Scholarly or creative activity that is subject to discipline-appropriate peer review and distributed outside of Grand Valley State University.
These are my peer-review articles related to mathematics education.
- Using Alternative Assessments to Affect Preservice Elementary Teachers’ Beliefs about Mathematics (2004)
- Rethinking Fair Games (February 2005)
- Are They Wrong? Or Did They Just Answer a Different Question? (November 2005)
- Teachers as Lifelong Learners – The Role of Reading (December 2008)
Continued growth and productivity within one’s scholarly or creative activity.
Participation in the larger community of that scholar’s discipline.
I have provided my most recent presentations at national and international conferences on education and mathematics education.
- Professional Partnering: It’s Not Just for P-12 at American Association of Colleges for Teacher Education, (February 2011)
- Developing Teachers’ Algebraic Reasoning through Job-Embedded Professional Development at National Council of Teachers of Mathematics, (April 2011)
- Signposts Along the Roads Less Traveled at Mathematics Council of the Alberta Teachers Association, (October 2011)
Active use of one’s scholarly/creative endeavor in the classroom.
Engaging in scholarly work that is student-centered, actively engages students, and provides a high-impact learning experience.
Well-defined, focused goals for one’s scholarly or creative activity (these goals might address several distinct scholarly or creative areas).
These artifacts first introduced in Appendix B show how I have enhanced my courses by applying approaches from literacy instruction to teaching and learning mathematics. I learned these approaches by attending literacy-focused conferences/workshops and reading related literature.
- Learning Centers – Is mathematics about product or process?
- Workshop – ED 431 Math Pilot Project, second seminar lesson on assessment
- Gradual Release of Responsibility – What did you see/hear?