Secondary Mathematics Teachers’ Voices

Welcome  Agenda for Today Describe the workshop Describe Philosophical Stances Assign clickers Explain survey of beliefs and values Discuss group results as we progress Feedback

Setup 1 Are you logged in? Yes No

Setup 2 Clicker users must press Enter after each question to send their responses to the computer. True False

Demographics 3 Please indicate whether you are male or female Male

Demographics 4 Please indicate what level of mathematics you are teaching or you generally teach. Up to grade 8 Up to grade 9 Up to grade 10 Up to grade 11 Up to grade 12 I do not teach any Grade 8-12 Math

Demographics 5 How many years of teaching experience in general do you have? 0 - 4 years 5 - 9 years 10 - 14 years 15 - 19 years 20 - 24 years 25 - 29 years 30 - 34 years 35 - ∞ years

Demographics 6 How many years of teaching Math 8-12 do you have?

Demographics 7 What is your post-secondary training – undergraduate degree? (please only select 1) Math Degree – any faculty Science or Engineering Degree Education or Phys.Ed Degree Arts Degree Other

Demographics 8 Where did you go to post-secondary? (most of the time) Canada U.S. Central America South America Europe Asia Australia Africa Antarctica

Demographics 9 Where did you go to school as a child? Canada U.S. Central America South America Europe Asia Australia Africa Antarctica

Demographics 10 What is your education training? Secondary Education with a minor or major in mathematics Secondary Education – no minor or major in mathematics Middle School Education with a minor or major in mathematics Middle School Education – no minor or major in mathematics Elementary Education with a minor or major in mathematics Elementary Education – no minor or major in mathematics Other

Demographics11 When you were in school, you enjoyed math until: Grade K-4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Post-Secondary

My View of Teaching – Slide 12 To what degree would you consider your View of Teaching to be consistent with a Competence Mode or a Performance Mode? A) Most consistent with Competence Mode B) Somewhat consistent with Competence Mode C) My view of teaching is not fully consistent with either position. D) Somewhat consistent with Performance Mode E) Most consistent with Performance Mode

My View of the Learner – Slide 13 To what degree would you consider your View of the Learner to be consistent with a Competence Mode or a Performance Mode? A) Most consistent with Competence Mode B) Somewhat consistent with Competence Mode C) My view of teaching is not fully consistent with either position. D) Somewhat consistent with Performance Mode E) Most consistent with Performance Mode

My View of the Nature of Mathematics – Slide 14 To what degree would you consider your View of the Nature of Mathematics to be consistent with a Competence Mode or a Performance Mode? A) Most consistent with Competence Mode B) Somewhat consistent with Competence Mode C) My view of teaching is not fully consistent with either position. D) Somewhat consistent with Performance Mode E) Most consistent with Performance Mode

My Views about TMFSJ – Slide 15 To what degree would you consider your Views to be consistent with Teaching Mathematics for Social Justice? A) My views are not consistent with TMFSJ. B) I do not know enough about TMFSJ to make a statement about my views. C) My views are consistent with TMFSJ.

Say goodbye to the clickers for now! 

Group Discussion Questions: RE: the first three components: Are your views consistent between Teaching, the Learner, and the Nature of Mathematics? RE: within each component: Are your practices consistent with your beliefs? Are there any other inconsistencies in beliefs that might cause tensions for secondary mathematics teachers? Had you considered your beliefs in these ways before participating in this exercise?

Group Discussion Questions: Which beliefs in particular did you feel you might have previously just assumed because you hadn’t explored or considered them? Do you feel that the examination of your beliefs might have an effect on you as a teacher? In what way(s)? Do you think there is a difference between what you believe, what you intend to practice, and what you actually practice?

Group Discussion Questions: Were you surprised about any of the results from this group’s beliefs? Do you have any concerns, questions, or positive comments about this group’s beliefs? Do you see the power relationships in your job in a new or different light, or not?

References: Gonzalez, L. (2009). Teaching mathematics for social justice: Reflections on a community of practice for urban high school mathematics teachers. Journal of Urban Mathematics Education [Online], 2(1), 22-51. Retrieved from http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/32/13 Skovsmose, O. (1994). Towards a critical mathematics education. Educational Studies in Mathematics, 27(1), 35-57.

If you have any further thoughts… If you feel that you would like to write down some ideas that you had about secondary math teachers beliefs and the process or results of examining them after this session, please contact me at lbaron@sd23.bc.ca Thank You! 