Strategies and Sources of Support for Beginning Teachers of Science and Mathematics

Patricia Friedrichsen, Kathryn B. Chval, Dawn Teuscher

This study examines the support structures and strategies utilized by beginning mathematics and science teachers. The qualitative case study of 18 teachers (0-3 years of experience) includes teachers from rural, suburban and urban schools. Data collection consisted of one-hour interviews. The findings indicate participants utilized formal and informal support structures within the school district (e.g., mentoring programs, talking to other new teachers) as well as those external to the school (e.g., professional organizations and conferences, talking to family and friends). We propose a model of beginning teachers' initiating access to support structures based on the realization that their ideal images of teaching do not match the realities of their classrooms. Implications are given for teacher educators, researchers, and school administrators.

Problem Posing at All Levels in the Calculus Classroom

John Robert Perrin

This article explores the use of problem posing in the calculus classroom using investigative projects. Specially, four examples of student work are examined, each one differing in originality of problem posed. By allowing students to explore actual questions that they have about calculus, coming from their own work or class discussion, or questions arising from studying supplementary material, all students can successfully engage in problem posing.

Knowing and Teaching Middle School Mathematics: A Professional Development Course for In-Service Teachers

Celia Rousseau Anderson & April M. Hoffmeister

This article describes a professional development course intended to improve the content understanding of middle school mathematics teachers. The design of the course included three professional learning strategies: problem solving, examination of student thinking, and discussion of research. The concepts studied in the course included multi-digit subtraction, multi-digit multiplication, operations with fractions, and concepts of area and perimeter. Results from pre- and post-tests administered to the nineteen participants indicate a significant increase in the mean score for each concept and document growth in the teachers' content understanding. In particular, their solutions moved from primarily procedural to more conceptual. Responses to an open-ended survey indicate other important aspects of the professional development. Examples of teachersÕ work and comments are included.