This case provides principals and principal licensure candidates an opportunity to delve into the... more This case provides principals and principal licensure candidates an opportunity to delve into the nuances of supervising teachers in content areas, which may be unfamiliar, and to explore strategies for increasing knowledge about the structures and emphases of the Common Core State Standards (CCSS). The case presents issues related to curriculum, instructional leadership strategies, professional learning networks, and supervision and evaluation of teachers. It can also be a springboard for connecting principals and licensure candidates with resources to deepen familiarity with best practice research in mathematics instruction.
International Journal of Science and Mathematics Education, 2014
ABSTRACT In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GP... more ABSTRACT In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GPE) (trial version) to call on early childhood practitioners to use a child-centered and play-based approach to teaching and learning. The guidelines also include mathematics within the science domain and described its standards in a way that significantly lessens the teacher’s role as knowledge disseminator. Instead, the guidelines encourage mathematics learning and teaching through play, self-discovery, and problem solving. This qualitative case study examined one kindergarten teacher’s implementation of and associated challenges in delivering mathematics lessons from a newly developed integrated provincial curriculum (PC) and the quality of instruction as influenced by using a curriculum that is organized around thematic units. The analysis of the curriculum, ten videotaped lessons, two teacher interviews, and other supporting documents, such as student work and teacher lesson plans, indicated that the teacher encountered difficulties implementing the PC as intended due to a number of factors, including inadequate curricular resources, incoherency of the curriculum design, and a mismatch between the mathematics standards and curriculum goals and the teacher’s instructional style and teaching philosophy. As a result, the quality of mathematics instruction was poor, especially in the areas of (1) using effective teaching strategies, (2) providing clear and accurate instruction with a positive attitude, (3) engaging students in sustained interactions with mathematical ideas, and (4) offering on-going assessment and feedback. To close, recommendations for curriculum refinement and professional development are provided.
Educating Science Teachers for Sustainability, 2015
Bloom, M.A., Quebec Fuentes, S., Holden, M.E., & Feille, K.K. (2015). Navigating the environmenta... more Bloom, M.A., Quebec Fuentes, S., Holden, M.E., & Feille, K.K. (2015). Navigating the environmental politics of energy production: Using mathematical modeling as a tool for educating science teachers for sustainability. In Stratton, S., Hagevik, R., Feldman, A., and Bloom, M. A. (Eds.), Educating Science Teachers for Sustainability (pp. 275-296). Dordrecht, Netherlands: Springer.
Proceedings of the 113th Annual Convention of the School Science and Mathematics Association (Vol. 1) , 2014
Bloom, M. A., Quebec Fuentes, S., & Feille, K. K. (2014). Depoliticizing the environmental impact... more Bloom, M. A., Quebec Fuentes, S., & Feille, K. K. (2014). Depoliticizing the environmental impact of energy production: A professional development experience for science teachers. In Mohr-Schroeder, M. J. & Harkness, S. S. (Eds.), Proceedings of the 113th Annual Convention of the School Science and Mathematics Association (Vol. 1) (pp. 7-14). Jacksonville, FL: SSMA.
Initiatives in Mathematics and Science Education with Global Implications, 2014
Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). An activity to assess preservice elementary... more Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). An activity to assess preservice elementary teachers’ perceptions of knowledge needs for mathematics and science instruction. In Berlin, D. F. & White, A. L. (Eds.), Initiatives in Mathematics and Science Education with Global Implications (pp. 135-146). Columbus, OH: International Consortium for Research in Science and Mathematics Education.
Initiatives in Mathematics and Science Education with Global Implications, 2014
Bloom, M.A. & Quebec Fuentes, S. (2014). Can the construct of mathematical knowledge for teaching... more Bloom, M.A. & Quebec Fuentes, S. (2014). Can the construct of mathematical knowledge for teaching be applied to science? A conversation between a mathematics educator and a science educator. In Berlin, D.F. & White, A.L. (Eds.), Initiatives in Mathematics and Science Education with Global Implications (pp. 147-158). Columbus, OH: International Consortium for Research in Science and Mathematics Education.
Bloom, M. A., Quebec Fuentes, S., Feille, K. K., & Holden, M. E. (2015). Exploring the politics a... more Bloom, M. A., Quebec Fuentes, S., Feille, K. K., & Holden, M. E. (2015). Exploring the politics and sustainability of energy production: A professional development program for science teachers. Journal of Sustainability Education, 8.
Journal of Mathematics Education at Teachers College, 2014
Quebec Fuentes, S., Bloom, M.A., & Peace, H. (2014). Preservice elementary teachers’ perspectives... more Quebec Fuentes, S., Bloom, M.A., & Peace, H. (2014). Preservice elementary teachers’ perspectives about the roles of conceptual understanding and factual/procedural knowledge in learning and teaching mathematics and science. Journal of Mathematics Education at Teachers College, 5(1), 57-65.
Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). Teaching science and mathematics: Pre-serv... more Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). Teaching science and mathematics: Pre-service teachers’ perceptions of knowledge needs. The Journal of College Science Teaching, 43(3), 30-35.
This case provides principals and principal licensure candidates an opportunity to delve into the... more This case provides principals and principal licensure candidates an opportunity to delve into the nuances of supervising teachers in content areas, which may be unfamiliar, and to explore strategies for increasing knowledge about the structures and emphases of the Common Core State Standards (CCSS). The case presents issues related to curriculum, instructional leadership strategies, professional learning networks, and supervision and evaluation of teachers. It can also be a springboard for connecting principals and licensure candidates with resources to deepen familiarity with best practice research in mathematics instruction.
International Journal of Science and Mathematics Education, 2014
ABSTRACT In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GP... more ABSTRACT In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GPE) (trial version) to call on early childhood practitioners to use a child-centered and play-based approach to teaching and learning. The guidelines also include mathematics within the science domain and described its standards in a way that significantly lessens the teacher’s role as knowledge disseminator. Instead, the guidelines encourage mathematics learning and teaching through play, self-discovery, and problem solving. This qualitative case study examined one kindergarten teacher’s implementation of and associated challenges in delivering mathematics lessons from a newly developed integrated provincial curriculum (PC) and the quality of instruction as influenced by using a curriculum that is organized around thematic units. The analysis of the curriculum, ten videotaped lessons, two teacher interviews, and other supporting documents, such as student work and teacher lesson plans, indicated that the teacher encountered difficulties implementing the PC as intended due to a number of factors, including inadequate curricular resources, incoherency of the curriculum design, and a mismatch between the mathematics standards and curriculum goals and the teacher’s instructional style and teaching philosophy. As a result, the quality of mathematics instruction was poor, especially in the areas of (1) using effective teaching strategies, (2) providing clear and accurate instruction with a positive attitude, (3) engaging students in sustained interactions with mathematical ideas, and (4) offering on-going assessment and feedback. To close, recommendations for curriculum refinement and professional development are provided.
Educating Science Teachers for Sustainability, 2015
Bloom, M.A., Quebec Fuentes, S., Holden, M.E., & Feille, K.K. (2015). Navigating the environmenta... more Bloom, M.A., Quebec Fuentes, S., Holden, M.E., & Feille, K.K. (2015). Navigating the environmental politics of energy production: Using mathematical modeling as a tool for educating science teachers for sustainability. In Stratton, S., Hagevik, R., Feldman, A., and Bloom, M. A. (Eds.), Educating Science Teachers for Sustainability (pp. 275-296). Dordrecht, Netherlands: Springer.
Proceedings of the 113th Annual Convention of the School Science and Mathematics Association (Vol. 1) , 2014
Bloom, M. A., Quebec Fuentes, S., & Feille, K. K. (2014). Depoliticizing the environmental impact... more Bloom, M. A., Quebec Fuentes, S., & Feille, K. K. (2014). Depoliticizing the environmental impact of energy production: A professional development experience for science teachers. In Mohr-Schroeder, M. J. & Harkness, S. S. (Eds.), Proceedings of the 113th Annual Convention of the School Science and Mathematics Association (Vol. 1) (pp. 7-14). Jacksonville, FL: SSMA.
Initiatives in Mathematics and Science Education with Global Implications, 2014
Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). An activity to assess preservice elementary... more Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). An activity to assess preservice elementary teachers’ perceptions of knowledge needs for mathematics and science instruction. In Berlin, D. F. & White, A. L. (Eds.), Initiatives in Mathematics and Science Education with Global Implications (pp. 135-146). Columbus, OH: International Consortium for Research in Science and Mathematics Education.
Initiatives in Mathematics and Science Education with Global Implications, 2014
Bloom, M.A. & Quebec Fuentes, S. (2014). Can the construct of mathematical knowledge for teaching... more Bloom, M.A. & Quebec Fuentes, S. (2014). Can the construct of mathematical knowledge for teaching be applied to science? A conversation between a mathematics educator and a science educator. In Berlin, D.F. & White, A.L. (Eds.), Initiatives in Mathematics and Science Education with Global Implications (pp. 147-158). Columbus, OH: International Consortium for Research in Science and Mathematics Education.
Bloom, M. A., Quebec Fuentes, S., Feille, K. K., & Holden, M. E. (2015). Exploring the politics a... more Bloom, M. A., Quebec Fuentes, S., Feille, K. K., & Holden, M. E. (2015). Exploring the politics and sustainability of energy production: A professional development program for science teachers. Journal of Sustainability Education, 8.
Journal of Mathematics Education at Teachers College, 2014
Quebec Fuentes, S., Bloom, M.A., & Peace, H. (2014). Preservice elementary teachers’ perspectives... more Quebec Fuentes, S., Bloom, M.A., & Peace, H. (2014). Preservice elementary teachers’ perspectives about the roles of conceptual understanding and factual/procedural knowledge in learning and teaching mathematics and science. Journal of Mathematics Education at Teachers College, 5(1), 57-65.
Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). Teaching science and mathematics: Pre-serv... more Quebec Fuentes, S., Bloom, M. A., & Peace, H. (2014). Teaching science and mathematics: Pre-service teachers’ perceptions of knowledge needs. The Journal of College Science Teaching, 43(3), 30-35.
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