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Judgments of Mathematics Grade-Level in Technology

Judgments of Mathematics Grade-Level in Technology. Jim Flowers Mary Annette Rose Ball State University. This research was supported in part by funding from the Council on Technology Teacher Education. Location: HTTP://jcflowers1.iweb.bsu.edu/pres/math.pdf. Impetus. The STEM movement

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Judgments of Mathematics Grade-Level in Technology

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  1. Judgments of Mathematics Grade-Level in Technology Jim FlowersMary Annette RoseBall State University This research was supported in part by funding from the Council on Technology Teacher Education. Location: HTTP://jcflowers1.iweb.bsu.edu/pres/math.pdf

  2. Impetus The STEM movement • Fragmentation / uncoordinated elements of STEM fields • “Integrating the appropriate levels of mathematics and science into instructional content” (94% agreed, Wicklein, 2007, p. 13) TEE teachers preparation to apply mathematics Examples of below-grade mathematics

  3. “Sure, the juniors and seniors in my classes use math. They have to submit a bill of materials, and that requires plenty of multiplication and addition.”

  4. National Council of Teachers of Mathematics (NCTM) Standards How familiar are you with the NCTM Standards?

  5. What grade level is this NCTM expectation? 1. “Understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute” • P-2 • 3-5 • 6-8 • 9-12 • College Grade Levels

  6. What grade level is this NCTM expectation? 1. “Understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute” • P-2 • 3-5 • 6-8 • 9-12 • College

  7. What grade level is this NCTM expectation? 2. “Analyze precision, accuracy, and approximate error in measurement situations” • P-2 • 3-5 • 6-8 • 9-12 • College

  8. What grade level is thisNCTM expectation? 2. “Analyze precision, accuracy, and approximate error in measurement situations” • P-2 • 3-5 • 6-8 • 9-12 • College

  9. What grade level is the math in this technology learning activity? 3. “Numerically Controlled (NC) Mill Problem: Engraving your Name. Step 1. Plot the first letter of your name on an x/y coordinate grid and label the coordinates of the key points.” • P-2 • 3-5 • 6-8 • 9-12 • College

  10. What grade level is the math in this technology learning activity? 3. “Numerically Controlled (NC) Mill Problem: Engraving your Name. Step 1. Plot the first letter of your name on an x/y coordinate grid and label the coordinates of the key points.” • P-2 • 3-5 • 6-8 • 9-12 • College

  11. What grade level is the math in this technology learning activity? 4. “Now that you know your vehicle's time-trial speed, determine how far your vehicle would travel at that speed if it ran for one minute.” • P-2 • 3-5 • 6-8 • 9-12 • College

  12. What grade level is the math in this technology learning activity? 4. “Now that you know your vehicle's time-trial speed, determine how far your vehicle would travel at that speed if it ran for one minute.” • P-2 • 3-5 • 6-8 • 9-12 • College

  13. Research Questions How familiar are technology educators with the NCTM standards? How accurately do technology educators identify the grade level associated with NCTM benchmarks (i.e., “expectations”)? Given examples of mathematics in technology education, how accurately do technology educators identify the mathematics grade level (with NCTM benchmarks as the standard)? Are there differences among technology educators in terms of their ability to correctly classify NCTM expectations and mathematics in technology education?

  14. Methods: Math in Technology Activities 40 Word Problems Document Review The Technology & Engineering Teacher Tech Directions Engineering by Design Researcher examples Independent Coding Licensed Practicing Math Teachers Using NCTM Standards

  15. Methods: Survey Instruments • 15 Word Problems • 100% Grade-Level Agreement • Broad coverage of NCTM Standards • Broad coverage of Technology 15 Items: NCTM Expectations Demographics

  16. Sample Snowball • CTTE List Serve • ITEA Council of Supervisors • ITEA State Associations List • Request in STEM Connections Online Survey • Open for 3 months • Fall 2011

  17. Sex, Teaching Experience, Engineering Courses Taught

  18. Years of High School Mathematics Courses Successfully Completed

  19. Participants: College Mathematics • McAlister (2005) reported • 4 of 24 programs required calculus 48%

  20. Reported familiarity with NCTM Standards 1 = No familiarity 5 = Extremely familiar Median = 2

  21. Percent of your lessons containing instruction in mathematics?

  22. “What percentage of mathematics in technology education should be below, at, or above the student’s current grade level?” -9.1 X

  23. Respondents’ Grade Level Assignments of NCTM Benchmarks Greatest Success

  24. Respondents’ Grade Level Assignments of NCTM Benchmarks Least Success

  25. OverallNCTM Benchmarks Grade Level Judgment Accuracy

  26. Respondents’ Grade-Level Estimates of Math in Technology Activities Greatest Agreement

  27. Respondents’ Grade-Level Estimates of Math in Technology Activities Least Agreement

  28. OverallGrade-Level Estimates of Math in Technology Activities Overall: 4.6 more overestimates than underestimates per respondent for 12 items

  29. Conclusions

  30. How familiar are technology educators with the NCTM standards? Reported familiarity = 2 of 5, somewhat unfamiliar Corroborated by Assignment

  31. How accurately do technology educators identify the grade level associated with NCTM expectations? Average accuracy = 40% Range of 7% to 74% accuracy of 15 sample expectations Overestimates mirror underestimates

  32. Given examples of mathematics in technology education, how accurately do technology educators identify the mathematics grade level? Average accuracy = 42% agreement with coders 4.6 more overestimates per person than underestimates

  33. Are there differences among technology educators in terms of their ability to correctly classify NCTM expectations and mathematics in technology education? Some groups had small n No differences found among groups

  34. Implications Replicate with a representative sample. Replicate with Common Core standards. Technology & Engineering teachers could be assisted in aligning the math in their courses with existing math standards (NCTM & Common Core).

  35. Judgments of Mathematics Grade-Level in Technology Jim FlowersMary Annette RoseBall State University This research was supported in part by funding from the Council on Technology Teacher Education. Location: HTTP://jcflowers1.iweb.bsu.edu/pres/math.pdf

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