I am currently pursuing a PhD in Mathematics Education at Western Michigan University, Michigan State, USA. The decision of pursue a PhD in Mathematics education was shaped by high school teaching experiences and training in student mathematical thinking which led to an Advanced Certificate in Mathematics Education awarded by Stellenbosch University, South Africa in collaboration with African Institute for Mathematical Sciences Schools Enrichment Centre in Cape Town in 2012. Prior academic training included:
My research interests continue to evolve and broaden from an initial interest in student mathematical thinking to preservice teacher learning of mathematics and pedagogy.
Bellringers as a tool for addressing pedagogy and content with pre-service teachers: Using data collected in a methods class where we developed a rubric that guided preservice teachers in preparing and implementing bellringers, I am interested in exploring how the bellringers support preservice teachers’ development of mathematics content and pedagogical knowledge. 2014-present
Elementary Preservice teachers perceptions of a number concepts course: I developed an interview protocol and interviewed elementary preservice teachers taking the Math 1500: Number Concepts for Elementary/Middle School Teachers course. I analyzed the data to identify themes in these students’ perceptions of their experiences in the course. Findings of the study could be used to improve the course for future preservice teachers. Presented a poster on the findings at PME-NA 2016. 2014-2016
Teachers goals, orientation and resources related to use of student thinking: I was involved in the development of scenarios used to interview teachers to elicit their responses to student mathematical thinking and was part of the team that coded and analyzed the interviews. We have submitted for publication a paper titled “Teachers’ orientations toward using student mathematical thinking as a resource during whole-class discussion” 2014-present
Mathematical Point: I was involved in designing activities that could be used to support pre-service teachers in identifying the mathematical ideas underlying student thinking. The card sort and matching activity developed in 2014 have been used in a secondary methods course and in professional development for practicing teachers. The card sort was further refined and used with the 2015 secondary mathematics methods class. 2014-2015
Teachers’ Perceptions of “use” of student thinking: I was involved in interviewing teachers using a card sort technique about their perceptions of use of student thinking. We later analysed the videos using a framework on productive use of student thinking, to identify where teachers were at in relation to how they view productive use of student thinking. 2014-2015
Attributes of student mathematical thinking that is worth building on: I was involved in developing codes and writing the code book used to code attributes of instances of student thinking that are worth building on. I was part of the team that coded and analysed eleven classroom videos and participated in writing a paper about those results titled “Attributes of instances of student mathematical thinking that are worth building on in whole class discussion” which was published in Mathematical Thinking and Learning.
Ochieng, M.A. (2016). Elementary preservice teachers’ perceptions of experiencing a reform-based number concepts course. Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: PME-NA.
Van Zoest, L.R., Stockero, S.L., Atanga, N.A., Leatham, K.R., Peterson, B.E. & Ochieng, M.A. (2015). Attributes of student mathematical thinking that is worth building on in whole class discussion. Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: PME-NA.
Van Zoest, L.R., Stockero, S.L., Leatham, K.R., Peterson, B.E., Atanga, N.A., & Ochieng, M.A. Mathematical Thinking and Learning. Attributes of instances of student mathematical thinking that are worth building on in whole class discussion.
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