Directories
Holloway Hall

Directories

Operator: 410-543-6000

Groth, Randall

Faculty, Education Specialties
Teacher Education & Technology Center (TE) 379R
410-677-5061 or ext 75061
regrothsalisburyedu
Website



Courses  []

2014 Spring

  • EDUC 506-701 SEM IN TEACH OF MATHEMATICS
    Analysis of recent theory and results of research for the teaching of mathematics. Students investigate developments at either the elementary or secondary school level. Three hours per week.
  • EMAT 507-009 MAT INTERNSHIP I
    Two full-time, eight-week clinical experiences providing opportunities to actualize the latest educational research and theory into practice, including but not exclusive to observation, mini-teaching, macro-teaching, whole group lessons and action research. Conducted under the direct supervision of a clinical supervisor (experienced public school teacher) with guidance and support from the university supervisor. Prerequisites: EMAT 501, 503, 505, 506, 512, 515 and required methods course. Three hours per week each.
  • EMAT 509-007 MAT INTERNSHIP II
    Two full-time, eight-week clinical experiences providing opportunities to actualize the latest educational research and theory into practice, including but not exclusive to observation, mini-teaching, macro-teaching, whole group lessons and action research. Conducted under the direct supervision of a clinical supervisor (experienced public school teacher) with guidance and support from the university supervisor. Prerequisites: EMAT 501, 503, 505, 506, 512, 515 and required methods courses. Three hours per week each.
  • EMAT 518-091 MATH & READ METH SEC SCH I
    First course of a two course sequence for analysis of the secondary school program in mathematics: emphasis on methods of teaching mathematical concepts and understandings. Emphasis on strategies, skills and instruction in content area reading. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.
  • SCED 320-701 TECH IN MATH EDUCATION
    Overview of the role of technology in mathematics education. Examination of computer applications as they relate to specific teaching/learning situations in grades 7-12 classrooms. Prerequisites: MATH 201, 213, 214, Professional Program admission. Three hours per week. (spring semester only)
  • SCED 373-001 MATH & READING METHODS I
    First course of a two-course sequence for analysis of middle and high school programs in mathematics; emphasis on methods of teaching mathematical concepts and understandings. Course includes strategies, skills and instruction in reading in the content area. Required classroom visitations and field experiences as necessary to complete assignments. Prerequisite: Admission to Professional Teacher Education Program. Pre- or Corequisite: SCED 320. Three hours lecture and three hours field experience per week. (spring semester only)
  • SCED 426-014 INTERN IN MID/HIGH SCHOOL ED
    Engages pre-service teachers in planning, teaching, assessment and collaboration in order to support and enhance student learning and well-being. Prerequisite: Admission to internship. Corequisite: SCED 433. Two, eight-week, full-time, supervised clinical experiences under the direction of the mentor teacher and University supervisor. One placement each in middle and high school. (P/F, IP)
  • SCED 428-014 INTERN IN MID/HIGH SCHOOL ED
    Engages pre-service teachers in planning, teaching, assessment and collaboration in order to support and enhance student learning and well-being. Prerequisite: Admission to internship. Corequisite: SCED 433. Two, eight-week, full-time, supervised clinical experiences under the direction of the mentor teacher and University supervisor. One placement each in middle and high school. (P/F, IP)

2014 Fall

  • EDUC 590-601 SEMINAR IN EDUCATION
    Topics vary semester to semester. May be taken twice under different course subtitles. Prerequisite: Consent of instructor.
  • MATH 150-004 DATA & PROBABILITY CONNECT
    Provides prospective teachers with a conceptual understanding of statistics and probability. Includes concepts for which elementary curricula lay a foundation, bivariate data analysis, conditional probability, formal inference, relevant educational software, and guidelines for teaching statistics as set forth by the American Statistical Association and the National Council of Teachers of Mathematics. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisite or corequisite: MATH 130. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).
  • SCED 473-001 MATH & READING METHODS II
    Continuation of SCED 373, including organization of teaching units, assessment, observation and evaluation of teaching in middle and high school settings. In-depth study of literacy needs of diverse student populations including instructional and assessment strategies in reading and writing in the content area. Required classroom visitations and field experiences as necessary to complete assignments. Prerequisites: Admission to Professional Teacher Education Program, SCED 320, 373. Three hours lecture and six hours internship per week. (fall semester only)

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Awards, Scholarship & Creative Works:  []

Article(s)

Groth, R. E. 
(2013). 
A day in the life of a statistical knowledge for teaching course. 
Teaching Statistics, 
35(1), 
37-42. 
Groth, R.E. 
(2013). 
Characterizing Key Developmental Understandings and Pedagogically Powerful Ideas Within a Statistical Knowledge for Teaching Framework. 
Mathematical Thinking & Learning, 
15(2), 
121-145. 
Groth, R.E. & Bergner, J.A. 
(2013). 
Mapping the structure of knowledge for teaching nominal categorical data analysis. 
Educational Studies in Mathematics, 
83(2), 
247-265. 
Groth, R. E. 
(2012). 
The role of writing prompts in a statistical knowledge for teaching course. 
Mathematics Teacher Educator, 
1, 
23-40. 
Groth, R. E. & Bargagliotti, A. E. 
(2012). 
GAISEing into the common core of statistics. 
Mathematics Teaching in the Middle School, 
18(1), 
38-45. 
Groth, R.E., Bergner, J.A., & Barzilai, H.  
(2012). 
Supporting teachers' understanding & use of algebra tiles. 
NCSM Journal of Mathematics Education Leadership, 
14(1), 
10-18. 
Groth, R. E. 
(2011). 
Improving teaching through lesson study debriefing. 
Mathematics Teacher, 
104, 
446-451. 
Groth, R. E. 
(2010). 
Interactions among knowledge, beliefs, & goals in framing a qualitative study in statistics education. 
Journal of Statistics Education, 
18(1), 
Groth, R. E. 
(2010). 
Situating qualitative modes of inquiry within the discipline of statistics education research. 
Statistics Education Research Journal, 
9(2), 
7-21. 
Groth, R.E. 
(2010). 
Teachers' construction of learning environments for conditional probability & independence. 
International Electronic Journal of Mathematics Education, 
5, 
32-55. 
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Groth, R.E. 
(2010). 
Interactions among knowledge, beliefs, & goals in framing a qualitative study in statistics education. 
Journal of Statistics Education, 
18(1), 
Groth, R. E. 
(2009). 
Characteristics of teachers' conversations about teaching mean, median, & mode. 
Teaching & Teacher Education, 
25(5), 
707-716. 
Groth, R. E. & Burgess, C. R. 
(2009). 
Using online discussion as a venue for peer review of lessons. 
Teaching Children Mathematics, 
15(6), 
354-360. 
Groth, R. E. & Burgess, C. R. 
(2009). 
An exploration of two online approaches to mathematics teacher education. 
Journal of Computers in Mathematics & Science Teaching, 
28(3), 
221-246. 
Groth, R. E. & Burgess, C. R. 
(2009). 
A venue for peer reviews. 
Teaching Children Mathematics, 
15(6), 
354-360. 
Groth, R., Bergner, J., Spickler, D. & Bardzell, M. 
(2009). 
A qualitative approach to assessing technological pedagogical content knowledge. 
Contemporary Issues in Technology & Teacher Education, 
9(4), 
392-411. 
Groth, R. E. 
(2008). 
Analyzing online discourse to assess students' thinking. 
Mathematics Teacher, 
101(6), 
422-427. 
Groth, R. E. 
(2008). 
A complex system analysis of practitioners' discourse about research. 
Focus on Learning Problems in Mathematics, 
30, 
34-60. 
Groth, R. E. 
(2008). 
Assessing teachers' discourse about the Pre-K-12 guidelines for assessment & instruction in statistics education (GAISE). 
Statistics Education Research Journal, 
7(1), 
16-39. 
Groth, R. E. 
(2007). 
Reflections on a research-inspired lesson about the fairness of dice. 
Mathematics Teaching in the Middle School, 
13(4), 
237. 
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Groth, R. E. 
(2007). 
Toward a conceptualization of statistical knowledge for teaching. 
Journal for Research in Mathematics Education, 
38(5), 
427-437. 
Groth, R. E. & Bergner, J. A. 
(2007). 
Teachers' perspectives on mathematics education research reports. 
Teaching & Teacher Education, 
23(6), 
809-825. 
Groth, R. E. & Bergner, J. A. 
(2007). 
Building an online discussion group for teachers. 
Mathematics Teaching in the Middle School, 
12(9), 
530-535. 
Groth, R. E. 
(2006). 
An exploration of students' statistical thinking. 
Teaching Statistics, 
28(1), 
17-21. 
Groth, R. E. 
(2006). 
Expanding teachers' understanding of geometric definition: The case of the trapezoid. 
Teaching Children Mathematics, 
12(7), 
376-380. 
Groth, R. E. & Bergner, J. A. 
(2006). 
Preservice elementary teachers’ conceptual & procedural knowledge of mean, median, & mode. 
Mathematical Thinking & Learning, 
8(1), 
37-63. 
Groth, R.E. 
(2005). 
An investigation of statistical thinking in two different contexts: Detecting a signal in a noisy process & determining a typical value. 
The Journal of Mathematical Behavior, 
24(2), 
109-124. 
Groth, R. E. 
(2004). 
High school students' levels of thinking in regard to statistical study design. 
Mathematics Education Research Journal, 
15, 
252-269. 
Groth, R.E. 
Dynamic representations and flexible trigonometric thinking. 
Banneker Banner, 
28(2), 
32-42. 

Awards(s)

Randall Groth (2009). Distinguished Faculty Award - Salisbury University, Salisbury, MD.

Book(s)

Groth, R.E. (2012) Teaching Mathematics in Grades 6 - 12: Developing Research-Based Instructional Practices. Thousand Oaks, CA: Sage Publications.
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Presentations

Groth, R. E. (2009). Establishing productive lesson study groups. Presented at the Maryland Council of Teachers of Mathematics Annual Conference. Presented at Maryland Council of Teachers of Mathematics, Germantown, MD.
Groth, R.E. & Bergner, J.A. (2009). A lesson study approach to developing productive dialogue between the university mathematics faculty & high school teachers. Presented at the Joint AMS/MAA National Meetings. Presented at AMS/MAA American Mathematical Society & Mathematical Association of America, Washington, D. C..
Groth, R.E., Bergner, J.A., & Noonan, K. (2009). Forming partnerships among teachers, mathematicians, & mathematics educators through lesson study. Presented at the National Council of Teachers of Mathematics Annual Conference. Presented at National Council of Teachers of Mathematics, Washington, D. C..
Groth, R. E. (2004). High school students' levels of thinking in regard to analyzing univariate data sets Presented at 26th Annual Meeting of the N. Am. Chapter of the Int'l. Group for the Psychology of Mathematics Ed., Toronto, Ontario, Canada.
Groth, R. E. (2004). Levels of thinking in high school statistics Presented at National Council of Teachers of Mathematics Regional Conference, Baltimore, MD.

Book Chapters

Groth, R. E. (2012). Establishing & maintaining collaboration: Factors related to the sustainability of lesson study. J. Bay-Willialms (Eds.), Professional Collaborations in Mathematics Teaching & Learning: Seeking Success for All. 74th Yearbook of the National Council of Teachers of Mathematics. (285-296.) Reston, VA: National Council of Teachers of Mathemataics.
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Groth, R.E. & Powell, N.N. (2012). Using Research Projects to Help Develop High School Students' Statistical Thinking. Reasoning & Sense-Making Activities for High School Mathematics: Selections from Mathematics Teacher. (275-279.) Reston, VA: National Council of Teachers of Mathematics (NCTM).
Groth, R. E. & Shihong, X. (2011). Preparing teachers through case analyses. C. Batanero & G. Burrill (Eds.), Teaching statistics in school mathematics - Challenges for teaching & teacher education: A joint ICMI-IASE study. (371-382.) Dordrecht: The Netherlands: Springer.
Groth, R.E. (2010). Three perspectives on the central objects of study for grades PreK-8 statistics. . B.J. Reys & R.E. Reys (Eds.), Mathematics curriculum issues, trends, & further directions: Seventy-second yearbook of the National Council of Teachers of Mathematics. (157-170.) Reston, VA: National Council of Teachers of Mathematics.
Groth, R. E. (2009). Capitalizing on differences of opinion. G. Zimmerman, P. Guinee, L. M. Fulmore, & E. Murray (Eds.), Empowering the mentor of the beginning mathematics teacher. (63-64.) Reston, VA: NCTM.
Lesser, L. & Groth, R. E. (2009). Technological pedagogical content knowledge in statistics. P. Bogacki (Eds.), Proceedings of the Twentieth Annual International Conference on Technology in Collegiate Mathematics. (148-152.) 
Lesser, L. & Groth, R. E. (2009). Technological pedagogical content knowledge in statistics. P. Bogacki (Eds.), Proceedings of the twentieth annual international conference on technology in collegiate mathematics. 
Groth, R. E. (2008). Expanding Teachers' Understanding of Geometric Definition: The Case of the Trapezoid. Growing Professionally: Readings from NCTP Publications for Grades K-8. (70-75.) Louisville, KY: University of Louisville.
Groth, R. E. (2008). Navigating layers of uncertainty in teaching statistics through case discussion. C. Batanero, G. Burrill, C. Reading, & A. Rossman (Eds.), Teaching statistics in school mathematics. Challenges for teaching & teacher education. Proceedings of the ICMI study 18 and 2008 IASE round table conference. 

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Press Releases: []

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