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, FLCarol A. Marinas, Ph.D.

Barry UniversityMiami, FL

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

What should go into a Mathematics Education Portfolio?

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

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.

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.

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

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)

Research on Math Portfolios

Math Portfolios Advocated at all levels K - UniversityElementary 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)

Research on Math Portfolios

Math Portfolios Advocated at all levels K-UniversityMiddle 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)

Research on Math Portfolios

Math Portfolios Advocated at all levels K-UniversityHigh 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)

Research on Math Portfolios

Math Portfolios Advocated at all levels K-UniversityTeacher 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)

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)

Electronic Portfolio SoftwareElectronic Portfolio Resourceshttp://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 Writerhttp://www.superschoolsoftware.com/portfolios.html

HyperStudiohttp://www.hyperstudio.com/ProductInfo.aspx

Powerpoint/Word/Adobe Acrobat/MS Publisher/Portfolio Works

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

Advantages and Disadvantages of doing Math Portfolio (Electronic)

Advantages vs. Disadvantages

Showcases student work Change Agent (Rich form of assessment) Future Binder of resources More Writing and Reflection Uses Technology and tools Develops philosophy for Teaching math Prepares for futrue job/hiring Shows the true mathematical understanding Creativity involved Demonstrated knowledge that can be held

onto forever Standards-based

Lots of data (electronic better/easier)

Time consuming

Harder to grade

Some students lack the technology experiences/uses

Grade Sheet/Rubric/CriteriaElectronic 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!

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 ______

Voices from Doing a PortfolioOrganizational 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.

Voices from Doing a PortfolioAlternative 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.

Features of Portfolios

Design Content Comprehensive

Portfolio Samples:Ex. 1 Ex. 2 Ex. 3

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

Question & Answer Period

Contact InformationJoseph M. Furner, Ph.D.

Associate Professor of Mathematics Education Florida Atlantic University - College of Education

John D. MacArthur Campus5353 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 33161

E-mail: cmarinas@mail.barry.edu