Award Abstract # 1022942
Connecting Mathematics for Elementary Teachers (CMET) Type II: Dissemination, Enhcancement and Research

NSF Org: DUE
Division Of Undergraduate Education
Recipient: PURDUE UNIVERSITY
Initial Amendment Date: September 27, 2010
Latest Amendment Date: September 27, 2010
Award Number: 1022942
Award Instrument: Standard Grant
Program Manager: John Haddock
DUE  Division Of Undergraduate Education
EDU  Directorate for STEM Education
Start Date: October 1, 2010
End Date: September 30, 2015 (Estimated)
Total Intended Award Amount: $199,997.00
Total Awarded Amount to Date: $199,997.00
Funds Obligated to Date: FY 2010 = $199,997.00
History of Investigator:
  • David Feikes (Principal Investigator)
  • Keith Schwingendorf (Co-Principal Investigator)
  • David Pratt (Co-Principal Investigator)
  • Jeff Gregg (Co-Principal Investigator)
Recipient Sponsored Research Office: Purdue University
 2550 NORTHWESTERN AVE # 1100
 WEST LAFAYETTE
 IN  US  47906-1332
(765)494-1055
Sponsor Congressional District: 04
Primary Place of Performance: Purdue University North Central Campus
 US 421 & Indiana Tollroad
 Westville
 IN  US  46391
Primary Place of Performance
Congressional District:		 02
Unique Entity Identifier (UEI): YRXVL4JYCEF5
Parent UEI: YRXVL4JYCEF5
NSF Program(s): S-STEM-Schlr Sci Tech Eng&Math,
CCLI-Type 2 (Expansion)
Primary Program Source: 04001011DB NSF Education & Human Resource
1300XXXXDB H-1B FUND, EDU, NSF
Program Reference Code(s): 9178, SMET
Program Element Code(s): 153600, 749200
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

Mathematical Sciences (21)

This project is creating, evaluating, and disseminating a collection of approximately 60 videos that illustrate children's mathematical thinking and learning. The videos are being used in mathematics content courses for prospective elementary teachers and are specifically designed to be integrated with "Connecting Mathematics for Elementary Teachers (CMET)," a textbook authored by three of the principal investigators on this project. The videos of children are helping prospective elementary teachers better understand children's mathematical thinking, thereby supporting better instructional choices on the part of teachers and improved learning of mathematics by children in their classes. The videos are illustrating aspects of research on children's learning of mathematics that are described in the CMET textbook. Results related to this project are being disseminated through conference presentations and workshops for faculty who teach mathematics for elementary teachers. The videos are being made available on the web.

The videos produced in this project are significantly impacting the mathematical understanding and teaching of prospective elementary teachers by providing them with in-depth knowledge of how the subject matter they will be teaching is connected to children's mathematical thinking. This project has the potential to fundamentally change the way mathematics educators prepare elementary pre-service teachers to teach mathematics to children.

PROJECT OUTCOMES REPORT

Disclaimer

This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.

 



 
  
 


 


 

   

Connecting Mathematics for Elementary Teachers II (CMET II)


   

DUE 1022942


   

Project Outcome Report for the General Public


   

The research and development project, Connecting Mathematics for Elementary Teachers II (CMET II), created 61 videos on how children in kindergarten through fifth grade think about and learn mathematics. These videos are free and available on our web site:  www.cmlvidoes.com.  The videos are password protected and are designed to be used for educational purposes.  Please contact the project director: Dr.David Feikes at dfeikes@pnc.edu if you would like to view or use the videos for educational purposes.


   

One unique feature of the videos is that they typically show 3-4 students solving the same problem in different ways (sometimes correctly, and sometimes incorrectly).  The videos dispel the assumption that all children solve problems the same way. When preparing to teach children mathematics, it is important for preservice teachers to understand that
there are multiple ways to solve problems and that children think about mathematics differently.


A second unique feature of the videos is the narration embedded in each video.  Typically there is narration to introduce the videos, after each student solves the problem, and at the conclusion of each video.  The narration is designed to focus the viewers’ attention on important aspects of how children learn mathematics.


   

The videos were primarily designed to be used with preservice teachers in mathematics content courses for elementary teachers but they have also been used with teachers in graduate courses, in mathematics methods courses for elementary teachers, in professional development for elementary teachers, and with parents to help them learn how to help their children understand mathematics.


   

Results from our analysis of these different cohorts indicated the following: 

  • The videos were helpful in understanding how children solve math problems.

  • The videos were helpful
    providing ideas about how to teach children mathematics.

    •     
  • Watching the video helped viewers better relate to how children learn mathematics.

    •     
  • Parents were able to relate the videos to how their own children learn mathematics.

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  • In contrast to preservice teachers, practicing teachers were more focused on using manipulatives to teach mathematics as demonstrated in several of the videos.

    •     
  • Teachers focused more on developing children’s thinking and preservice teachers focused more on the fact that children solve problems in different ways.

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