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Electronic Math Education Portfolios in a Mathematics Methods Course

Electronic Math Education Portfolios in a Mathematics Methods Course. International Conference on Technology in Collegiate Mathematics Annual Conference - Boston, MA February 16, 2007 Joseph M. Furner, Ph.D. Florida Atlantic University Jupiter, FL Carol A. Marinas, Ph.D.

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Electronic Math Education Portfolios in a Mathematics Methods Course

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  1. Electronic Math Education Portfolios in a Mathematics Methods Course International Conference on Technology in Collegiate Mathematics Annual Conference - Boston, MA February 16, 2007 Joseph M. Furner, Ph.D. Florida Atlantic University Jupiter, FL Carol A. Marinas, Ph.D. Barry University Miami, FL

  2. Outline of Presentation • What should go in a Mathematics Education Portfolio? • Why do a portfolio? • Research on Math Portfolios • Advantages and Disadvantages • Grade Sheet/Rubric/Criteria • Voices from doing Portfolios • Features & Samples of Portfolios • Question & Answer Period • Contact Information

  3. What should go into a Mathematics Education Portfolio?

  4. Why do a Portfolio? • uses less space and easy to access if on a CD or Flash drive • uses little space and can hold a great deal of info, like student readings/problem solving, math problems, etc. • graphics, sound, animation, video, etc. are all possible with electronic portfolios. • uses and enhances technology skills while giving students a sense of accomplishment when sharing/presenting their portfolio to others. Source: Yolanda Abrenica at:http://edweb.sdsu.edu/courses/edtec596r/students/Abrenica/Abrenica.html

  5. Research on Math Portfolios Current research: • too little math in math (Thompson, 2006) • emphasis being on standard-based testing Math Portfolios can serve as a means to demonstrate the students math knowledge and abilities/understanding/appreciation.

  6. Research on Math Portfolios Since the first NCTM Standards (1989), Math Portfolios are still taking hold as an alternative to assessing math more creatively. Cavanagh contends that based on the 2006 NCTM Conference the push is toward creative forms of assessment to improve math teaching/instruction. Math portfolios are one of these creative assessments.

  7. Research on Math Portfolios NCTM has advocated Alternative forms of assessment like Math Portfolios in their documents over the past 25 years: 1989 NCTM Standards 1995 NCTM Assessment Standards 1996 Stenmark/NCTM Alternative Assessments 2000 NCTM Revised Standards Documents

  8. Research on Math Portfolios Math Portfolios are beneficial to both the instructor and students for : • making instructional decisions • allowing students to actively monitor their progress and growth • improving reading and writing skills • making the learner reflective of their math understanding (Columba and Dolgos, 1995)

  9. Research on Math Portfolios Math Portfolios Advocated at all levels K - University Elementary Grades: • Children see growth while practicing more writing, reading, and reflection • Children improve their creativity, writing, problem-solving skills • Authentic picture of student´s ability and progress over time • Parents can see progress and acts as a form of communication • “Proud to be Me” Portfolios (Burns, 2005; Cuter and Monroe, 1999; Esign, 1998; Grace and Furner, 2007; Koelper and Messerges, 2003; Micklo, 1997)

  10. Research on Math Portfolios Math Portfolios Advocated at all levels K-University Middle Grades: • Benefits for teachers, students, and parents • Enhances communications between school and home • Provides a clearer picture of what students have learned; Serves s a record of assessment • Instills pride in students • Acts as a study guide/resource for students (Britton and Johannes, 2003; Price, Canarecci, and Conrad, 1997)

  11. Research on Math Portfolios Math Portfolios Advocated at all levels K-University High School/College: • Big Picture of Progress while teaching responsibility, gain self-confidence, and communicating effectively • Concrete Evidence of student performance • Problem solving, demonstrates math understanding in any branch of math • Appreciation and value for math in life • Essays of understanding to check for understanding/misconceptions students have (Robinson, 1998)

  12. Research on Math Portfolios Math Portfolios Advocated at all levels K-University Teacher Education Programs: • Portfolios as agents of change • As part of the professional portfolio/Hiring process • Understanding of the mathematics • Teacher Resource Binder • Self-Reflection/Teaching Philosophy/Vision • Grade Sheets/Rubrics for Grading Samples • Improved instruction for Math Educator (Karp and Huinker, 1997; Hartmann, 2004)

  13. Research ----- So Now, Why Electronic Portfolios? • Provides easier means of storage • Increases use and practice of technology skills • Promotes the engagement of students in authentic tasks in authentic contexts • Improves communications/writing/reflecting • Meets State/NCATE Standards like in Florida with the Florida Accomplished Practices (FAP´s) - connect student work to Standards • Creates a pre-professional,student-teaching,hiring tool • Develops resource and philosophy for teaching mathematics (Ring and Foti, 2006; Campbell, Cignetti, Melenyzer, Nettles, and Wyman, 2001)

  14. Electronic Portfolio Software Electronic Portfolio Resources http://www.uvm.edu/%7Ejmorris/ep/electronicportfolio.html What is an Electronic Portfolio? http://edweb.sdsu.edu/courses/edtec596r/students/Abrenica/Abrenica.html FolioLive http://foliolive.com Super Schools Software-IEP/Portfolio Writer http://www.superschoolsoftware.com/portfolios.html HyperStudio http://www.hyperstudio.com/ProductInfo.aspx Powerpoint/Word/Adobe Acrobat/MS Publisher/Portfolio Works

  15. Electronic Portfolios How To Create An Electronic Portfolio? • Time and advanced planning/criteria • Guidelines/Criteria/Checklist • Basic equipment: • Computer • Scanner • Digital Camera • Multimedia Software Program • Web Authoring Programs

  16. Advantages and Disadvantages of doing Math Portfolio (Electronic) Advantages vs. Disadvantages

  17. Grade Sheet/Rubric/Criteria Electronic Portfolio: (+100 Points) Your MAE electronic math portfolio will be a collection of your work in this math method’s class over the semester that will represent your mathematical thinking and learning. Your portfolio (in the form of a Powerpoint Presentation or other electronic presentation like Microsoft Binder) can be divided into several sections, ie. Sunshine State Standards (SSS), Lesson/Unit Plans, Articles/Websites, Extra-Credit, Journal, Creative Projects, Information collected, Teacher Observations, etc. Please include any other handouts or materials you have acquired throughout the semester and organize them to fit in one of the SSS sections. Create a section with math education journal articles OR math ed. Websites useful for you . Also included in your portfolio should be a Cover Design with name and class; Table of Contents with Typed Tabs; Your Math Autobiography; Your Mathematics Education Philosophy Bullets; and a Summary (as a Cover letter) of the learning that has occurred in this class and how this portfolio represents the particular grade that you feel you deserve. Please tell me in your cover letter which piece of work you think was your best done in this class and why. Your portfolio of work should be a quality presentation, be creative, and decorative too. Your math portfolio can also serve as a binder of resources for the future as well as reflect your knowledge and philosophy of mathematics education. The work in this portfolio will also be part of your larger exit portfolio when you finish your student teaching. Please include this grade sheet as the first sheet in your portfolio when opened. This portfolio is due one week before the final exam date. Please send it on time. Thanks!

  18. Grade Sheet/Rubric/Criteria Grading Criteria Cover Design with Name,Class, Title............……… +5 _______ Binder/Powerpoint/ or other Electronic Presentation.. +10 _______ Organized/Neat/Easy to Read.................................… +10 _______ Table of Contents/Cover Letter with Summary......... +10 _______ Includes all Sections Mentioned Above..................... +10 _______ Math Auto. and Philosophy Bullets........................… +10 _______ Research Articles on Math Ed./Websites…………… +10 _______ Professional Section with Resume, etc....................… +10 _______ Quality Presentation/Demonstration of Effort............ +20 _______ Above and beyond minimum (Tech., Org., Qual., & Pres.) +5 _______ Possible Portfolio Grade = 100 ______

  19. Voices from Doing a Portfolio Organizational Tool: I thought the portfolio was an excellent way to present all that we have learned in the class. The math portfolio to me represents a collection of the assignments we have done and valuable resources. Doing a portfolio for class was worth the time because I felt very accomplished and very confident about my abilities. By doing a math portfolio I am able to reflect on my work; use it efficiently in the future because it is structured. I am sure I will be using it as a reference guide.

  20. Voices from Doing a Portfolio Alternative Form of Assessment: Doing a math portfolio is very meaningful. All the assignments that we did throughout the semester were more educational than a multiple choice test. It sticks with you when it is an actual project that you take the time to do and have something to show for your work. I just liked putting my work together, it gave me a sense of pride and completion. Doing a math portfolio is more meaningful to me than a test because I would memorize and forget for a test, but a portfolio I have forever to look back at. Math portfolios are more meaningful than a written test. Because it was way more fun, and you can not express yourself on a test like you can in a portfolio.

  21. Features of Portfolios • Design • Content • Comprehensive Portfolio Samples: Ex. 1 Ex. 2 Ex. 3

  22. Summary on Electronic Portfolios • ASSESSMENT: • little instructor guidance • grade sheet/checklist of requirements for doing a portfolio - made to be practical and effective when rubrics/grade sheets are used • template/outline are a way to organize the contents of the portfolio for your students • students can use the technology to organize their learning/knowledge and can serve as an authentic student-based assessment • EASE OF USE: • collection of student work over a semester or year • clear set standards or expectations, quick access, easy storage and increased technology skills • EQUIPMENT: multi-media computer, a scanner, and a software package Source: Yolanda Abrenica at:http://edweb.sdsu.edu/courses/edtec596r/students/Abrenica/Abrenica.html and Ring and Foti, 2006

  23. Question & Answer Period

  24. Contact Information Joseph M. Furner, Ph.D. Associate Professor of Mathematics Education Florida Atlantic University - College of Education John D. MacArthur Campus 5353 Parkside Drive, EC 202I Jupiter, Florida 33458 E-mail: jfurner@fau.edu And Carol A. Marinas, Ph.D. Associate Professor of Mathematics Barry UniversityMathematics & Computer Science Dept. 11300 NE 2nd Avenue Miami, FL 33161E-mail:cmarinas@mail.barry.edu

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