Situations Project documents (that contribute to Framework discussion)
Jan. 30, 2008
DATE |
ITEM |
DESCRIPTION |
USEFULNESS |
LOCATION |
050325 |
Some thoughts on thinking about [MKTS] |
Early discussion of trying to identify MKTS (P. Wilson, J. Kilpatrick, K. Heid). |
Includes guiding questions for developing a Framework. |
webpage |
060525 |
Description of the project and how the Situations and theoretical framework work together to characterize MKTS (J. Kilpatrick, G. Blume, B. Allen) |
Proposes two dimensions to MKTS: math content and math proficiency. Math proficiency list comes from Adding It Up (2001). |
webpage, CD |
|
060910 |
Discussion of what makes a good Situation, and why good Situations are useful (UGA).
|
Includes items that might be useful for characterizing MKTS. |
webpage, CD |
|
061024 |
Intro to PSU’s Process and Drawing on Mathematics categories |
Description of Processes (proving/justifying, defining, and generalizing) and Drawing on Mathematics; analysis of Situation 40 using this Framework (PSU).
|
Early attempt at a Framework for MKT, and analysis of a Situation using it. |
hard copy (Sarah) |
061031 |
UGA response to categories discussed by PSU.
|
|
CD |
|
061118 |
Powerpoint for NSF-CLT conference in MD
|
|
|
CD
|
070127 |
|
|
|
CD |
0701 |
As presented at AMTE 0701: mathematical objects, big math’l ideas, and math’l activities of teachers. |
Ideas for how to organize MKTS. |
CD |
|
070226 |
Mathematical activity of teaching (“Snow Camp”)
|
List of mathematical activities of teaching (UGA/PSU). |
This was used to create future lists (MTTM). |
CD |
?? |
|
Examples of when a teacher draws on mathematical knowledge (PSU). |
This was used to create future lists (MTTM). |
CD |
070520 |
Powerpoint from Expert Meeting
|
|
|
CD |
070522 |
What are the 5 most important things you would put in a content course designed to develop MKTS?
|
Ideas from experts about key elements of MKTS. |
CD |
|
070625 |
Compilation of MTTM from 0705 Expert Meeting, Draw-on list, “Snow Camp” list (PSU).
|
Large list that was eventually condensed to actions and entities |
CD |
|
070710
070718? |
Framework for mathematical tasks for teaching mathematics (MTTM) Situation 39 |
List of actions and entities that combine to characterize MTTM. The list was made by examining past attempts to characterize MKT and notes including those from the 0705 Expert Meeting (UGA). MTTM Framework applied to specific Situations. We looked for entities in the Situations: objects, representations, statements, procedures, and connections. These categories were later revised.
|
We used this to analyze situations to see if it was a valid way of looking at the work of teaching. Another attempt at a Framework—is it helpful to look at the tasks of teaching mathematics? |
CD |
070722 |
Shows relationship of situations, framework of MKT, MTTM (UGA).
|
Connects MTTM to MKTS. |
CD |
|
070731 |
Representation |
Description/definition of Representation (UGA grad students).
|
Includes description, examples (geometric, analytical, etc.) |
|
070911 |
Process |
Description/definition of Process (UGA grad students). |
Includes description, examples (proof, geom. construction, etc.) |
|
071005 |
Concept |
Description/definition of Concept (UGA grad students).
|
Discussion of concept. |
|
071029 |
Definitions of actions: recognize, choose, create, use representations, assess the math of the situation, extend, connect, demonstrate/explain, prove, investigate, apply, reason, coordinate, reflect (PSU).
|
Thorough descriptions, including examples. Also includes comments about mathematical disposition. |
CD |
|
071030, 080116 |
Flowchart. Issues: Where is the MKT? Where is the framework? (UGA)
|
Shows dynamic process. |
CD |
|
07Fall |
Overview of this group’s work on defining entities* (representation, process, concept, operation, and relation) and looking at literature. Includes explanation of “Decision making moments in teaching” flowchart (UGA). |
*This document doesn’t include those definitions. |
|
|
071116 |
MKTS: Examples from the Situations Project |
Gives overview of the project, including goals. |
CD |
Articles and resources from others
AUTHOR |
DATE |
TITLE |
LOCATION |
Sharon Senk |
0704 060420 |
TEDS, Teacher Education Study in Mathematics (conceptual framework of from IEA study) TNE Mathematics standards. Mathematical knowledge teachers must possess. |
hard copy hard copy |
Joan Ferrini-Mundy, et al. |
070705 |
Conceptual knowledge framework for teaching school algebra |
CD |
Deborah Ball |
|
What mathematical knowledge is needed for teaching mathematics? |
hard copy |
Al Cuoco Cuoco et al. |
0102 96 |
Mathematics for Teaching (Notices of AMS) Habits of mind: An organizing principle for mathematics curricula (Journal of Mathematical Behavior)
|
hard copy CD |
Jill Adler & Zain Davis |
06 |
|
hard copy |
Ruhama Even |
9012 |
|
CD |
McEwan & Bull |
91 |
|
CD |
Peressini et al. |
04 |
CD |