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Methods course documentation
Soliciting feedback about the program (D8.1)
Participants' responses to a final course evaluation questionnaire -- Implementation C

Representative sample (3 out of 12)

To help the reader determine where each participant's responses begin and end, each participant is distinguished by the color bar at the left of the page:

Participant 6

Participant 8

Participant 12

	Participant 6 (elementary) (1 of 3) 1. "What is math?" experience I thought that this was a great way to begin the course. I think I might have challenged the students to try to use the posters as a way to find ways of depicting what math is without listing sentences or formulas. But, this may also restrict the actual goal of letting students come up with their own meaning. My intent was to think creatively about math -- which people usually don't do. Return to top of document 2. Cardtrick experience OK, even though this proved to be a frustrating experience for me, it really opened my eyes to lots of subtle things about the nature of learners and learning. I actually enjoyed the trick once I finally got it. The best part was having this knowledge and then torturing another person with it!!(haha) But, it will have a real affect on my teaching in terms of how competitive learning is; how different student approach learning (solo or in groups); how students make sense of things, etc. I want to value all of this diverse learning and I hope I can do it! Return to top of document 3. Problem solving issues This was really cool -- especially the "cost of a pet" activity. I want to really focus in on real-life experiences in my classroom and these were really important activities for me. Again, it also reinforced the diversity in thinking and problem solving skills among our small group. Return to top of document 4. Area experience I enjoyed this experience because it allowed us the freedom to figure it out on our own. The only thing is that we have prior experience stored away in our minds so I wondered what other types of scaffolding I would do in order to make this productive in a classroom of "first-timers." But, the point of the activity came across and it will help me to understand my students' when I can see the learner in myself. I have to say that I hated when you chose the groups to work with for this project (area of a diamond) -- I know that learning to work in a group is a real issue but my group drained me of any will to want to participate! (sorry) Return to top of document 5. Inquiry approach and NCTM Standards issues I have to say that I want my classroom to reflect inquiry approach in all areas. The standards are good but somewhat overwhelming because they conflict with standardized testing. I know that the tests won't go away but I worry that I won't have enough time to establish the type of learning the standards require. That doesn't mean I'll fall in to "teaching to the test" -- I'd better not! Return to top of document 6. Teaching of arithmetic session More video clips of the "Bike Path" classroom would be very helpful - not traditional ones, we already know what doesn't work! Return to top of document 7. Teaching and learning of a specific math topic I really enjoyed my topic and the readings were wonderful. They got me all excited about the real possibilities -- I always have a million ideas but always wonder if it would work or not. (I realize the value in things not working...) Reading about real-life experiences to shape a math unit really focused my "million ideas." It also made the poster presentation easy to put together because I was so into it. I would perhaps structure it so that groups perhaps give actual examples of how a specific topic would be taught and reasons for it. I felt some of the presentations lack that so I felt a bit lost. Return to top of document Readings: Please evaluate each of the following readings using the following scale: 1 -- CUT, i.e., you did not find the reading helpful at all, and you recommend that I definitely eliminate it from my reading list 2 -- MAYBE CUT, i.e., you did not find the reading particularly helpful, and it is one that could be eliminated 3 -- NEUTRAL, i.e., the reading was valuable and worth keeping per-se, but was somewhat redundant OR could also be substituted with something else which is perhaps better 4 -- KEEP, i.e., the reading was valuable for you and certainly worth keeping in the reading list 5 -- DEFINITELY KEEP, i.e., the reading was especially valuable for you and one that you recommend I should never drop as you think any student in this course would definitely benefit from reading it 1. Borasi & Brown (1989). Mathematics teachers' preparation: A challenge. (HW1)  1 2 3 4 5 2. Introduction to NCTM Standards (1989) (HW1)  1 2 3 4 5 3. Lampert (1990). When the problem is not the question... (HW1)  1 2 3 4 5 4. Borasi (in press). What secondary mathematics students CAN do (HW1)  1 2 3 4 5 5. Borasi (1990). The invisible hand operating in mathematics instruction (HW2)  1 2 3 4 5 6. Renga & Dalla (1993). Chapter on Affect from Research Ideas for the Classroom (HW2)  1 2 3 4 5 7. Schoenfeld (1985). Chapter 1 of Mathematical problem solving. (HW3)  1 2 3 4 5 8. Lave, Smith & Butler (1988). Problem solving as everyday practice. (HW3)  1 2 3 4 5 9. Borasi (1992). What does it mean to study a geometric figure mathematically (HW4)  1 2 3 4 5 10. Borasi (1994). Some background information on the mathematics of area (HW4)  1 2 3 4 5 11. Borasi (1994). Lessons from an Area unit (HW4)  1 2 3 4 5 12a. Borasi (1992). Learning mathematics through inquiry. Chapters 1-8. (HW6)  1 2 3 4 5 12b. Living and learning mathematics. Chapters 2-5 (HW6)  1 2 3 4 5 13. Borasi, R. (1993). Major assumptions and implications of an inquiry approach for mathematics education. (HW7)  1 2 3 4 5 14. Borasi, R. & Siegel, M. (1992). Reading, writing and mathematics: Rethinking the basics and their relationship. (HW7)  1 2 3 4 5 15. Burns (1988). Arithmetic (HW 9)  1 2 3 4 5 16. Excerpts from Bits & Pieces I (Connected Mathematics Project) (HW.9)  1 2 3 4 5 17. Readings from NCTM Curriculum and evaluation Standards (1989)  1 2 3 4 5 18. Readings from NCTM Professional Teaching Standards (1991).  1 2 3 4 5 Return to top of document Other comments I found the Luca stories inspiring for my own student teaching experience -- gave me great ideas.
	Return to top of document Participant 8 (elementary) (2 of 3) 1. "What is math?" experience I thought this was a useful project. It made us really think about what math is to us because we had to put it down on paper. Return to top of document 2. Cardtrick experience I disliked the competition feeling that went along with trying to figure the trick out, but I understand the value of such an experience. Return to top of document 3. Problem solving issues I think this is a very important topic to address. The pet activity was fun and showed how school work can relate to real life interests. Return to top of document 4. Area experience This activity was good because it showed that there are many ways to solve the same problem. Return to top of document 5. Inquiry approach and NCTM Standards issues This activity (the midterm) was good because it showed more practical and concrete examples of how the standards can be put into practice. Return to top of document 6. Teaching of arithmetic session This was valuable because it showed specific techniques for a specific topic. Return to top of document 7. Teaching and learning of a specific math topic I appreciated that we did not have to spend a great deal of time getting the research materials on our own. The presentations were helpful to me. I like having the handouts (key points, annotated bibliography) as resources for the future. Return to top of document Readings: Please evaluate each of the following readings using the following scale: 1 -- CUT, i.e., you did not find the reading helpful at all, and you recommend that I definitely eliminate it from my reading list 2 -- MAYBE CUT, i.e., you did not find the reading particularly helpful, and it is one that could be eliminated 3 -- NEUTRAL, i.e., the reading was valuable and worth keeping per-se, but was somewhat redundant OR could also be substituted with something else which is perhaps better 4 -- KEEP, i.e., the reading was valuable for you and certainly worth keeping in the reading list 5 -- DEFINITELY KEEP, i.e., the reading was especially valuable for you and one that you recommend I should never drop as you think any student in this course would definitely benefit from reading it 1. Borasi & Brown (1989). Mathematics teachers' preparation: A challenge. (HW1)  1 2 3 4 5 2. Introduction to NCTM Standards (1989) (HW1)  1 2 3 4 5 3. Lampert (1990). When the problem is not the question... (HW1)  1 2 3 4 5 4. Borasi (in press). What secondary mathematics students CAN do (HW1)  1 2 3 4 5 5. Borasi (1990). The invisible hand operating in mathematics instruction (HW2)  1 2 3 4 5 6. Renga & Dalla (1993). Chapter on Affect from Research Ideas for the Classroom (HW2)  1 2 3 4 5 7. Schoenfeld (1985). Chapter 1 of Mathematical problem solving. (HW3)  1 2 3 4 5 8. Lave, Smith & Butler (1988). Problem solving as everyday practice. (HW3)  1 2 3 4 5 9. Borasi (1992). What does it mean to study a geometric figure mathematically (HW4)  1 2 3 4 5 10. Borasi (1994). Some background information on the mathematics of area (HW4)  1 2 3 4 5 11. Borasi (1994). Lessons from an Area unit (HW4)  1 2 3 4 5 12a. Borasi (1992). Learning mathematics through inquiry. Chapters 1-8. (HW6)  1 2 3 4 5 12b. Living and learning mathematics. Chapters 2-5 (HW6)  1 2 3 4 5 13. Borasi, R. (1993). Major assumptions and implications of an inquiry approach for mathematics education. (HW7)  1 2 3 4 5 14. Borasi, R. & Siegel, M. (1992). Reading, writing and mathematics: Rethinking the basics and their relationship. (HW7)  1 2 3 4 5 15. Burns (1988). Arithmetic (HW 9)  1 2 3 4 5 16. Excerpts from Bits & Pieces I (Connected Mathematics Project) (HW.9)  1 2 3 4 5 17. Readings from NCTM Curriculum and evaluation Standards (1989)  1 2 3 4 5 18. Readings from NCTM Professional Teaching Standards (1991).  1 2 3 4 5 Return to top of document Other comments
	Participant 12 (secondary) (3 of 3) 1. "What is math?" experience I think this is of extreme importance because it sets the stage to reevaluate our conceptions of mathematics and this foreshadows what is to come in the course. Return to top of document 2. Cardtrick experience More than anything it allowed me to revisit my own unpleasant experiences as a student. Beyond this I was able to evaluate this experience as an adult and apply it to the behavior of my prospective students. Return to top of document 3. Problem solving issues Most importantly, gave some insight into the power of math over daily situations and this opened my mind to a number of different situations that I can provide for student to develop this skills. Return to top of document 4. Area experience Really allows students to get as mathematicians do, make similar decisions, have true understanding of area. Return to top of document 5. Inquiry approach and NCTM Standards issues This was important because I think that it gave us the idea that this movement is truly effective and supported. Important for us to analyze situations so that we can begin to construct our own experiences with goals in mind. Return to top of document 6. Teaching of probability session At times, I was a bit discouraged, possibly from the topic at hand. I think it would have been helpful for us to actually teach a lesson in probability. Return to top of document 7. Final project There is a lot I have learned and I consider this project to give be quite a bit of latitude which is perfect!! Return to top of document Readings: Please evaluate each of the following readings using the following scale: 1 -- CUT, i.e., you did not find the reading helpful at all, and you recommend that I definitely eliminate it from my reading list 2 -- MAYBE CUT, i.e., you did not find the reading particularly helpful, and it is one that could be eliminated 3 -- NEUTRAL, i.e., the reading was valuable and worth keeping per-se, but was somewhat redundant OR could also be substituted with something else which is perhaps better 4 -- KEEP, i.e., the reading was valuable for you and certainly worth keeping in the reading list 5 -- DEFINITELY KEEP, i.e., the reading was especially valuable for you and one that you recommend I should never drop as you think any student in this course would definitely benefit from reading it 1. Borasi & Brown (1989). Mathematics teachers' preparation: A challenge. (HW1)  1 2 3 4 5 2. Introduction to NCTM Standards (1989) (HW1)  1 2 3 4 5 3. Lampert (1990). When the problem is not the question... (HW1)  1 2 3 4 5 4. Borasi (in press). What secondary mathematics students CAN do (HW1)  1 2 3 4 5 5. Borasi (1990). The invisible hand operating in mathematics instruction (HW2)  1 2 3 4 5 6. Renga & Dalla (1993). Chapter on Affect from Research Ideas for the Classroom (HW2)  1 2 3 4 5 7. Schoenfeld (1985). Chapter 1 of Mathematical problem solving. (HW3)  1 2 3 4 5 8. Lave, Smith & Butler (1988). Problem solving as everyday practice. (HW3)  1 2 3 4 5 9. Borasi (1992). What does it mean to study a geometric figure mathematically (HW4)  1 2 3 4 5 10. Borasi (1994). Some background information on the mathematics of area (HW4)  1 2 3 4 5 11. Borasi (1994). Lessons from an Area unit (HW4)  1 2 3 4 5 12a. Borasi (1992). Learning mathematics through inquiry. Chapters 1-8. (HW6)  1 2 3 4 5 12b. Living and learning mathematics. Chapters 2-5 (HW6)  1 2 3 4 5 13. Borasi, R. (1993). Major assumptions and implications of an inquiry approach for mathematics education. (HW7)  1 2 3 4 5 14. Borasi, R. & Siegel, M. (1992). Reading, writing and mathematics: Rethinking the basics and their relationship. (HW7)  1 2 3 4 5 15. Uncertainty chapter from On the Shoulders of Giants  1 2 3 4 5 16. Chapter from Innumeracy  1 2 3 4 5 17. Shaughnessy's article on Research on the Teaching and Learning of Probability and Statistics  1 2 3 4 5 18. Chapter from Borasi (1996) on class experience on P(AUB)=P(A)+P(B)-P(AB)  1 2 3 4 5 19. How likely is it (Connected Mathematics Project) (HW.9)  1 2 3 4 5 20. Chance Encounters (Seeing and Thinking Mathematically)  1 2 3 4 5 21. Great Expectations (Math in Context)  1 2 3 4 5 22. Readings from NCTM Curriculum and evaluation Standards (1989)  1 2 3 4 5 23. Readings from NCTM Professional Teaching Standards (1991).  1 2 3 4 5 Comments on the readings: I had a hard time justifying getting rid of any of them! Other comments

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