The Service, Teaching and Research (STaR) Program is an induction program for early career mathematics educators working at institutions of higher education. Since 2010, the STaR program has supported eight cohorts consisting of over 270 early career mathematics educators from over 100 different higher education institutions. In this newsletter we highlight an example of the collaborations that can develop through participation in the STaR program.
During the summer institute, the STaR Fellows engage in Teaching Interest Groups (TIGs), Research Interest Groups (RIGs), and manuscript review groups. There are usually 4-8 fellows in a TIG or RIG, and they are constructed based on fellows’ interests. What follows is a glimpse into a TIG from the 2013 cohort.
The members of the TIG are:
Julie Amador, University of Idaho
Rachael Aming-Attai, University of Indianapolis
Zandra de Araujo, University of Missouri
Anne Estapa, Iowa State University
Karl Kosko, Kent State University
Tracy Weston, Middlebury College
A description of their work:
We were all teaching elementary mathematics methods courses and decided to enact a lesson we designed during STaR. Our lesson centered on PSTs animating their noticing using goanimate.com. Our PSTs watched a common video and then wrote and animated what they noticed. From the PSTs’ accounts, we examined the benefits and constraints of both their written and animated accounts of noticing. Having a group of scholars from different backgrounds and who worked in different contexts was helpful in generating an interesting project we were each able to enact and learn from.
In the four years following the 2013 STaR summer institute, the group has produced four peer-reviewed journal publications, a PME-NA conference proceedings paper, three manuscripts currently in review, and eight conference presentations. Additionally, during this time the group has also supported each other with the birth of three babies, one institution change, one promotion, and multiple teaching and research award nominations and recognitions.
Publications and presentations that stemmed from our STaR experience:
Estapa, A., Amador, J., Kosko, K., Weston, T., de Araujo, Z., & Aming-Attai, R. (in press). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education.
Amador, J., Estapa, A., de Araujo, Z., Kosko, K., & Weston, T. (2017). Eliciting and analyzing preservice teachers’ mathematical noticing. Mathematics Teacher Educator, 5(2), 158-177.
Amador, J., Weston, T., Estapa, A., Kosko, K., & De Araujo, Z. (2016). Animations as transformational approximation of practice for preservice teachers to communicate professional noticing. Journal of Technology and Teacher Education, 24(2), 127-151.
de Araujo, Z., Amador, J., Estapa, A., Weston, T., Aming-Attai, R., & Kosko, K. W. (2015). Animating preservice teachers’ noticing. Mathematics Teacher Education and Development, 17(2), 25-44.
Amador, J. M., Estapa, A., Weston, T., & Kosko, K. W. (2016). Communicating professional noticing through animations as a transformational approximation of practice. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38thannual meeting of the North American Chapter for the Psychology of Mathematics Education (p. 1447-1454). Tucson, AZ: The University of Arizona.
Amador, J., Estapa, A., Kosko, K. W., & Weston, T. (in review). Preservice teachers’ mathematical decisions to respond using technology to approximate practice.
Amador, J., Kosko, K. W., Estapa, A., & Weston, T. (in review). Preservice teachers’ appraisals of technology platforms for creating approximations of practice in mathematics methods courses: An analysis of appreciation and warrants.
Weston, T., Kosko, K., Amador, J., & Estapa, A. (in review). Prospective teachers’ questioning: Comparing platforms for approximating practice.
Amador, J., Estapa, A., Kosko, K. & Weston, T. (2018, February). Extending noticing to practice: Analyzing preservice teachers’ pedagogical enactment based on the professional noticing framework. Association of Mathematics Teacher Educators: Houston: TX.
Weston, T., Kosko, K., Amador, J. & Estapa, A. (2018, February). Comparing multi-media platforms: Approximating practice & aligning instruction. Association of Mathematics Teacher Educators: Houston: TX.
Kosko, K. W., Weston, T. L., Estapa, A., & Amador, J. (April, 2017). Preservice teachers’ approximations of questioning. Roundtable presented at the 2017 annual meeting for the American Educational Research Association (Division K), San Antonio, TX.
Amador, J., Estapa, A., Weston, T., & Kosko, K. W. (November, 2016). Communicating professional noticing through animations as a transformational approximation of practice. Research report presented at the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tuscan, AZ.
Amador, J., Estapa, A., & Weston, T. (2016, January). Mathematical nature of preservice teacher noticing through video animations as an approximation of practice. Association of Mathematics Teacher Educators: Irvine, CA.
Estapa, A., Amador, J., de Araujo, Z., Weston, T., Kosko, K., & Aming-Attai, R. (April, 2015). Noticing transfer across mediums for future elementary teachers. Paper presented at the National Council of Teachers of Mathematics, Boston, MA.
Amador, J., Estapa, A., Weston, T., Kosko, K., de Araujo, Z., & Aming-Attai, R. (February, 2015). Noticing exposed through preservice teachers’ video animations. Presented at the Annual Meeting of the Association of Mathematics Teacher Educators, Orlando, FL.
Estapa, A., Amador, J., Aming-Attai, R., Kosko, K., de Araujo, Z., & Weston, T. (February, 2014). Noticing in action: An animated look into the noticing of future elementary teachers. Poster presented at Association of Mathematics Teacher Educators 2014 Conference Presession, Irvine, CA.