education, mathematics, language arts, social studies, and science. Three lenses were used to examine the literature: a ...
Proceedings of the 31 …, 2009
... this research has focused on the teachers' lack of mathematical content knowledge needed ... more ... this research has focused on the teachers' lack of mathematical content knowledge needed to teach in key areas such as numbers and operations, (Ball, 1988/1989; Graeber, Tirosh, & Glover, 1989; Kastberg, 2007; Lo, Grant, & Flowers, 2008; Ma, 1999; McClain, 2003; Simon & ...
Contemporary Issues in …, 2009
What knowledge is needed to teach mathematics with digital technologies? The overarching construc... more What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this construct. A Mathematics Teacher Development Model describes the development of TPACK toward meeting these standards. The standards and model provide structured detail to further the work of various groups. The proposals may guide teachers, researchers, teacher educators, professional development consultants, and school administrators in the development and evaluation of professional development activities, mathematics education programs, and school mathematics programs.
Contemporary Issues in Technology and Teacher Education, 2010
Two technology association���SITE and ITEEA���and two mathematics education associations���AMTE a... more Two technology association���SITE and ITEEA���and two mathematics education associations���AMTE and NCTM���recently began a joint exploration of methods for identifying natural connections between mathematics and engineering design in the elementary curriculum. The working notes that follow offer a preliminary consideration of methods for employing an emergent technology���digital fabrication���as a mechanism for integrating the STEM disciplines in elementary classrooms and children's engineering as ...
Lack of appropriate and adequate mathematical knowledge in elementary teachers is a major concern... more Lack of appropriate and adequate mathematical knowledge in elementary teachers is a major concern in mathematics education. At their first meeting in Kalamazoo the working group on Developing Elementary Teachers’ Mathematical Knowledge for Teaching identified five significant issues to explore from multiple, diverse perspectives: (1) selecting/creating/modifying and implementing mathematical tasks, (2) noticing/understanding children’s ways of thinking, (3) describing mathematical knowledge for teaching, (4) beliefs and affect, and (5) developing mathematical habits of mind. Focus groups were formed around each of the topics, bringing together mathematicians and mathematics educators to discuss each. At the second meeting of the working group in Chicago these focus groups will share their research/writing from throughout the year related to their designated topics. New members are encouraged to participate in the discussions; however, a writing group may already be organized. The lo...