1. Researchers: Melinda Ramos & Mo Pak Dept: Mathematical Sciences Mentor: Dr. H. Dogan-Dunlap Sponsored by: Math & Science Partnership (MSP) My experience with math has been that of a struggle and frustration. In high school I struggled to get through my courses up to Pre-Calculus, therefore making my perception negative. Once I entered college, my math experience worsened. After experiencing some issues during math exams (fainting) it was then I discovered ( and was diagnosed with) Test Anxiety Disorder with respect to math. Math is a fear I have not been able to conquer; the fear of math has put a block on my brain; I don’t like math because I feel very dumb when after so many years I still don't comprehend it. Pre-service Teachers’ Beginning of Semester Comments on “What Is Math?” What is traditional teaching? An approach to teaching in which the focus is on relaying information to the students Students often do not understand many concepts or why procedures work; as a result they place more emphasis on memorizing mathematical computations and procedures. When computation is emphasized in a mathematics classroom, students turn away from it because it causes math anxiety in many of them. (Keith Devlin, Prof of Math at St. Mary’s College of California) Traditional is Obsolete “The system of traditional education can be a threat that inhibits higher levels of learning.” (Renate Nummela Caine, Prof of Education at California State University) The traditional approach to teaching math is “a curriculum that is seriously damaging the mathematical health of our children.” (Michael Battista, Prof of Math Education at Kent State University) Negativity towards math seems to determine pre-service teachers’ area of specialization. About 90% of our pre-service teachers choose to specialize in areas other than math (Dogan, unpublished). These unhealthy beliefs suggest and imply study habits, test-taking strategies, and classroom behaviors that are very often ways of avoiding the demands of classroom mathematics (Cobb, 1986). Repeated academic failures frequently result in low self-esteem and passivity in mathematical learning (Cherkes-Julkowski, 1985), and result in confused thinking, disorganization, avoidance behavior, and math phobia (Conte, 1991; Zentall&Zentall, 1983). Consequences of Non-Constructivist Instruction …they are actively engaged in learning; they create, interpret, & reorganize knowledge in their own ways (Windschitl, Asst. Prof of curriculum & instruction in the College of Education, Univ of Washington, Seattle) Students Learn Best When… …they are in a community, follow their own interests, & are constantly challenged (Caine) …they are in a community, follow their own interests, & are constantly challenged (Caine) …they connect math, its ideas, & its applications (NCTM goal) Constructivist Model Student centered; Students are responsible for their own learning In this classroom, there never ceases to exist questioning & analysis; both students & teachers constantly seek to discover answers to their questions, resulting in students & teachers learning together. Reform at UTEP Math & Education Prof at UTEP are trying to implement some aspects of this constructivist teaching A Pedagogical Approach A pedagogical approach: An Integrated, Collaborative, Field-Based Approach To Teaching and Learning Mathematics. An Integrated, Collaborative, Field-Based Approach To Teaching and Learning Mathematics. Implemented in education and math courses for pre-service teachers. Education and math courses are offered in block forms. Integrated, Collaborative Approach Goals of the Approach Pre-service teachers with enhanced content knowledge & higher confidence will portray this in their future classrooms, resulting in a positive attitude in math in their students, which may increase the # of students majoring in math Enhance pre-service teachers’ math knowledge by making positive changes on students’ attitude towards & perception of math Positive attitudes towards math will result in an increase in motivation & confidence to learn & think mathematically Purpose of Our Research Investigate the effects of a team-teaching approach on pre-service teachers’ perception of math & their performance in math. The study involves answering the following questions: 1. What kinds of changes does a team-teaching approach to learning math have on students’ (pre-service teachers) perception of math? 3. Which aspects of team-teaching are affecting students’ perception of math? 2. If there are changes in students’ perception of math, do these changes reflect on students’ ability to think mathematically? Subjects Pre-Service teachers – education majors at UTEP in their last year or coursework enrolled in math & education courses under a team- teaching approach Methods Examining students’ coursework as well as surveys, tests, & video clips of the classroom These surveys have helped us examine whether or not students’ thinking has changed throughout the year Analyze surveys (given at the beginning & end of the semester) that reflect students’ opinions of math Changes in Students’ Perception of Math in Integrated Class Differences From Pre to Post Survey – Integration vs. Non-Integration Pre-service teacher’s end of semester comment on what is math “Math is a way of expressing, explaining, and expanding your knowledge. By doing math, you can express how you feel, for example, if you don’t understand, you may feel frustrated. Math is a way of explaining because once you have an answer, you can explain why you came up with that result. Math expands your knowledge because understanding math can help you become a better critical thinker.”