Currently, we have our undergraduates complete a junior and senior level research project. We would like to hear about how other institutions, especially overseas institutions, incorporate research experiences. We would also like to develop possible collaborations involving joint research projects.
Absolutely. At the very least a few short articles from practitioner journals such as Mathematics Teacher (published by NCTM). I have found it beneficial to add 1-2 articles from other journals too such as Journal for Research in Mathematics Education, Journal for Mathematics Teacher Education and Mathematical Thinking and Learning to name a few. It can setup a discussion on the challenges of teaching certain areas of mathematics and what they might do as prospective teachers to address these challenges in their classroom one day.
Our task is not to finish preparing our students for teaching mathematics, but to start. We don't have enough time to do everything. Most of what they learn, they'll have to learn as reflective practitioners. Thus, it is important to spend a little time on skills and experiences that will support them in professional development. Reading the research is one of those skills.
Thank you Stephen, for listing journals you like.
Here's a list of the top mathematics education journals based on an in-depth analysis published recently:
Top category: Educational Studies in Mathematics, Journal for Research in Mathematics Education.
Second top category: For the Learning of Mathematics, Journal of Mathematical Behavior, Journal of Mathematics Teacher Education, Mathematical Thinking and Learning, ZDM: The International Journal on Mathematics Education.
See the results of the journal analysis in Toerner, G. (2012). Grading Mathematics Education Research Journals. EMS Newsletter (December 2012), p 52-54.
Dear Cecilia,
It sounds as if we provide similar experiences for our students. We require our undergraduate mathematics secondary education majors to engage in two research projects. The first involves junior year students in what is referred to as a Bridge Project. During their two weeks that they teach during their field experience, they implement a teaching strategy that can be, but does not have to be, a primitive replication of a formal published study. They then write a research paper that compares their results to that of the formal study. During their 15-week field experience, they complete an Inquiry Project which requires them to develop a question, select a framework, implement a teaching strategy, collect data, etc. and ultimately write a publishable research paper.
These experiences seem to generate enhanced understanding of the teaching and learning of mathematics. Our mathematics secondary majors are repeatedly considered the best prepared preservice teachers in the state and beyond.
Since I am a member of the U.S. Fulbright Specialist Roster specializing in mathematics education, I have been encouraged to seek connections with overseas faculty to foster possible linkages. The program sends U.S. faculty to serve as expert consultants and to collaborate on research activities with faculty at academic institutions abroad for a period of 2 to 6 weeks. This program will pay for my transportation and provide a small stipend.
A university or an institute that wishes to host a Fulbright Specialist must submit a project application through the Fulbright Commission or U.S. Embassy Public Affairs Section in their country. They must also commit to provide housing and meals. More details are provided in the link: http://www.cies.org/program/fulbright-specialist-program
If you would have any suggestions for further collaboration on any scale, please let me know. Just as a side note I had a wonderful trip to Medellin, Columbia last year.
Sincerely,
Bob Cunningham
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