Classroom Practice

In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.

Access Link:

https://link.springer.com/chapter/10.1007/978-3-319-70594-1_6

Author/Presenter:

Corey Webel

Kimberly Conner

Wenmin Zhao

Lead Organization(s):

University of Missouri

Year:

2018

Short Description:

Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

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What Can We Learn from Correct Answers?

Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

Ebby, C. B., Hulbert, E. T., and Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346-353.

Access Link:

Author/Presenter:

Caroline B. Ebby

Elizabeth T. Hulbert

Nicole Fletcher

Lead Organization(s):

University of Pennsylvania (Penn)

Year:

2019

Short Description:

This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.

Resource(s):

Ebby, Hulbert, & Fletcher 2019 What Can We Learn from Correct Answers tcm2019-04-346a.pdf

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Theorizing Reciprocal Noticing with Non-dominant Students in Mathematics

Mathematics

Broadening Participation

Classroom Practice

Elementary

In this paper, I theorize reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts. Findings from a unit on measuring time implemented in two classrooms with non-dominant students illustrate how teachers and students—through their reciprocal noticing—mobilize concepts back to previous understandings and forward to possible new meanings.

Access Link:

https://link.springer.com/article/10.1007/s10649-019-09896-5

Author/Presenter:

Higinio Dominguez

Lead Organization(s):

Michigan State University (MSU)

Year:

2019

Short Description:

In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.

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What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

Science

Broadening Participation

Classroom Practice

Student Attitudes/Beliefs

Middle

High

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement.

Access Link:

https://journals.sagepub.com/doi/full/10.1177/0743558419830638

Author/Presenter:

Jennifer A. Fredricks

Alyssa K. Parr

Jamie L. Amemiya

Ming-Te Wang

Scott Brauer

Lead Organization(s):

University of Pittsburgh (Pitt)

Year:

2019

Short Description:

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

Resource(s):

What matters for urban adolescents' engagement and disengagement in school.pdf

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Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices

Mathematics

Broadening Participation

Classroom Practice

Middle

Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement.

Author/Presenter:

Alyssa Parr

Jamie Amemiya

Ming-Te Wang

Lead Organization(s):

University of Pittsburgh (Pitt)

Year:

2018

Short Description:

Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.

Resource(s):

Student learning emotions in middle school mathematics classrooms.pdf

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Does student-centered instruction engage students differently? The moderation effect of student ethnicity

Mathematics

Broadening Participation

Classroom Practice

Student Attitudes/Beliefs

Middle

Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied.

Author/Presenter:

Eli Talbert

Tara Hofkens

Ming-Te Wang

Lead Organization(s):

University of Pittsburgh (Pitt)

Year:

2018

Short Description:

This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.

Resource(s):

does student-centered instruction engage students differently.pdf

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Guidelines for Conduct During Discussions

Classroom Practice

High

Author/Presenter:

Zahra Hazari

Theodore Hodapp

Robynne Lock

Rebecca Vieyra

Lead Organization(s):

Florida International University (FIU)

American Physical Society (APS)

Texas A&M University

American Association of Physics Teachers (AAPT)

Year:

2019

Short Description:

Tool for conducting classroom discussions.

Resource(s):

Classroom-Guidelines-June2019.pdf

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What does it mean to notice my students’ ideas in science today?: An investigation of elementary teachers’ practice of noticing their students’ thinking in science

Science

Classroom Practice

Pedagogical Content Knowledge

Professional Development

Elementary

Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and supported.

Access Link:

https://www.tandfonline.com/doi/full/10.1080/07370008.2018.1496919

Author/Presenter:

Melissa J. Luna

Lead Organization(s):

West Virginia University Research Corporation

Year:

2018

Short Description:

An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.

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Infusing Engineering into Secondary-level Classes

Professional Development

STEM Categorization:

Day:

Fri

Participants learn about approaches to infusing or integrating engineering concepts into secondary-level science classrooms and engage in an analysis of two projects’ products and outcomes.

Date/Time:

9:15 am to 10:45 am

Presenters:

Location:

Session Materials:

The session will feature the experiences, outcomes, and materials from two engineering-oriented DR K-12 projects. The two projects, INFUSE and INSPIRES, use different approaches to teacher professional development with the goal of preparing science teachers to infuse or integrate engineering into their classrooms. They have both developed a unique set of materials designed to impact science and technology outcomes (working on a combination of curriculum development, professional development, and research).

Session Types:

Concurrent Session

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Scientific Modeling across the K–12 Continuum: Alignment between Theoretical Foundations and Classroom Interventions

Environmental Science

STEM Categorization:

Day:

Thu

Explore methods and challenges associated with supporting and evaluating scientific modeling in K–12 classrooms in this structured poster session.

Date/Time:

2:15 pm to 3:45 pm

Presenters:

Nanette Marcum-Dietrich

Location:

Session Materials:

In this interactive panel symposium, presenters will draw from a set of active DR K-12 projects to explore a diverse array of resources, models, and tools (RMTs) designed to operationalize varying perspectives on scientific modeling in elementary, middle, and secondary classrooms across disciplinary domains.

Session Types:

Concurrent Session

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Classroom Practice

Pages