Virginia Mathematics Teacher Fall 2016

Table 2. Pre- and Post-Workshop Responses Relating to Teacher Self-Efficacy

“Teacher mindsets and habits must change to facilitate teaching that will promote deeper [student] understanding.” Participants responded to what three things stood out in their mind as a result of the workshop experience. Responses included: (1) student communication is important in the classroom; (2) classroom discussions reveal student understands of concepts; (3) students need to be supported in their study of mathematics; and (4) teachers can plan engaging lessons that do not require them to do all of the talking. These findings suggest a change in principal views on instructional practices in a mathematics classroom. Products IMI-RMST has generated two new middle school curricula and professional development models for use with middle school teachers. Rational Numbers was used during the summer of 2015 with RPS. During the summer of 2016 a second cohort of teachers

Please respond to these items with an indication of how much you agree or disagree with the state- ments about your own teaching I know the steps necessary to teach math effectively. I understand math concepts well enough to be effective in teaching math. Given a choice, I would invite a col­ league to evaluate my math teach­ ing.

Disa- gree Strongl y

Agree Strong ly

Time

Disa- gree

Agree

Point

Be­ fore

0.0%

22.2%

61.1%

16.7%

After

0.0%

5.6%

77.8%

16.7%

Be­ fore

0.0%

5.6%

38.9%

55.6%

After

0.0%

0.0%

38.9%

61.1%

Be­ fore

0.0%

0.0%

44.4%

55.6%

After

0.0%

0.0%

33.3%

66.7%

I am confident that I can answer students’ questions about math.

Be­ fore

0.0%

5.6%

27.8%

66.7%

After

0.0%

0.0%

44.4%

55.6%

When a student has difficulty under­ standing a math concept, I am confi­ dent that I know how to help the student understand it better. I am confident that I can teach math effectively.

Be­ fore

0.0%

16.7%

38.9%

44.4%

After

0.0%

0.0%

61.1%

38.9%

Be­ fore

0.0%

11.1%

33.3%

55.6%

After

0.0%

5.9%

41.2%

52.9%

When teaching math, I am confident enough to welcome student ques­ tions.

Be­ fore

0.0%

5.6%

33.3%

61.1%

After

0.0%

0.0%

47.1%

52.9%

I know what to do to increase stu­ dent interest in math.

Be­ fore

11.1%

16.7%

55.6%

16.7%

After

0.0%

22.2%

38.9%

38.9%

will take Rational Numbers . The second curriculum, Algebraic Thinking , was developed in the spring of 2016. This course will be offered for the first time in summer of 2016. These courses were written to include professional learning communities facilitated by mathematics specialists with the hope that teachers and administrators will continue to initiate mathematical discussions among staff. Both curriculums are also being used with another Virginia public school system through a grant awarded by the Virginia Department of Education. The tasks that were developed by participants during the summer institutes and refined during follow-up discussions followed a modified division lesson plan to allow for easy implementation within the school division. One purpose of this activity was to provide tasks that other teachers in the school district could use for classroom discussions and student evaluations. These tasks have been given to district mathematics instructional staff and will be uploaded to their online database for future use in

know how to help them understand it better” and “I am confident that I can answer students’ questions about math” at the end of the institute. Overall, the findings suggest that gains in teacher efficacy occurred after completing the IMI-RMST institute. At the completion of each principal workshop, administrators were asked to identify what resonated with them as well as what ideas from the session they would take back to their schools. The principals provided various responses that illustrate their views on mathematics instruction in their buildings. In response to the question “What resonated with you?” a middle school principal stated, “Thinking of math as more than just finding the right answer. The importance of students really understanding instead of just putting numbers in formulas.” Another participant replied, “The ‘look-fors’ in the classroom for discussion, highly effective teaching and encouraging teachers not to say what a kid can say.” To the question, “What do you want to take back to your school?” one principal replied,

Virginia Mathematics Teacher vol. 43, no. 1

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