Improving Number Sense with Elementary Mathematics Teachers
Session Format
Presentation Session (45 minutes)
Location
Room 1601
Abstract for the conference program
Improving number sense in elementary grades has been found to foster positive dispositions about mathematics and propel students to further study STEM. As such, the author proposed a grant project with an objective to improve number sense among elementary teachers, ultimately influencing their students’ number sense knowledge. The elementary teachers were K–5 teachers employed by Atlanta Public Schools (APS). This ongoing partnership between UWG and APS seeks to improve teachers’ pedagogical practices, and this collaboration aligns with this year’s conference theme of “Partnership, Pedagogy, and Performance.”
This research project was funded for the 2015–2016 school year. The teachers completed a weeklong number sense training during the summer of 2015. Throughout the year, observations and follow-up sessions have occurred to support the teachers’ mathematics pedagogical practices concerning bolstering students’ number sense understandings. This session is designed for K–5 elementary educators, university mathematics (education) professors, and STEM researchers.
Note: This project was funded by Improving Teacher Quality State Grants administered by the University of Georgia for The Board of Regents of the University System of Georgia.
Proposal Track
Non-research Project
Start Date
3-4-2016 2:45 PM
End Date
3-4-2016 3:30 PM
Recommended Citation
Jett, Christopher Charlie, "Improving Number Sense with Elementary Mathematics Teachers" (2016). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 34.
https://digitalcommons.georgiasouthern.edu/stem/2016/2016/34
Improving Number Sense with Elementary Mathematics Teachers
Room 1601
Improving number sense in elementary grades has been found to foster positive dispositions about mathematics and propel students to further study STEM. As such, the author proposed a grant project with an objective to improve number sense among elementary teachers, ultimately influencing their students’ number sense knowledge. The elementary teachers were K–5 teachers employed by Atlanta Public Schools (APS). This ongoing partnership between UWG and APS seeks to improve teachers’ pedagogical practices, and this collaboration aligns with this year’s conference theme of “Partnership, Pedagogy, and Performance.”
This research project was funded for the 2015–2016 school year. The teachers completed a weeklong number sense training during the summer of 2015. Throughout the year, observations and follow-up sessions have occurred to support the teachers’ mathematics pedagogical practices concerning bolstering students’ number sense understandings. This session is designed for K–5 elementary educators, university mathematics (education) professors, and STEM researchers.
Note: This project was funded by Improving Teacher Quality State Grants administered by the University of Georgia for The Board of Regents of the University System of Georgia.
